跨文化交际能力教学

语言与文化密不可分,因此英语语言教学也就是文化教学。目前几乎所有人都认可大学英语教学的最终目的是交际能力的培养,而交际能力的各个组成部分都离不开文化,也就是说跨文化交际能力才是大学英语教学的最终目标,跨文化交际能力与大学英语教学息息相关。怎样将跨文化交际能力的培养融入大学英语教学才是现在英语教学最应该关注的问题。讨论或辩论、角色模仿、演讲和情景分析几种方法被多数学者倡导,同时"冲突事例"方法似乎是结合各种方法于英语教学的最好解决方案。虽然跨文化交际能力教学与英语教学息息相关,但是其培养与教学仍然存在很多问题,值得进一步探讨和研究。     

综英课堂应注重并培养学生的跨文化交际能力

传统综合英语教学方法的改革势在必行.现代综合英语教学,教师应注重课堂英汉文化对比的探讨,以学生为中心,多做跨文化交际的引导与实践.从学生英语交际能力和文化意识的有效结合入手,培养并提高其跨文化交际能力.     

Constructing culturally responsive professional development for inclusion in El Salvador using the lens of intercultural competence

This paper describes a collaborative technical assistance project, which was co-constructed by the Ministry of Education (MINED) of El Salvador and the author, to support the advancement of inclusive education through culturally responsive professional development. This research-based project is presented as a model of culturally responsive professional development using the lens of intercultural competence. The author describes each phase of the project through the lens of intercultural competence that includes: (a) initial planning, (b) content proposals, (c) content development, and (d) content delivery. Implications and future research questions for those engaging in culturally responsive professional development-based technical assistance work are provided.     

大学英语网考背景下跨文化能力研究

大学英语计算机化考试的构念对考生的语言能力提出了较高的要求,语言能力又与跨文化能力之间存在着密不可分的内在关系。文章从跨文化洞察力、跨文化理解力以及跨文化创造力三个方面来研究非英语专业学生的跨文化能力,并期望在多模态的语言测试中这种跨文化能力会转化为语言能力。     

跨文化教育视角下我国高校国际学生辅导员的角色定位与能力构建

国际学生教育本质上是一种跨文化教育。跨文化性、个体差异显著性、涉外性与专业分散性构成了我国高校国际学生事务的特性,对国际学生辅导员的角色与能力提出相应要求。跨文化教育视角下,我国高校国际学生辅导员承载着跨文化交际者、跨文化教育者、跨文化管理者与跨文化研究者的角色,应具备由跨文化交际能力、跨文化教育能力、跨文化管理能力与跨文化研究能力等四个维度构成的跨文化能力。     

外语教学中跨文化交际能力和跨文化敏感度研究

文章应用SPSS12.0统计软件对中国非英语专业英语学习者跨文化交际能力和文化差异敏感度开展调查并对所得数据进行分析,并归纳了现阶段我国外语教学中文化教学的特点;通过提高第二语言学习者文化差异敏感度从而提高跨文化交际能力的可行性,为第二语言教学中如何提高学习者跨文化交际能力这一教学目标找到新的出口。     

也谈跨文化交际能力与英语口语教学

随着对外交流的增加,跨文化交际能力的培养越来越受到我国英语教学界的重视。本文从跨文化交际能力的内容及其相关涵义入手,分析了跨文化交际能力和英语口语教学的关系,提出了以口语教学促进跨文化交际能力的办法:培养英语思维习惯;提高学生文化修养;加强心理素质;培养他们在经济和社会生活领域的交际能力。     

Internationalisation and the development of students’ intercultural competence

Universities’ internationalisation rhetoric suggests that students studying on internationally diverse campuses will automatically engage positively with one another and develop intercultural competence. This study examined the extent to which a cohort of first year UK and non-UK students studying on an internationally diverse campus developed intercultural competence. The Intercultural Development Inventory® (IDI®) and a locally designed survey were used to assess students’ intercultural competence and to explore their intercultural experiences over seven months. Students began almost exclusively in lower (ethnocentric) stages of intercultural development and most showed little progress despite reporting relatively high levels of intercultural contact, friends from other cultures and positive experiences. Findings suggest that even positive intercultural experiences do not necessarily lead to the development of intercultural competence and that university policy and practice may need to be enhanced if producing graduates with higher levels of intercultural competence is to become a realised outcome of internationalisation.     

高职非英语专业学生跨文化交际能力现状调查与对策研究

文章以问卷调查的方式对高职院校非英语专业学生跨文化交际能力现状展开调查并对数据进行系统分析后,指出了高职非英语专业学生在英语学习中存在的跨文化交际能力缺失的问题并分析了其中原因。阐述了培养学生跨文化交际意识和能力的重要性,并提出了解决这一问题的对策。     

Comparing Chinese undergraduate students’ level of intercultural communication competence: does studying in the USA make a difference?

This article presents the results of a study conducted in order to determine whether Chinese students who study in the USA for a portion of their internationalised undergraduate degree programme report differences in intercultural communication competence (ICC) compared to their classmates who remain in China. The results showed no significant differences in reported intercultural communication competence between students studying in Beijing and those studying in Denver. Frequency of multicultural group work was not associated with higher intercultural communication competence for students in Beijing, but it was positively associated with higher intercultural communication competence for students in Denver. The strongest relationship observed in the data was between intercultural communication competence and reciprocity, that is, the equal exchange of information and ideas among students. These results have implications for alternatives to study abroad, as well as classroom interventions designed to improve students’ intercultural communication competence.     

论跨文化交际中的能力

通过明确交际与文化之间的关系,探讨了跨文化交际中的语言能力、交际能力、跨文化交际能力、跨文化能力等之间的联系和区别。经对比分析认为:忽视了语言交际功能的语言能力是交际能力的一部分;跨文化交际能力突破了交际能力的文化局限;跨文化能力是比跨文化交际能力内涵更丰富、要求更高的一种综合能力。     

大学英语教师跨文化教育的局限性及对策

从80年代初期,我国学者开始研究跨文化交际至今,有关"跨文化交际能力"的文章绝大多数都是讨论和分析如何培养学生的跨文化交际能力,只有极少量的论文提及跨文化交际能力培养的主要实施者——大学英语教师。因此,文章试分析当前一线大学英语教师自身的跨文化交际能力和跨文化教育意识,希望能为进一步推动大学英语教学跨文化能力培养提供一些有益的参考。     

论跨文化交际能力的培养

随着社会和经济全球化的发展，英语已经成了进行国际交流的语言，因此跨文化交际能力成为外语教育的最终目的。笔者首先从理论的角度探讨了在英语语言教学中培养学生文化意识的必要性，其次分析了跨文化交际能力的概念．最后对跨文化交际能力的培养提出了几点意见和建议。     

基于跨文化交际能力培养的案例教学研究

目前,借鉴管理学和MBA教学中的案例教学模式已成为商务英语专业核心课程跨文化商务交际发展的必然要求。文章在系统论述跨文化交际学和跨文化交际能力的基础之上,重点探讨了案例教学的流程,包括案例的选择、呈现、讨论、学生发言与教师总结等环节,并从案例编写与本土化、师生角色定位、时间把握等四方面提出了案例教学的保障条件。     

Assessing students’ intercultural competence: Construction and psychometric evaluation of a brief measure

Intercultural competence has been placed increasing attention in globalized educational systems. The study presents a series of qualitative and quantitative investigations to construct and validate scores on a brief self-report measure assessing intercultural competence of university students. Following a comprehensive literature search and qualitative expert reviews in the scale construction process, 50 potential items were classified based on the attitudinal, cognitive, and behavioral intercultural competence framework. In the psychometric evaluation process, a unidimensional structure was obtained to represent the 50 items. Item response theory analysis was performed to yield a brief measure of five content-specific items measuring intercultural competence, capturing cross-cultural self-efficacy, cultural knowledge application, perspective taking/suspending judgment, and behavioral regulation in intercultural situations. Not just contributing to measurement advancement, but the newly developed and validated instrument holds promise for guiding the design of intercultural competence educational programs and assessing students’ intercultural competence performances/gains.     

Intercultural competence among sports and PE teachers. Theoretical foundations and empirical verification

As intercultural competence among young people is one of the educational missions at European schools, teachers should themselves be able to deal constructively with cultural diversity, as well as encouraging and shaping intercultural learning processes in their classes. This article focuses on the intercultural competence of physical education teachers. ‘Intercultural competence’, often used as a ‘container term’, will be theoretically founded in reference to the challenges physical education teachers meet. Based on these theoretical assumptions, a special education course was developed and conducted with physical education teachers to further their intercultural competence. With a mixed-method approach, i.e., a systematic interlocking of qualitative and quantitative data, the efficiency of the course has been empirically proved: knowledge competence and methods competence as sub-competencies of intercultural competence are enhanced while educational beliefs and acculturation attitudes as performance indicators are changed.     

论英语口语中跨文化交际能力的培养

培养跨文化的交际能力是英语口语教学的重要任务。本文从跨文化交际能力的价值和意义及英语口语中的惯用法 ,两种文化在口语中互相影响等因素的分析 ,来探讨跨文化交际能力的培养在口语教学中的重要性     

基于多媒体网络的大学生跨文化交际能力培养

跨文化交际能力是当代外语教学的最终目标。因受传统英语教学模式的限制,目前大学生的跨文化交际能力普遍不容乐观。基于多媒体网络的大学英语教学为培养学生的跨文化交际能力开辟了新途径。以建构主义为理论指导,利用多媒体网络的技术优势,大学英语教师应从加强文化导入,创造真实的交际环境,建立英语自主学习网站三个方面探索英语教学新模式,提高学生的跨文化交际能力。     

解析涉外导游的跨文化交际能力

我国出入境旅游业的蓬勃发展要求作为跨文化中介者的涉外导游具备较高的跨文化交际能力。文章在跨文化交际和文化中介的理论基础上分析影响我国涉外导游跨文化交际能力的因素,初步建立导游跨文化交际能力的分析框架,并提出一些培养涉外导游跨文化交际能力的方法。     

The effects of an intercultural communication workshop on participants’ intercultural communication competence: An exploratory study

It was the purpose of the present study to measure the effects of an intercultural communication workshop (ICW) on American participants’ intercultural communication competence. This study utilized the behavior observation methodology developed by Ruben (1976) with the contrast‐American simulation technique developed by Stewart (1966) to investigate intercultural communication competence development. Using a nonequivalent control group design, a structured communication event employing the contrast‐American technique was developed in which each subject discussed the topic of leadership communication with a contrast‐American at two intervals (pretest and posttest) and these interactions were videotaped. Two judges then viewed the videotaped interactions and rated the subjects’ intercultural communication competence using behavioral observation measures. The results suggest that (I) behavioral observation methodology can be reliably employed to assess intercultural communication competence and (2) the ICW did not significantly improve the American participants’ intercultural communication competence. These findings are discussed in terms of intercultural education/training and suggestions for future research on the ICW are presented.