论中学英语口语教学中跨文化交际能力的培养（全英文）.docx

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1、论中学英语口语教学中跨文化交际能力的培养（全英文）近年来，随着我国改革开放的开展和我国与国际间的经济、科技、文化 交流日益频繁，人们越来越重视外国文化问题。同时，我们也逐渐认识 到了了解外国文化在对外交往中的重要性。在教育领域中，外语教学也 渐渐重视对学生交际能力的培养。然而，对许多老师而言，文化教学还 是一个较新的概念，从跨文化角度对英语教学进行研究探讨在目前还是 个新领域。我们必须认识到交际能力的培养是外语教学的主要目标，培 养学生跨文化交际的技能是中学外语教学要到达的一个目标。文化教学 在中学英语教学中的重要性不可忽视，英语学习者不了解英语国家的文 化，就无法获得交际能力。因此在中学英语

2、口语教学中应该目标明确地, 循序渐进地，方法得当地导入文化教学，使英语学习者在学习语言和知 识的同时受到文化的熏陶，在跨文化交际中游刃有余。Since last century, because of reforming and opening policy, many people, especially young people go abroad to get a better job or get further education and so on. Besides, many foreigners are curious about our country. Consequent

3、ly, people come to realize that if we know little about cross-cultural communication, there will be many conflicts. Some experts suggest that today1 s English teaching should emphasize intercultural communication. Learners ought to know not only grammar or words, but should learn cultural knowledge.

4、 If not, they will meet many difficultiesIntercultural communication refers to communication between persons who have different cultural beliefs, values, or ways of behaving.2.2.1 Cultural and cross-cultural communicationCultural awareness in language learning is the ability to be aware of cultural

5、relativity following reading, writing, listening and speaking. As Claire kramsch points out.12If.language is seen as social practice, culture becomes the very core of language teaching, cultural awareness must then be viewed as enabling language proficiency.Language itself is defined by culture. Lan

6、guage competent cannot be achieved without a good understanding of culture that shapes it, especially in foreign language learning. It is not only therefore essential to have cultural awareness, but also have cross-cultural communication awareness, such as the understanding of the relationship betwe

7、en target culture and native culture.222 Culture teaching and ELF oral teaching in middle schoolThe interrelationship between culture teaching and language teaching has been explored in depth by Michael Byram. The basis of Byram, s position is that it views language as a cultural phenomenon, embodyi

8、ng the values and meanings particular to a specific society, referring to the traditions and artifacts of that society and signaling its people7 s sense of themselvestheir cultural identity: nto teach foreign culture is to introduce learners to new competences and to allow them to reflect upon their

9、 own culture and cultural competence2/z It is assumed by others that language could somehow stand alone and be taught as a value-free symbolic system. But the social nature of language works oppositely when separating it from its original culture, especially when appearing in overseas contexts, wher

10、e the learners7 contact with the culture is largely confined to the foreign language classroom.Traditional foreign language teaching does not pay much attention to cultural factor. It focuses mainly on the vocabulary and structure of the language. But plenty of facts prove that language is not only

11、a symbol, a system, which put forward by pure linguistic theory scholar, but also a social practice.Therefore successful foreign language teaching must help the student master the knowledge of culture rules, in addition to use them in particular situation. Every nation has its unique culture pattern

12、 and language is the carrier of culture. For instance, Asians emphasize the importance of orderly society whereas Americans emphasize the importance of personal freedom and individual rights. For effective and appropriate communication, learners in middle school must be familiar with the differences

13、 in the foreign culture which they are learning and take according language behaviors.3. A survey based on classroom observationsSurvey date: 25/02/2019Survey instrument: interview and questionnaire.Subjects: students of Ning Bo Chai Qiao middle school. 30 students are interviewed, 98 students (30 i

14、nterviewed students and another 68 students) participate in questionnaire. All the 98 copies of questionnaire are valid.The objective of this survey is to investigate:1) Students7 attitudes towards cross-cultural communication in the ELF oral learningCurrent situation of students7 information input.

15、3.1 The analysis of interviewsThirty English learners are interviewed and are invited to answer only one question: what is a competent language learner like in your eyes? The responses tend to fall into three categories:(1) Twenty five interviewees think that he or she is good at English listening,

16、speaking, reading and writing abilities, especially at speaking and listening;Ten of them think he or she is familiar with foreign culture and is a successful cross-cultural communicator.(2) Five of them think a good command of native language is necessary.In order to describe more directly, the res

17、ults of interviews are put into a table (Table.l).Tablel. Results of the InterviewPositive attitudes PercentageLanguage proficiency learning(reading, writing, speaking and listening) 83.33% (25/30)Accumulation of culture 33.33% (10/30)Mother tongue proficiency 16.67% ( 5/30)These students7 responses

18、 reveal the following information:Firstly, these students still see the four basic skills (speaking, listening, reading and writing) as their main study objective. Secondly, cross-cultural communication competence has already been realized by language learners, but this group is small compared to th

19、e whole. Thirdly, the importance of mother tongue competence has only been seen by a few interviewees.According to this interview, most interviewees have realized the importance of language proficiency in language learning, but the point is why only one third of the interviewees have realized the im

20、portance and necessity of cross-cultural communicative competence since which are discussed so warmly in presentlanguage teaching world? Do they hold a negative view on it or do they just have not yet obtained the awareness consciously?3.2 The analysis of a questionnaireThe English learning question

21、naire consists of nine closed-ended questions (see Appendix), For instance, “you have the interest and passion in English and language learning” , and the answers falls into four types:1 . Strongly Agree (SA) 2. Agree (A) 3. Disagree (D) 4. Strongly Disagree (SD)According to the research content, th

22、e analysis of questionnaire is divided into two parts. The first five are put in Table 2 and the rest four questions are put in Table 4.2 .2.1 Data analysis on the questionnaire (1)This part of analysis involves data analysis on questions 1-5 in the questionnaire and a comparison between the respond

23、s of the interviews and the questionnaire.1.2.1.1 Data analysis on the questionnaire (1)Results of Questions 1-5 in QuestionnaireSA A D SDThe cultivation of English skills(readingz writing, speaking and listening) is the foundation of the language learning 60.29%31.65% 2.04% 6.02%Reading English nov

24、els everyday is necessary 17.35% 69.39% 13.26% 0.00%1) It is important to acquire a good knowledge of native language in the ELF oral learning 44.90% 53.06% 2.04% 0.00%The accumulation of language and cross-cultural communication competence are of equal importance 50.00%48.98% 1.02% 0.00%It is neces

25、sary to read materials regularly about politics, economy, culture, and so on 39.80% 60.20% 0.00% 0.00%Questions 1-5 (see appendix) indicate a clear picture of students7 attitudes towards language proficiency learning, native language learning, and accumulation on cross-cultural communicationcompeten

26、ce, literature, and politics and so on. On the importance of the cultivation of reading, speaking, listening and writing in language learning, 91.94% (60.29% SA+31.65% A) of English majors agree and of which 64.29% strongly agree. On daily English novels reading, a total of 86.74% (17.35% SA+69.39%

27、A) consider it necessary. On the necessity a good command of native language, 97.96% (44.90% SA+53.06% A) of English learners agree. On the relation of native language learning and foreign language learning, 98.98% (50.0% SA+48.98% A) believe that these two are of equal importance. Finally, on a reg

28、ularly reading of politics, economy, and culture, all (39.80% SA+60.20% A) the students hold a supportive attitude.321.2 Comparison between the interviews and the questionnaireWith regards to the similarities of the contents examined, it seems necessary tohave a comparison between the responds of th

29、e interviews and the questionnaire.Table2. Comparison between the Interviews and the QuestionnairePositive attitudes (SA+A) Interview(open-ended) Questionnaire(close-ended)Foreign Language proficiency learning(readingz writing, speaking and listening) 83.88% 91.94%Accumulation of intercultural commu

30、nication competence 33.33% 98.98%Mother tongue proficiency 16.67% 97.96%From the table above, the comparison is very clear that, towards the same research content, interviewees7 responds vary when they are faced with different types of questions. The gap is especially seen on the accumulation of cro

31、ss-cultural communication competence and native language proficiency. Compared with open-ended question in the interview,interviewees tend to hold a more supportive view on closed-ended questions in the questionnaire. In other word, most English learners subjectively admit the importance of the accu

32、mulation of cross-cultural communication competence and native language proficiency, but the point is, not all of them have already obtained the awareness. However, two questions have been proposed from the comparison: (1) Why English learners have not obtained the cross-cultural awareness which sho

33、uld be tied up with the ELF oral learning? (2) Is that because they subjectively lack learning motivation or objectively, they lack timely and efficiently teachers7 cultural guidance?3.2.2 Data analysis on the questionnaire (2)This part of questionnaire (table4 in next page) mainly focuses on studen

34、ts attitudes towards learning motivation as well as classroom learning. Before the analysis is taken, a brief introduction on motivation can help to have a better understanding on the analysis.1) Integrative motivationMotivation has been identified as the learners orientation withregards to the goal

35、 of learning foreign language867. It iswhile they communicate with foreigners. Therefore, it is important to introduce this kind of knowledge while teaching. We can t neglect the importance of culture teaching in middle school foreign language teaching, English teachers should integrate culture into

36、 ELF teaching gradually and appropriately. Thus the students may have a better understanding of the target language, and they may communicate freely and effectively in cross-culture communication.ContentsIntroduction1. the concept of intercultural communicationLiterature review1.1 Definition of inte

37、rcultural communicationA survey based on classroom observations1.2 The analysis of interviewsThe analysis of a questionnaire thought that students who are most successful in learning a target language are those who like the native language speakers, admire its culture and have a desire to become fam

38、iliar with or even become integrated into the society in which the language is used969. This form of motivation is known as integrative motivation.2) Instrumental MotivationIn contrast to integrative motivation is the form of motivation which is known as instrumental motivation. This is generally ch

39、aracterized by the desire to obtain something practical from the study of foreign language9125. With instrumental motivation, the purpose of study is more practical, such as meeting the requirements for college graduation, applying for a job and achieving higher social status.Table4. Results of Ques

40、tions 6-9 in QuestionnaireSA A D SD6) Your have the interest and passion in the ELF oral learning 14.29% 61.22% 21.43% 3.06%You would prefer to get an English-related job after the graduation 21.43% 66.33% 11.22% 1.02%7) The present classroom teaching can cultivate your learning abilities and improv

41、e your cross-cultural skills 2.04% 7.14% 71.43% 19.39%You hope to have English class in various forms such as discussion, presentation, debate, performance and so on. 25.51% 63.27% 9.18% 2.04%As is shown in the table (results of questions 6 and 7), 75.51% (14.29%SA+61.22%A) of English learners have

42、the interest and passion in language learning, and 87.76% (21.43%SA+66.33%A) of them would like to get an English related job in the future. According to the introduction of motivation, the answers to those two questions (questions 6 and 7) can be taken as therepresentation of integrative and instru

43、mental motivation respectively. Therefore, a conclusion can be made that, most students subjectively want to make a living by using their language competence.In order to check the condition of students cultural information input, questions 8 and 9 are designed and analyzed. 89.82% (71.43%D+19.39SD)

44、of English learners do not think that the present classroom teaching can cultivate their learning abilities and improve their cross-cultural communication competence, whereas a total of 88.78% (25.51%SA+63.27%A) hope to have English class in various forms such as discussion, presentation, debate, pe

45、rformance and so on. It can be found that most English majors are not satisfied with the current classroom teaching. They hope to enjoy a more interactive and communicative teaching style. The traditional text-based grammatical and linguistic teaching could not meet the needs of the cultivation of c

46、ommunicative competence to some extent. What s more important is that students are supposed to have a consciously as well as unconsciously cultural awareness promote by language teachers.3.2.3 Data analysis on culture curriculumIt is shown from the result of question 8 in the table above (table 4) t

47、hat present foreign language teaching has not provided a satisfactory fruit on cultural awareness cultivation. A question should be taken into consideration, that is, how can cross-culture awareness be expressed in the foreign language curriculum, with the purpose to cultivate language learners7 cul

48、tural awareness and communication insight into the target civilization? For a long time, this has been attempted by introducing the geographical environment and historical or political development of the foreign culture, its institutions and customs, its literary achievements, and even everyday life

49、 of its people. Take English learners in Ning Bo Chai Qiao middle school as an example, their cultural input has largely come from courses such as Extensive Reading, Communication between Cultures, American Literature, and An Outline Introduction to Britain and America, and so on. Following is a basic analysis on the four courses.Table5. Courses InformationCourse Duration Teachers backgroundExtensive Reading first 4 terms ChineseCommunication between cultures the 7th