本文通過(guò)對(duì)華裔留學(xué)生文化身份的思考和建構(gòu),對(duì)該群體對(duì)差異性文化的定位與融合程度,以及對(duì)其在融合過(guò)程中出現(xiàn)的“文化休克”現(xiàn)象及“本土文化休克”問(wèn)題的探討與研究,采用文獻(xiàn)綜述,調(diào)查問(wèn)卷,訪談等形式收集相關(guān)研究數(shù)據(jù)和資料,結(jié)合多元文化教學(xué)背景下外語(yǔ)教學(xué)的特點(diǎn)與發(fā)展前景,旨在對(duì)全球化背景下其他少數(shù)族裔留學(xué)生文化身份的定位,以及多元語(yǔ)境下不同文化背景的群體間的融合與發(fā)展有所啟示。本文通過(guò)對(duì)華裔留學(xué)生文化身份定位的分析,以及其在差異性文化的融合過(guò)程中所出現(xiàn)的問(wèn)題與解決問(wèn)題途徑的討論,目的在于對(duì)多元文化背景下外語(yǔ)教育教學(xué)過(guò)程中會(huì)產(chǎn)生的“文化休克”現(xiàn)象有所啟示。 論文主體部分由五章構(gòu)成:第一章:論文介紹;通過(guò)對(duì)論文的主題,目的,研究方法及意義的論述與解析,分別以的文化身份理論為理論基礎(chǔ),結(jié)合文化身份定位,差異性文化融合,“文化休克”與“本土文化休克”等相關(guān)概念,對(duì)文化身份,文化融合的基本理論及文化阻礙現(xiàn)象的進(jìn)行闡述與分析。第二章:文獻(xiàn)綜述;通過(guò)對(duì)文化身份與文化融合的理性分析,結(jié)合當(dāng)前多元文化背景下,留學(xué)生文化身份定位與文化融合的現(xiàn)狀,進(jìn)行國(guó)內(nèi)外研究背景,國(guó)內(nèi)外現(xiàn)狀分析,研究的價(jià)值與前景等方面的闡... 

【文章頁(yè)數(shù)】：67 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
CHAPTER 1 INTRODUCTION
    1.1 THE INTERPRETATION OF THE KEY CONCEPTS
        1.1.1 The Concept of the Identity
        1.1.2 The Interpretation of the Cultural Identity
        1.1.3 The Concept of the Acculturation
        1.1.4 The Cultural Identity in the Acculturation Process
    1.2 THE PURPOSE OF THE STUDY
        1.2.1 The Further Understanding of the Cultural Identity
        1.2.2 The Identity Orientation in the Acculturation
        1.2.3 The Application to the Cultural Competence
    1.3 THE SIGNIFICANCE OF THE STUDY
        1.3.1 The Identity Orientation in the Cultural Diversity
        1.3.2 The Influence on the English Teaching
    1.4 THE GENERAL ORGANIZATION
CHAPTER 2 LITERATURE REVIEW
    2.1 THE CURRENT RESEARCH OF THE CULTURAL IDENTITY
        2.1.1 The Theory Base of the Cultural Identity
        2.1.2 The Current Study on the Cultural Identity
        2.1.3 The Dilemma of the Study on the Cultural Identity
    2.2 THE CURRENT RESEARCH OF THE MULTICULTURAL ACCULTURATION
        2.2.1 The Theory Base of the Acculturation
        2.2.2 The Current Study on the Acculturation
        2.2.3 The Dilemma of the Study on the Acculturation
    2.3 THE RELATION BETWEEN IDENTITY AND ACCULTURATION
        2.3.1 The Identity Orientation
        2.3.2 The Positive Effect
        2.3.3 The Negative Effect
    2.4 THE STRATEGIES OF IDENTITY ORIENTATION
        2.4.1 Stimulus-response Process
        2.4.2 Multi-discrimination Process
        2.4.3 Problem-solving Process
CHAPTER 3 RESEARCH DESIGN AND DATA ANALYSIS
    3.1 RESEARCH AND METHODOLOGY
        3.1.1 Source and Content of the Research
        3.1.2 Subjects and Procedures
    3.2 DATA ANALYSIS
        3.2.1 Overall Analysis
        3.2.2 Detailed Analysis
    3.3 SUMMARY OF THE RESEARCH
CHAPTER 4 RESEARCH DISCUSSION AND IMPLICATION
    4.1 THE BARRIERS IN THE IDENTITY ORIENTATION
        4.1.1 The Ethnocentrism
        4.1.2 The Stereotypes
        4.1.3 The Cultural Shock
    4.2 THE STRATEGIES TO OVERCOME THE BARRIERS
        4.2.1 Cultural Sensitive Strategy
        4.2.2 Positive Study Strategy
        4.2.3 Language Assimilating Strategy
        4.2.4 Achievement Encouraged Strategy
    4.3 THE APPLICATION OF THE STRATEGIES
        4.3.1 Field independence vs. field sensitivity
        4.3.2 Trial and error vs. “watch then do”
        4.3.3 Direct VS. Indirect communication
        4.3.4 Topic-centered Communication VS. Topic-associating Communication
    4.4 THE REFLECTION ON THE ENGLISH TEACHING
        4.4.1 The Selection of the Teaching Material
        4.4.2 The Arrangement of the Class Activities
        4.4.3 The Design of the Curriculum Level
    4.5 THE SIGNIFICANCE ON THE ENGLISH TEACHING
CHAPTER 5 CONCLUSION
    5.1 THE CULTURAL IDENTITY IN ENGLISH TEACHING
    5.2 THE ACCULTURATION ON THE CULTURAL IDENTITY
    5.3 THE SUGGESTIONS FOR THE ENGLISH TEACHING
    5.4 CONCLUSION AND LIMITATION
REFERENCES
APPENDIX 1：THE ENGLISH VERSION OF THE QUESTIONNAIRE
APPENDIX 2：QUESTIONNAIRE ON CROSS-CULTURAL COMMUNICATION
ACKNOWLEDGE



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