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跨文化交际能力ESA教学模式在初中英语阅读教学中的应用研究 [3]

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:4698

论文字数:42155论文编号:org202012302158371302语种:英语 English地区:中国价格:$ 44

关键词:初中英语教学论文文化认同ESA教学模式英语阅读教学

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。

tural CommunicativeCompetence under the Guidance of the ESA Teaching Model.......... 40

Chapter V Conclusions....................53

5.1 Major Findings..........................53

5.2 Implication for Cultivating Students’ Intercultural CommunicativeCompetence in Junior High School....................54


Chapter IV Results and Discussions


4.1 Results and Discussions of Current Situation of Students’Intercultural Communicative Competence

In this paper, a case study is made on cultivating junior high school students’intercultural communicative competence during the English learning at NO.9 JuniorHigh School in Dalateqi, Ordos. 100 students were chosen which are from twoparalleled classes who ensure the result of the questionnaire could reflect thecommunicative competence of junior high school students. In order to make sure thecredibility of the questionnaire, the researcher chose another 40 students who are notcontained in these 100 students to give out the same questionnaire. After analyzing theresult, the questionnaire was conducted formally. The results of data are displayed indetails:

It is presented that the descriptive statistics of the whole questionnaire and thesub-dimensions of questionnaire. The descriptive statistics include maximum,minimum, mean and standard deviation.

1. The descriptive statistics of whole questionnaire

The questionnaire consists of 6 sub-dimensions and 50 items, and every item hasfive options to choose: strongly non-conform, non-conform, neither non-conform norconform, conform and strongly conform. Choosing strongly non-conform will get onepoint, and choosing strongly conform will get five point, so the full score is 250. If astudent gets the score close to the full mark, which means the students’ interculturalcommunicative competence in English learning is better than those who getting lowerscore. The participants’ overall scores are shown in the form of bar chart as follow.

Table 3-2 English reading teaching plan for cultivating students’ intercultural communicativecompetence in EC

...............................


Chapter V Conclusions


5.1 Major Findings

The purpose of this investigation is to explore the effects of the application of theESA Teaching Model in English reading class on junior high school students’intercultural communicative competence, which is tested by the subjects’ interculturallanguage knowledge, intercultural awareness and intercultural effectiveness. They arethe cognitive, affective and behavioral dimension of intercultural communicativecompetence respectively. After integrated the findings of both the questionnaire andthe tests, the researcher formulated three conclusions.

Firstly, it is about the findings of the questionnaire. According to theinvestigation, the current situation of junior high school students’ interculturalcommunicative competence is not very optimistic on the whole. The researcheranalyzed the result through students’ current level of intercultural communicativecompetence, students’ language ability; interaction skills; intercultural knowledge;intercultural attitude; intercultural awareness and intercultural strategic competence.In detail, students’ language ability and the acquisition of intercultural knowledge areall in a low level among six dimensions. And their intercultural awareness andintercultura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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