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初中英语教学中跨文化交际能力培养的实证探讨 [2]

论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2022-12-31编辑:vicky点击率:645

论文字数:46555论文编号:org202212191627219755语种:英语 English地区:中国价格:$ 44

关键词:初中英语教学论文

摘要:本文是一篇初中英语教学论文,笔者认为中国文化的传承和学生价值取向的引导离不开英语教学中文化意识的培养。文化意识的培养可以给英语教育以人文关怀,改变目前的机械记忆和语法练习,促进英语学习从“死记硬背”到“灵活运用”。

ge acquisition theory andhumanistic theory,has rich theoretical guidance value for the cultivation of ICC injunior high school English teaching.

CHAPTER TWO LITERATURE REVIEW

2.1 Intercultural Communication Competence

To cultivate students’ICC,we first need clarify what ICC is.In the followingpart,this question will be answered with the definitions,the components and theassessments of ICC.We should not only understand the historical origin ofinternational culture teaching,but also pay attention to the derivation anddevelopment of cross-cultural communicative competence education in the domesticforeign language teaching.

2.1.1 Definition of ICC

Ruben(1989)pointed out that ICC is the ability to meet one's own needs andachieve defined goals and expectations in the process of communicating withcommunicative objects in other language environments,which was of certainbreakthrough significance at that time.It is defined from the perspective of meetingthe needs and expectations of communicators,focusing on the perspective ofpsychological research.He further pointed out that successful cross-culturalcommunication requires seven abilities:respect,interactive posture,knowledge,empathy,self-directed role behavior,interactive management and tolerance ofambiguity.Ruben also constructed a theoretical model of cross-culturalcommunicative competence,which has had a certain influence on the study ofcross-cultural communicative competence.Spitzberg(1984)regarded cross-culturalcommunication as an effective communication process that is consistent with aspecific context and can achieve a certain clear goal.Lynch and Hamson(1998)putforward that ICC refers to the ability to communicate in different cultural contextsand communicative situations.

2.2 The Cultivation Model of ICC

The cultivation models in foreign countries are mainly based on thepsychological dimension of students'ICC.The domestic training mode mainlyfocuses on the perspective of English teaching,from the aspects of language teaching,cultural knowledge teaching and cultural awareness training.

2.2.1 Current Situation of Overseas Research

Foreign scholars’cultivation models are basically based on the division ofcomponents.For example,many scholars have adopted the model of“cognition,emotion and behavior”in psychology when dividing the structure.Therefore,theybelieved that students should consciously cultivate their cross-cultural communicationability from these three aspects accordingly(Paige,1986;Martin,1987;Kim,1991;Gudykunst,1992).Martin(1987)pointed out that in terms of cognition,teachersshould strengthen the teaching of target language culture so that students can obtain alot of cultural knowledge.

At the same time,they should fully understand their own culture and values onthe basis of understanding other countries’culture,and can not highlight“strongculture”.In terms of emotion,teachers should train students to deal with theuncertainty caused by the cultural differences between the two countries flexibly fromthe perspective of emotion,neither blindly praise other countries’culture,nor belittletheir own customs,and judge the conflict between the two from a very considerableposition,neither humble nor arrogant,and deal with it calmly.In terms of behavior,students will certainly be in a dilemma or limited dilemma in the communicationsituation.In t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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