本文選題：培養(yǎng) + 跨文化交際意識(shí)��； 參考：《青海師范大學(xué)》2017年碩士論文

【摘要】：隨著中國(guó)在全球化進(jìn)程中的作用愈加重要,中國(guó)在各領(lǐng)域也緊跟世界步伐。整個(gè)世界正在縮小,這使得國(guó)家間的聯(lián)系變得更加便捷。作為一種工具,語(yǔ)言,搭建起了國(guó)際間交流的橋梁。而要想掌握一門語(yǔ)言,文化學(xué)習(xí)成了必要的基本的輔助工具。國(guó)與國(guó)之間的跨文化交際要求使得更多的有志之士加入到跨文化交際研究中來(lái)。然而在中國(guó),學(xué)生的英語(yǔ)口語(yǔ)和寫作能力相對(duì)較好,有的甚至是非常優(yōu)秀,但在與國(guó)外本土人士交流的時(shí)候仍然感到非常困難,甚至無(wú)措。原因就在于中國(guó)人過(guò)于強(qiáng)調(diào)語(yǔ)言知識(shí)能力而不是語(yǔ)言使用能力。也就是說(shuō),語(yǔ)言學(xué)習(xí)者在日常交流中,重視語(yǔ)言知識(shí)的學(xué)習(xí)而忽略了語(yǔ)言的正確使用。究其原因,英語(yǔ)的教與學(xué)在很長(zhǎng)的一段時(shí)間里忽略了文化和文化意識(shí)的重要影響力。自20世紀(jì)80年代中國(guó)打開國(guó)門面向世界開始在各個(gè)領(lǐng)域參與國(guó)際交流以來(lái),特別是進(jìn)入21世紀(jì)以后,由于跨文化交際意識(shí)的不足或缺失,說(shuō)得一口流利英語(yǔ)的中國(guó)人在與本土人士交流時(shí),常有誤解或矛盾發(fā)生。這是因?yàn)槎鄶?shù)學(xué)生在進(jìn)入大學(xué)完成兩年英語(yǔ)學(xué)習(xí)以后就不會(huì)再接觸英語(yǔ),而在兩年的學(xué)習(xí)時(shí)間里,絕大多數(shù)的學(xué)生的學(xué)習(xí)目的仍然是為了通過(guò)大學(xué)英語(yǔ)四六級(jí)考試,獲得登記證書。文化意識(shí)和跨文化交際能力沒(méi)有得到很好地激發(fā)和培養(yǎng),這無(wú)疑會(huì)在他們以后的語(yǔ)言交流中形成障礙。因此,英語(yǔ)新課程標(biāo)準(zhǔn)中強(qiáng)調(diào)要培養(yǎng)學(xué)生的跨文化交際意識(shí)。如何在高中階段培養(yǎng)學(xué)生跨文化交際意識(shí)和能力成為作者研究的焦點(diǎn)。為此,她提出了三個(gè)問(wèn)題:高中生跨文化交際意識(shí)的現(xiàn)狀如何?就會(huì)化原則而言,高中生在課堂上的言語(yǔ)和非言語(yǔ)交際能力表現(xiàn)怎樣?培養(yǎng)高中生跨文化交際意識(shí)和能力的措施有哪?為了完成尋找答案,完成研究,作者采用了問(wèn)卷調(diào)查來(lái)發(fā)現(xiàn)學(xué)生跨文化交際意識(shí)的現(xiàn)狀,訪談則用來(lái)補(bǔ)充第一問(wèn)題和完成第二個(gè)問(wèn)題,集中研究學(xué)生的跨文化交際能力。課堂觀察用來(lái)研究教師的教學(xué)態(tài)度和教學(xué)方法,同時(shí)也是觀察學(xué)生跨文化交際意識(shí)和能力的最佳途徑。作者以跨文化交際國(guó)內(nèi)外前期研究成果為理論依據(jù),采用EXCEL軟件對(duì)數(shù)據(jù)進(jìn)行分析,發(fā)現(xiàn)高中生跨文化交際意識(shí)和能力培養(yǎng)方面存在的不足主要來(lái)自高考?jí)毫?并對(duì)此提出了三條改進(jìn)意見,即教師需要在教學(xué)過(guò)程中進(jìn)一步加強(qiáng)對(duì)學(xué)生跨文化交際意識(shí)培養(yǎng)的理念,并采用有效教學(xué)方法培養(yǎng)高中生跨文化交際能力,例如,有效利用多媒體創(chuàng)設(shè)模擬語(yǔ)境等,更好地為學(xué)生營(yíng)造跨文化交際氛圍。
[Abstract]:As China's role in the process of globalization becomes increasingly important, China has kept pace with the world in all fields. The whole world is shrinking, making it easier for nations to connect. As a tool, language has built a bridge of international communication. In order to master a language, cultural learning has become a necessary basic auxiliary tool. The requirement of cross-cultural communication between countries makes more and more people with aspirations join the study of cross-cultural communication. However, in China, students' English speaking and writing skills are relatively good, some are even very good, but they still feel very difficult or even confused when communicating with native speakers. The reason is that the Chinese place too much emphasis on language knowledge rather than language use. In other words, language learners pay more attention to language knowledge and neglect the correct use of language in their daily communication. For a long time, English teaching and learning neglected the important influence of culture and cultural consciousness. Since China opened its doors to the world in the 1980s and started to participate in international exchanges in various fields, especially after entering the 21st century, due to the lack or lack of cross-cultural communication consciousness, Chinese who speak English fluently often have misunderstandings or conflicts with native speakers. This is because most students will no longer be exposed to English after they have completed two years of English study in college, and during the two years of study, the vast majority of students will still study for the purpose of passing CET4 and CET6. Obtain a certificate of registration. Cultural awareness and intercultural communicative competence have not been well stimulated and cultivated, which will undoubtedly form a barrier in their later language communication. Therefore, the new English curriculum standards emphasize the cultivation of students' awareness of cross-cultural communication. How to cultivate students' cross-cultural communication consciousness and ability in senior middle school has become the focus of the author's research. For this reason, she raises three questions: what is the current situation of high school students' awareness of intercultural communication? How does the high school student's verbal and nonverbal communicative competence behave in the classroom as far as the principle of socializing is concerned? What are the measures to cultivate high school students' intercultural communication awareness and competence? In order to find the answer and complete the research, the author uses questionnaire to find out the present situation of students' cross-cultural communication consciousness, and interviews are used to supplement the first question and complete the second question, focusing on the students' intercultural communicative competence. Classroom observation is used to study teachers' teaching attitude and teaching methods, and it is also the best way to observe students' intercultural communicative consciousness and ability. Based on the previous research results of cross-cultural communication at home and abroad, the author analyzes the data with excel software, and finds that the deficiency in the cultivation of intercultural communication awareness and competence of senior high school students mainly comes from the pressure of college entrance examination. Three suggestions are put forward, that is, teachers need to further strengthen the concept of cultivating students' awareness of cross-cultural communication in the process of teaching, and adopt effective teaching methods to cultivate students' intercultural communicative competence, for example, Making use of multimedia effectively to create simulated context and so on, so as to create a better cross-cultural communication atmosphere for students.
【學(xué)位授予單位】：青海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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