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论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2021-01-12编辑:vicky点击率:4718
论文字数:42155论文编号:org202012302158371302语种:英语 English地区:中国价格:$ 44
摘要:本文是一篇初中英语教学论文,本研究旨在探讨英语阅读教学模式对初中生跨文化交际能力的影响,并通过被试的跨文化语言知识、跨文化意识和跨文化有效性进行测试。
Some people think that culture is not born but learned through the study. HuWenzhong (2001) believed that culture is the social heritage that people createthrough sustained efforts. It includes beliefs, values, customs, knowledge and physicalutensils. Culture is the guide of people’s actions which provides answers whensolving the problem. Culture is not born to know, but learned. Values are the core ofculture, so they are related.
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2.2 Theoretical Foundations
This part will introduce the theoretical foundations of interculturalcommunicative competence, which can be traced back to Harmer’s ESA TeachingModel along with Li Yabo’s Cultural Identity Theory.
2.2.1 The ESA Teaching Model
This research is based on Harmer’s ESA Teaching Model (1998). Harmer, anEnglish language teaching expert, referred the ESA Teaching Model in the 1990s. Hebelieves that intercultural communicative competence is the ability and level ofstudents to communicate with people from different languages and cultures under thecontrol of certain cultural values. So to learn a language well, one must learn theintercultural communicative competence well. When learners learn a foreign language,the ability of intercultural communicative competence can help students learn it well.To learn a language well, reading class is very important. How to teach the readingclass well? He constructs the ESA Teaching Model.
This teaching model mainly includes three parts, that is engage, study andactivate. Every part of them is crucial of all. He thinks language learners who get a new language under the social environment have some advantages. First, they canalways get the real language in their daily lives. They don’t need to suppose or guesssome living situations. The most important reason to learn a new language well is tocommunicate well with others. They can get the most practical opportunity to learnand think. That is to say, when students learn a new language in the classroom, theyhave the best effects.
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Chapter III Research Methodology.......................... 23
3.1 Research Questions............................23
3.2 Research Subjects.............................23
Chapter IV Results and Discussions............................37
4.1 Results and Discussions of Current Situation of Students’Intercultural Communicative Competence...................37
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