On the Development of Students’ Intercultural Communicative Competence in College English Classes

More frequent international contacts require culture teaching to be incorporated into college English classes so as to develop students’ intercultural communicative competence. English culture is different from Chinese at linguistic and pragmatic levels and in nonverbal communication as well. To make students engage in intercultural communication successfully, teachers should first develop their "critical cultural awareness".Meanwhile, they need to try flexible ways of culture teaching and create an authentic learning environment for the students. Opportunities should also be created for the students to communicate in the real context. Students’ autonomy to learn the language and its culture should also be nurtured.     

Mitigate cross-cultural pragmatic failure in interpretation with project-based learning

Mistakes in interpretation are concerned with not merely poor language competence but also incapability of smooth crosscultural communication,which indicates that interpreters should be more competent in pragmatics consistent to the cultural models of relevance.The analysis demonstrates the importance of understanding cross-cultural pragmatics and some implications for teaching,particularly in the EFL environment.Project-based learning,conforming to the requirements of personnel training against the background of globalization,can well serve the goal of developing students’ overall cross-cultural communication competence in interpretation courses,when culture and its impacts on pragmatic competence of interpretation are not left out in both the in-class and after-class activities,but are dealt with in a sensitive and open-minded way.     

Developing Pragmatic Competence in Chinese EFL Classroom

This paper aims at investigating effective classroom-based instructive methods that facilitate the development of pragmatic competence of the intermediate-level adult English learners in China,who have gained relatively high grammatical competence but low pragmatic competence.The paper starts with the importance and components of pragmatic competence.It then examines what should be taught to help develop learners’ pragmatic competence.The paper focuses on some explicit instructive methods adopted by the author in her conversational English class that may raise learners’ awareness of pragmatic knowledge and enhance learners’ practice of pragmatic abilities:1) Encouragement of learners’ observation of pragmatic phenomena by English speakers from authentic audio-visual materials;2) Discussion of linguistic variations for each speech act and strategies of carrying out certain speech acts according to contextual cues;3) Role-play tasks engaging students in different speech events and communicative actions.The effectiveness of these methods is shown by test results after at the end of the course.     

A Research on the Improvement of Pragmatic Competence in College English Teaching

A core issue in foreign language teaching is to foster actual competence of language learners to practically utilize language, which is called pragmatic competence. But compared with traditional linguistic competence, the levels of their pragmatic competence need to be further understood. Thus it is essential to make an investigation into this. From the investigation results it is expected to reveal from which aspects teachers and students should carry on in order to improve pragmatic competence and meet foreign language learning need in new age.     

Using Culture Penetration and Culture Aside in Teaching Culture in College English Intensive Reading Course

Teaching culture is an indispensable part of English teaching.Teachers should teach western cultures along with teaching linguistic knowledge itself.In college English intensive reading class due to heavy workload,tight schedule and large classes,culture teaching,to certain degree.,seems hard to be realized.In this article,the authors introduce two practical,flexible and user-friendly methods: culture penetration and culture aside which can help teachers to teach culture in intensive reading class so that to improve students’ intercultural awareness and competence.     

Pragmatic Eompetence and English Elassroom Teaching

The development of foreign lan- guage learners＂ pragmatic competence is an im- portant objective of foreign language teaching and learning, which is greatly influenced by classroom teaching. This paper first discusses the definition of pragmatic competence, and then analyses the features of English classroom teach- ingand the relationship between pragmatic competence and classroom teaching. Finally, some suggestions about pragmatic competence development are also provided, that is, how to cultivate pragmatic competence in English class- room teaching.     

The Practice of Pragmatics in TEFL

In 1980s,Pragmatics was introduced into China and with its fast development Pragmatics has become the focus of Chinese researchers,who tend to study Pragmatics from grammar and Semantics.According to this,for a long time the college English teaching in China has been dominated by a combination of the audio-lingual method and the traditional grammar translation method.But,nowadays with the fast development of the economy and society,persons with high level of English proficiency are in great demand in every field of work.To meet the demand of times,language teaching should concentrate on training learners to be communicatively and pragmatically competent.This paper concerns how to improve students’ pragmatic and communicative competence via various teaching materials and methods.     

The Application of Pragmatics in College English Teaching

The teaching of pragmatic knowledge is as important as those grammatical rules.It is very critical for a successful communication.An increasingly large number of English language teachers who possess a special interest in pragmatics begin to adopt the pragmatic teaching which aims at promoting students’communicative competence.In order to improve students’ communicative ability,teachers must pay attention to the importance of pragmatics in teaching process.Only in this way can college students be trained to use language correctly and properly.     

Analysis of English Majors’ Expressiveness of Chinese Culture in English

Currently English has spread around the world so extensively that it has become a link language across many cultures.Since 1980s,China saw a warm discussion of language,culture and cross-cultural communication.An increasing number of researchers and educators began to be aware of the vital importance of culture in EFL teaching and learning and cultural content has been available in classrooms teaching.However,the development of English teaching and cross-cultural communicative competence is target culture-oriented and the ability of expressiveness of home culture in English is almost ignored.Thus,the thesis seeks to collect the students’ perceptions on expressiveness of Chinese culture in English and the culture teaching in EFL in China.     

Intercultural Competence in Theroy and Practice of Language Teaching

Intercultural competence,another term for cross-cultural competence,actuallly,has a confusing defination,as it has been searched by a wide variety of acdemic approaches and professional fields.In general,intercultural competence is a part of communication competence,and it refers to a kind of ability to communicate successfully with people of other cultures.As TESOL teachers,who would be seen as intercultural speakers or mediators,they should bring the concept of intercultual competence to the language classroom and culture teaching.     

Research on Culture Teaching Strategies in Higher Vocational College English Class

Culture should be included in language teaching.The author has done the research on introducing culture teaching strategies based on practical teaching,and has helped students improve their intercultural communicative competence.     

Can Pragmatic Competence Be Taught in an EFL Classroom?

An L2 learner’s pragmatic competence is an inseparable part of his communicative competence.Large quantities of aspects of pragmatic competence are teachable.Classroom is the place where an L2 learner’s pragmatic competence can be developed.Though classroom instruction has some negative effect,efforts could be done to arrange relevant awareness-raising and communication-practice activities.     

Pragmatics and the Teaching and Leaning of English

The purposeof the teaching and the learning of English is to develop communicative competence. Pragmatics is one of the most essential parts of the communicative competence .It concerns the appropriate use of language. This paper aims to show the significant role of pragmatics in the teaching and learning of English and further explores the importance of cultivating students' awareness to improve their pragmatic ability and communicative competence.     

A Cross-Cultural Perspective: An Integration of Traditional Chinese Culture into College English Textbooks

Teaching language is teaching culture. English is an international language with local and global significance.In“New Horizon College English”, Chinese culture elements are deficient, which is not conducive to our country’s higher education and cross-cultural communication skills and to achieve the goal of innovation of Chinese culture. As an important part of world culture, Chinese culture should be integrated into college English education. College English teaching materials should include not only western cultural elements but also fully present Chinese culture elements.     

Reviewing the Model of Communicative Competence in English Teaching

English communicative competence is growingly important,however,many college graduates can’t communicate smoothly in English.Therefore,the English teacher is supposed to know clearly what abilities English communicative competence should contain,namely:what ability a person needs to be able to use English to communicate effectively.To that end,a large number of relevant literatures is carefully read;the evolution of English communicative competence model is reviewed;and then an English communicative competence model,inclusive,open-ended and dynamic,is put forward to guide English teaching and learning.     

Reflection on the Competence of Cross-Cultural Communication in English Teaching

It is indisputable fact that language cannot be separated from its culture.That’s why the competence of cross-culture communication weighs highly in language learning from the perspective of sociolinguistics.More care has been given to the infiltration of cross-culture communication in teaching language.Under the guidance of theoretical comparisons,some suggestions will be given on how to combine this competence with daily language teaching in hope of improving language learners’ integrative language ability.     

On Culture Teaching in Foreign Language Classes

The paper discusses the importance of culture teaching in both the learners’ language skill-getting stages and their skillusing stages,and dwells on some teaching approaches that not only aim at enriching the learners’ cultural knowledge but also at improving their cultural competence.The paper also offers some teaching guidelines to facilitate culture teaching in a communicative English class.     

Pragmatics and the Teaching and Leaning of English

Teh Purpose of the teaching and the learning of English is to develop communicative competence.Pragmatics is one of the most essential parts of the communicative competence .It concerns the appropriate use of language.This paper aims to show the significant role of pragmatics in the teaching and learning of English and further explores the importance of cultivating students‘awareness to improve their pragmatic ability and communicative competence。     

Pragmatic Competence in Classroom Teaching

Pragmatic competence is a branch of language education studies within the overall framework of linguistics.The paper discusses relationship between pragmatics and classroom teaching from the perspectives of pragmatic competence,features of class room teaching and how to cultivate pragmatics competence in classroom teaching.It is argued that there are positive role of prag matics in classroom teaching.This thesis tries to finally give some advise from pragmatics for further language education research.     

外语学习中文化身份的探究(英文)

With the trend of globalization and the diversity of culture,language learners should improve intercultural communication competence in the flexible culture atmosphere.Especially,they should be aware of the importance of cultural identity in foreign language learning.On the basis of theories on intercultural communication study and second language acquisition,it will discuss the relationship between cultural identity and foreign language learning by analyzing the case study of language and culture learning experiences.