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依托文化课程培养英语专业学生跨文化交际能力的教学策略研究

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-07-20编辑:lgg点击率:4048

论文字数:37481论文编号:org201707171825473141语种:英语 English地区:中国价格:$ 66

关键词:英语语言学论文文化课程英语专业交际能力

摘要:本文是英语语言学论文,本研究以英语专业学生为研究对象,通过文化课程培养学生的跨文化交际能力。它强调了教学策略和问题对学生的ICC在认知、情感和操作层面。

CHAPTER ONEINTRODUCTION

1.1 Background of the study
With the increasing international communication and cooperation, interculturalcommunicative competence (ICC) has become one of the most basic qualities forprofessionals in the 21st century (Chen, 2013, p.6). According to Syllabus for EnglishMajors in Chinese Tertiary Institutions (“Syllabus” in brief hereafter) (AdvisoryBoard, 2000), it has been clearly stated that students’ ICC should be well developed. Itis necessary to develop students’ language accuracy and cultivate students’ sensitivity,tolerance and flexibility in different cultures so as to meet the increasing demands ofinternational communication (Advisory Board, 2000, p.12). It is imperative to set theobjective of developing students’ ICC, helping them to communicate with peoplefrom different cultures. In order to enlarge the scope of students’ knowledge anddevelop their ICC, Chinese tertiary institutions have been making efforts to reformtheir courses.ICC is not efficiently developed through the conventional skill-orientedcurriculum for English majors since English departments in China have been focusingtheir attention on listening, speaking, reading and writing skills without adequateattention to cultural knowledge in the curriculum stipulated in the syllabus. Since2007, a university in Northeast China has adopted the CBI philosophy and offered aseries of content-based courses, including the culture-based, literature-based andlinguistics-based. Although a mounting number of studies related to content-basedcourses have been conducted, the study on the cultivation of ICC in CBI courses is inscarcity.
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1.2 Objectives of the study
This study is aimed at probing the teaching strategies employed and the problemsin cultivating students’ ICC through culture-based courses. A qualitative study wasadopted with semi-structured interviews and classroom observations as instruments tocollect data.The objectives of the present study are:1) to identify the teaching strategies employed in cultivating English majors’ ICCin the cognitive dimension.2) to identify the teaching strategies employed in cultivating English majors’ ICCin the affective dimension.3) to identify the teaching strategies employed in cultivating English majors’ ICCin the operational dimension.4) to find out the problems in cultivating English majors’ ICC and raise thecoping strategies.
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CHAPTER TWOliterature review

This chapter is composed of three sections. In the first section, the definitionsand components of ICC will be introduced, followed by previous studies oncultivating ICC. In the second section, an introduction to the background of culturalcourses reform and previous studies on courses based on cultural contents will bepresented. In the third section, the definition, classification of teaching strategies andrelevant studies on teaching strategies will be demonstrated.

2.1 Introduction to Intercultural Communicative Competence (ICC)

The term Intercultural Communicative Competence (ICC) has been defined invarious ways by a wide array of researchers.Some scholars define ICC literally. For instance, Wen (2004, p.175) divides ICCinto intercultural competence (IC) and communicative competence (CC). She holdsthe view that IC is composed of linguistic competence, pragmatic competence andstrategic competence. CC consists of sensitivity to and intol论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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