论中学英语口语教学中跨文化交际能力的培养.doc

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1、摘 要近年来，随着我国改革开放的发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达到的一个目标。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

2、，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。关键词： 跨文化交际；文化教学；中学英语口语教学ABSTRACT 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. Consequen

3、tly, people come to realize that if we know little about cross-cultural communication, there will be many conflicts. Some experts suggest that todays 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 difficulties while they communicate with foreigners. Therefore, it is important to introduce this kind of knowledge while teaching. We cant neglect the importance of culture teaching in middle school foreign language teaching, English teachers should integrate culture int

5、o 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.Keywords：Cross-cultural communication; Cultural teaching; middle school ELF oral teachingContents1. Int

6、roduction22. the concept of intercultural communication32.1 Literature review32.2 Definition of intercultural communication43.A survey based on classroom observations73.1 The analysis of interviews73.2 The analysis of a questionnaire73.2.1 Data analysis on the questionnaire (1)93.2.2 Data analysis o

7、n the questionnaire (2)103.2.3 Data analysis on culture curriculum124. Ways of improving cross-cultural communication competence in middle school oral teaching154.1 The necessity of develop cross-cultural communication competence174.2 Some strategies for improving cross-cultural communication compet

8、ence in the ELF oral learning in chinese middle school174.2.1 Some strategies to learners174.2.2 Some strategies to teachers195. Conclusion25Acknowledgements26References27Appendix281 IntroductionLanguage is just like a mirror that reflects its national culture. Sociologists and anthropologists belie

9、ve that culture comprises all products of human activity, including fields of literature, art, music, architecture, and scientific as well as aspects of customs, life-style, code of conduct, worldly wisdom and social organization, etc. Languages are generally accepted words and rules drawn from spee

10、ch. Language is the carrier of culture and culture is the content of language119. There is no language without culture content. Therefore learning culture knowledge has become a major part of teaching English to Chinese students. International communication is communication between people whose cult

11、ure perception and symbol systems are distinct enough to alter the communication event120. Worldwide interest in intercultural communication grows out of two assumptions. First, we live in an age when changes in technology, travel, economy, and political systems, immigration patterns, especially the

12、 emergence of Internet, have created a world in which we increasingly interact with people from different cultures. And whether we like it or not, these interactions will continue to grow in both frequently and intensely. Second, people now know that the influence of culture affects communication in

13、 a subtle way. Our culture perceptions and experiences help determine how the world looks and how we interact in the world. However, as we look back to see the situation in Chinas high schools. We see that, for several decades, language teachers have not been able to pay attention to the role of cul

14、ture knowledge in language oral teaching. Nowadays, in the ELF oral teaching, especially in middle school, teachers pay much attention to vocabulary. As Chinese culture is not the same as that of English-speaking countries, the rules for using Chinese are, in some respects, different from those usin

15、g English. There is especially good evidence that Chinese students may transfer their mother tongue references of language used to their English performance and fail to communicate effectively124. Misunderstanding caused by cross-cultural communication should break down and much attention should be

16、paid to them in English language teaching. So in middle school ELF oral teaching, teachers must not only improve students language level, but also pay attention to cultivating students abilities of intercultural communication.2. The concept of intercultural communication2.1 Literature reviewMore and

17、 more common practice of intercultural communication promotes the emergence of the concept of intercultural communicative competence. It is a challenging issue for language study and language teaching.In 1965, Chomsky put forward the concept of linguistic competence and linguistic performance. Later

18、, it was challenged by Campbell and Wales (1970) and Hymes (1972). Hymes (1972) argues that the appropriateness of language is the core of communicative competence, and he sees communicative competence as part of cultural competence. Canale and Swain (1980) put forward a more complex framework, and

19、Canale (1983) summarized communicative competence in the way that it includes four component parts - grammatical, sociolinguistic, discourse, and strategic. Canales conclusion in fact suggests that all aspects of language using are determined by culture. The continuous theoretical research of commun

20、icative competence has paved the way for the development of language teaching in which cultural factors are considered more and more important.In 1975, the first textbook on intercultural communication “An Introduction to Intercultural Communication” (Conden & Yousef ) was published, and many other

21、books followed it. The research on intercultural communication has developed quickly, and has exerted incredible influence on language and cultural teaching.Traditional language teaching divides language techniques into listening, speaking, reading and writing. Deman (1987) applied the theories of i

22、ntercultural communication to language and cultural teaching, and viewed cultural teaching as the fifth dimension of language teaching. Seelye published a book named “Teaching Culture: Strategies for Foreign Language Education” in 1984. Gumperz (1982) conducted investigations on the “discourse strat

23、egy” of the communicators who had a non-English cultural background and who spoke English as the second language. He revealed that those communicators assumptions of the world that had been formed in their native cultural context would exert great influence on intercultural communication. This, in t

24、urn, has stimulated a trend in language teaching that sees culture as discourse (Widdowson, 1984; Mclarthy, 1991; Kramsch, 1993; Candlin,1994; Hanks,1996). So since 1990, process-centered and task-oriented teaching mode has been widely adopted in the west.Besides, American applied linguist G. Robins

25、on (1985) put forward an important concept that through language and cultural teaching learners would gain “Cultural Versatility”. That is to say, through learning culture, learners would change internally. This viewpoint is quite significant.Prof. Michael Bryams research is also strikingly notable.

26、 He holds that foreign language education includes four parts: language learning, language understanding, cultural understanding, and cultural experience1. He has conducted systematic analysis on how to deal with the relationship between the first language and foreign language, and the relationship

27、between native culture and foreign culture2.2.2 Definition of intercultural communication“Intercultural Communication” can hence be defined as the interpersonal interaction between members of different groups, which differ form each other in respect of the knowledge shared by their members and in re

28、spect of their linguistic forms of symbolic behavior. In this Concepts of intercultural and Combines the Concepts of intercultural and communication, It also describes the problems and pitfalls of misunderstanding and the skills and competence required for successfully understanding member of other

29、culture.Thanks to Edward T. Hall who is regarded as the founder of intercultural communication, a new brink knowledge, intercultural communication, has been becoming more and more widespread in the whole world ever since the publication of his great work The Silence Language. Intercultural communica

30、tion is a symbolic, interpretive, transactional, contextual processing tool with which people from different cultures create shared meaning2115. Intercultural communication occurs whenever a message produced in one culture must be processed in another culture. It can best be understood as cultural v

31、ariance in the perception of social objects and events. The barriers to communication caused by this perceptual variance can best be lowered by a knowledge and understanding of cultural factors that are subject to variance, coupled with an honest and sincere desire to communicate successfully across

32、 cultural boundaries.Intercultural 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 relativity following

33、 reading, writing, listening and speaking. As Claire kramsch points out12 Iflanguage is seen as social practice, culture becomes the very core of language teaching, cultural awareness must then be viewed as enabling language proficiencyLanguage itself is defined by culture. Language competent cannot

34、 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 between target culture and

35、native culture.2.2.2 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 Byrams position is that it views language as a cultural phenomenon, embodying the values and mean

36、ings particular to a specific society, referring to the traditions and artifacts of that society and signaling its peoples sense of themselvestheir cultural identity: “to teach foreign culture is to introduce learners to new competences and to allow them to reflect upon their own culture and cultura

37、l competence2.” 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, where the learners contact w

38、ith 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 a symbol, a system, which

39、 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 and language is the car

40、rier 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 in the foreign culture

41、which they are learning and take according language behaviors.3. A survey based on classroom observationsSurvey date: 25/02/2009Survey instrument: interview and questionnaire.Subjects: students of Ning Bo Chai Qiao middle school. 30 students are interviewed, 98 students (30 interviewed students and

42、another 68 students) participate in questionnaire. All the 98 copies of questionnaire are valid.The objective of this survey is to investigate:1) Students attitudes towards cross-cultural communication in the ELF oral learning 2) Current situation of students information input.3.1 The analysis of in

43、terviews Thirty 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, speaking, reading an

44、d writing abilities, especially at speaking and listening; (2) Ten of them think he or she is familiar with foreign culture and is a successful cross-cultural communicator. (3) Five of them think a good command of native language is necessary.In order to describe more directly, the results of interv

45、iews are put into a table (Table.1).Table1. Results of the Interview Positive attitudes Percentage Language proficiency learning(reading, writing, speaking and listening)83.33 (25/30)Accumulation of culture33.33 (10/30)Mother tongue proficiency16.67 ( 5/30) These students responses reveal the follow

46、ing 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 the whole. Thirdly,

47、 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 importance and nec

48、essity of cross-cultural communicative competence since which are discussed so warmly in present language 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 questionnaire 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: