大学英语学习中跨文化交际能力的培养Word文件下载.docx

大学英语学习中跨文化交际能力的培养Word文件下载.docx

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专业英语（国际经贸）

年级2008级

学号081504631003

学生王洲雨

指导教师谭琦

结稿日期2012年05月01日

四川外语学院重庆南方翻译学院教务处制

2012年5月07日填

摘要：

在现代化和全球化的背景下，语言不仅仅作为一种交流工具，更是文化的承载。

在各国的合作与文化交流中，交换的不仅仅是单纯的语言符号，更是不同的文化背景。

这些文化背景影响着人们交往的方式，标准和策略。

外语学习的目标是什么？

越来越多的外语专业研究者和学者更看重跨文化交际能力。

跨文化交际能力是指外语学习者具有探索和鉴赏语言的社会文化意义，能意识到东西方语言文化差异造成的影响，分析出谈话中的实际错误。

这样的人才正是满足社会的需求。

当今社会环境下外语的学习：

学生们普遍接受严格的规范教学，并且都能取得很好的成绩。

但他们在英语应用上表现出能力不足，也不能理解英语在文化交流中的恰当用法。

误解常来自于跨文化交际中的文化差异。

论文的目的在于强调文化交际能力在外语学习中的重要性，论证了如何培养学生跨文化交际能力。

作者强调了语言文化在文化交流中的关联性，提高学生跨文化交际能力，对学术界和社会都有极大的影响。

关键词：

语言学习；

文化学习；

跨文化交际能力

PromotingCross-culturalCommunicationCompetenceinCollegeEnglishLearning

Abstract

Inthecontextofglobalizationandmodernization,languageisnotonlythetoolofcommunicationforhumanbeing,butalsothecarrierofculture.Everyday,peopleofdifferentracesinteractandcooperatewitheachother.Theirdifferentculturalbackgroundswillaffectthestyle,strategyandstandardwhentheycontactandcommunicatewithothers.Moreandmoreresearchersandscholarsconsideritslearners’cross-culturalcommunicativecompetence.

Thecross-culturalcommunicationalcompetencereferstothelearnerswhohavetheabilitytoexploreandappreciatethesocialandculturalmeaningoflanguage,comparethedifferencesbetweenwestcultureandeastculture,awaretheeffectbroughtbythedifferentlanguageandculturebetweenwestandeast,analyzethepragmaticfailureindiscourse.InChina,studentshavereceivedasetofstrictgrammaticalrulesandgoodgrades,buttheyfrequentlyremaindeficientintheabilitytoactuallyuseEnglishandtounderstanditsappropriateuseinnormalcross-culturalcommunication.Misunderstandingcausedbyculturaldifferenceshasinvolvedthemfrequentlyincross-culturalmiscommunication.

Thepurposeofthispaperistoemphasizetheimportanceofcross-culturalcommunicationcompetenceinEnglishlearning,anddemonstratehowtodevelopthiscompetence.Authorhighlightstherelationshipbetweencultureandlanguage.AGoodcross-culturalcommunicationcompetenceinEnglishlearninghasgreatacademicmeaningandsocialinfluence.

Keywords：

languagelearning;

culturelearning;

cross-culturalcommunicationalcompetence

Acknowledgements

Forthecompletionofmypaper，Iwouldliketoexpressmysinceregratitudetoallthosewhohavehelpedmeandsupportedme.

Firstofall,Iwouldliketoextendmywhole-heartedgratitudetomyinstructorTanQiforhisforesightguidance,enlighteninginstructionsandconstantencouragements.Duringthewritingandrevisingofthispaper,hegavemeimmeasurableandinvaluablehelp.Withouthispatienthelpandconstructiveadvice,thecompletionofthispaperwouldbeimpossible.

Secondly,mygratitudegoestoallthecollegeleadersandteachers,whohaveimpartedtheessenceofknowledgetome,toMr.Zhou,MissYang,ViceProfessorMr.HeandMr.Tan,whosecoursesaresoinformativeandinspiringthatwithoutthemmyabilityofwritingthisthesiscouldnothavebeenimproved.

Finally,mygratitudealsogoestomykindfriends,mydearparentsandanyotherpeoplewhohavegivenmeunreservedsupporttomyhardworkatthispaper.

Contents

自己调整下目录的页码哈

中文摘要1

Abstract1

Acknowledgements1

Introduction1

I.UnderstandingCross-culturalCommunicationCompetence1

A.CulturesandCross-culturalCommunicationCompetence1

B.TheComponentsofCross-culturalCommunicationCompetence1

C.TheFunctionsofCross-culturalCommunicationCompetence1

II.TheStrategiesinPromotingCross-culturalCommunicationCompetence1

A.RaisingAwarenessofIntegratingCulturallearning1

B.StressingtheImportanceofGeneralKnowledge1

C.EnhancingAppreciationofEnglishLiteraryHeritage1

III.MethodsinPromotingCross-culturalCommunicationCompetence1

A.LearningCulture-loadedWords2

B.LearningIdiomsandProverbs2

C.LearningCulturalBackgroundKnowledge2

D.StrengtheningExtracurricularActivities2

Conclusion2

Notes2

Bibliography2

Introduction

Withthedevelopmentofscienceandtechnology,fastpaceofglobalization,differentculturescontactwithandaffectoneachother.So,thetraditionalEnglishlearningdoesn'

tmeetthedemandofthegoalofhigh-qualityeducation,whosenormisgreatlyaffectedbystructuralism,taughtinapureandabstractform,focusedonstrictgrammaticalrules.Suchkindoflearningleadstosomedifficultiesinunderstandingculturalknowledgeandproduceseriousconsequencelearner’sincompetenceincross-culturalcommunication.Therefore,moreandmorepeopledevotethemselvestothestudyofcross-culturalcommunication,andespeciallyEnglishteachersspendmuchtimeandenergyreformingthelearningstrategiessoastodevelopeffectivecross-culturalcommunicationcompetenceforlearners.Thispaper,hence,aimstoemphasizetheimportanceofcross-culturalcommunicationcompetenceandproposelearningstrategiesofcross-culturalcommunicationinEnglishlearningsoastomakelearnersgetsmoothandefficientcross-culturalcommunicationcompetence.

Toachievethisgoalfirstlygothroughthenaturalrelationshipofelementsofcross-culturalcommunication,i.e.,language,cultureandcommunication.Thefollowingwillgivebriefintroduction.

Whatandhowpeopledointheirdailylifeinfactareallconnectedwiththecultureinwhichtheyarebroughtup.Culturemeansdifferentthingstodifferentpeople.Inabroadsense,culturemeansthetotalwayoflifeofapeople,includingthepatternsofbelief,customs,objects,institutions,techniques,andlanguagethatcharacterizesthelifeofthehumancommunity.Itestablishesacontextofcognitiveandaffectivebehaviorforeachperson.

Languageisapartofcultureandplaysaveryimportantroleinculture,whichnotonlyexpressesfacts,ideas,oreventswhichrepresentsimilarworldknowledgebyitspeople,butalsoreflectspeople'

sattitudes,beliefs,worldoutlooksetc.Thecreationofcultureliveswithoutlanguage;

meanwhile,changeanddevelopmentoflanguageareinevitablydependingonthedevelopmentofculture.AsBritishlinguistClaireKramschconcludestherelationshipbetweencultureandlanguage:

languageexpressesculturalreality,languageembodiesculturalidentityandlanguagesymbolizesculturalreality.Inotherwords,languageandcultureareinseparablyinterwoven,understandingonerequiresunderstandingtheother.Therefore,learningaEnglishmeansmorethanmerelymasteringitslinguisticcompetence,italsorequireslearnerstoseetheworldasnativespeakersofthatlanguageseeit,solanguagelearningisalsoculturelearning,thuslanguageandcultureshouldbetaughtsimultaneouslyinclass.

Besidesthecloserelationshipbetweencultureandlanguage,weshouldnotignorethetiebetweencultureandcommunication.SamovarandPorterdefinecommunicationasfollows:

“Communicationoccurswhenevermeaningisattributedtobehaviororresidueofbehavior.”1Thismeansthatwhensomeoneperceivesourbehaviororitresiduesandattributesmeaningtoit,communicationtakesplace.Theyalsonotethatculturemanifestsitselfbothinpatternsoflanguageandthoughtandinformsofactivityandbehavior.Butifspeakersincommunicationbelongingtodifferentcultures,theyencountercross-culturalmiscommunication.Therefore,cultureisacommunicationproblem,asculturalvariancesincrease,sodoestheproblemofcommunication.

Thelinkbetweencultureandcommunicationiscrucialtounderstandcross-culturalcommunication,becauseitgoesthroughtheinfluenceofculturethatpeoplelearntocommunicate.Oncepeoplefromdifferentculturemeet,theircommunicationpracticediffersfromthatofpeopleinthesameculture.Thusinlanguagelearning,culturecompetenceequallylevelswithlinguisticcompetence.Allthecrucialelementscometocross-culturalcommunication.

Cross-culturalcommunicationreferstocommunicationbetweenpeoplefromdifferentcultures.Samovarclaimsthatcross-culturalcommunication“wheneveramessagethatmustbeunderstoodisproducedbyamemberofonecultureforconsumptionbyamemberofanotherculture.”2Toputitmoreprecisely,cross-culturalcommunicationiscommunicationbetweenpeoplewhoseculturalperceptionsandsymbolsaredistinctenoughtoalterthecommunicationevent.Andcross-culturalcommunicationhasconnectedwithothersubjects,importantlyinvolvinganthropology,sociopsychology,sociolinguisticsandcommunication.Itincludescross-culturalcommunication,interethniccommunication,across-culturalcommunicationandinternationalcommunication.

InEnglishlearning,it’sworthytocombinecross-culturalcommunicationintolearningsyllabusandposepromotinglearners’cross-culturalcommunicationcompetenceastheultimategoalinlearning.ButcurrentlyinChina,manyofthestudentsoftenfailtorelatethisgoaltoeverydayclassroompractices.Havingbeenlongfocusedonthegrammar-centeredsyllabus,theironlypurposeinEnglishlearningistodevelopone’sgrammaticalcompetenceintheexam-orientededucationalenvironment.That’swhythehigh-markstudentsoftenstumbleindailycommunication,notbecauseofthenon-nativespeakers’linguisticcompetencebutbecauseoftheirpragmaticincompetence.Itisnodenyingthatthereareotherimportantfactorsbesidesgrammaticalknowledge,soinrecentyears,quiteanumberofChineseexpertsandteacherstransfertheiremphasisfromgrammaticalcompetencetocross-culturalcompetence.Thefollowingsectionwillgivefullexplanation.

.