發(fā)布時(shí)間：2020-12-09 02:17

　　進(jìn)入二十一世紀(jì),全球化浪潮對(duì)英語(yǔ)學(xué)習(xí)者的跨文化交流能力提出了新的要求。英語(yǔ)作為當(dāng)今世界廣泛使用的國(guó)際通用語(yǔ),是國(guó)際交流的重要工具。能夠?qū)W習(xí)和使用英語(yǔ)學(xué)習(xí)國(guó)際先進(jìn)科學(xué)技術(shù)和文明成果,傳播本國(guó)優(yōu)秀文化,加深與其他國(guó)家的理解和交流具有重要的意義。在《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(2017年版)》中明確提出了文化意識(shí)是英語(yǔ)學(xué)科核心素養(yǎng)之一。要求學(xué)生在全球化背景下,應(yīng)該具有跨文化知識(shí),態(tài)度和行為取向;能夠理解中外文化的異同,汲取精華,充分掌握中外文化知識(shí),以形成正確的價(jià)值觀和道德感,成長(zhǎng)為有文化素養(yǎng)和社會(huì)責(zé)任感的人。跨文化交流能力作為文化知識(shí),態(tài)度和行為取向的綜合體現(xiàn),是評(píng)價(jià)當(dāng)今高中生英語(yǔ)水平的一個(gè)重要方面。所以調(diào)查研究當(dāng)前高中生跨文化交流能力水平,并提出相應(yīng)的提高跨文化交流能力的建議是有必要性的。本研究以調(diào)查問(wèn)卷、訪談以及試卷的方式對(duì)黔南地區(qū)四所高中的572名高中生的跨文化交流能力進(jìn)行調(diào)查研究,本研究主要圍繞以下五個(gè)問(wèn)題展開:(1)調(diào)查目前高中生跨文化交流能力水平;(2)研究高中生的跨文化交流能力水平與其英語(yǔ)閱讀能力是否具有相關(guān)性,如果有,是怎樣的;(3)探索高中文理科生跨文化交流能力的差異;(4)探... 

【文章來(lái)源】：黔南民族師范學(xué)院貴州省

【文章頁(yè)數(shù)】：93 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Research Background
    1.2 Research Purposes
    1.3 Significance of the Present Study
        1.3.1 Theoretical Significance
        1.3.2 Pedagogical Significance
    1.4 Operational Key Terms Used in the Present Study
        1.4.1 Intercultural Communication Competence
        1.4.2 English Reading Proficiency
        1.4.3 Senior High School Students
        1.4.4 Field of Study
        1.4.5 Nationalities
CHAPTER TWO LITERATURE REVIEW
    2.1 Intercultural Communication Competence
        2.1.1 Definitions of Intercultural Communication Competence
        2.1.2 Classifications of Intercultural Communication Competence
    2.2 Studies on Intercultural Communication Competence both at Home and Abroad
        2.2.1 Studies on ICC Aboard
            2.2.1.1 Students' ICC and Cultural Differences
            2.2.1.2 Students' ICC and Attitudes
            2.2.1.3 Students' ICC and Cultural Sensitivity
        2.2.2 Studies on ICC in China
            2.2.2.1 Empirical Studies in China
            2.2.2.2 Theoretical Studies in China
            2.2.2.3 Research Gaps in Chinese ICC Study
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 Research Questions
    3.2 Research Framework
        3.2.1 Research Framework of the Study
        3.2.2 Rationales for Selecting Variables for the Present Study
    3.3 Data Collection Instruments
        3.3.1 Questionnaire for Quantitative Research
        3.3.2 English Reading Comprehension Test for Quantitative Research
        3.3.3 Semi-structured Interview for Qualitative Research
    3.4 Data analysis Method
        3.4.1 Descriptive Analysis
        3.4.2 Independent Sample T-test
        3.4.3 Correlation Analysis
        3.4.4 Multiple Regression
        3.4.5 Thematic Analysis Method
    3.5 Participants for the Present Study
    3.6 Pilot Study and Reliability Assessment
CHAPTER FOUR RESULTS
    4.1 Intercultural Communication Competence Profile of Senior High School Students
        4.1.1 Overall Profile of Students’Intercultural Communication Competence
        4.1.2 Students' Intercultural Communication Competence Level in Individual Factors
    4.2 Differences of Senior High School Students' ICC in Terms of Field of Study
    4.3 Differences of Senior High School Students' ICC in Terms of Nationalities
    4.4 Correlation of Students' ICC Level and Their English Reading Proficiency
        4.4.1 Correlations of Senior High School Students' ICC Level and Their English Reading Proficiency
        4.4.2 Linear Combination of Senior High School Students' ICC Level and Their English Reading Proficiency
    4.5 Factors Affecting Senior High School Students' ICC Level
        4.5.1 Exposure to Foreign Culture
        4.5.2.Experience of Intercultural Communication
        4.5.3 Participant Willingness of Intercultural Communication
        4.5.4 Intercultural Communication Competence
CHAPTER FIVE DISCUSSIONS
    5.1 Senior High School Students’ICC Level
    5.2 Senior High School Students' ICC Level in Relation to Field of Study
    5.3 Senior High School Students' ICC Level in Relation to Their Nationalities
    5.4 Senior High School Students' ICC Level in Relation to Their English Reading Proficiency
    5.5 Factors Affecting Students' ICC Level
        5.5.1 Personal Motivation
        5.5.2 Environment
CHAPTER SIX CONCLUSION,IMPLICATIONS AND LIMITATIONS
    6.1 Conclusion
        6.1.1 Summary of Question One
        6.1.2 Summary of Question Two
        6.1.3 Summary of Question Three
        6.1.4 Summary of Question Four
        6.1.5 Summary of Question Five
    6.2 Implications
    6.3 Limitations and Suggestions
REFERENCES
APPENDIX
    APPENDIX 1 Questionnaire of Senior HighSchool Students' InterculturalCommunication Competence
    APPENDIX 2 高中生跨文化能力調(diào)查問(wèn)卷
    APPENSIX 3Outline of Intercultural Communication Competence Interview
    APPENDIX 4 高中生跨文化能力測(cè)試
ACKNOWLEDGEMENTS



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