黑龙江大学外语部第一教学中心跨文化交际教研室Word格式.docx
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教学重点
ProceduresandActivities:
Introduction(warm-upexercise)——
Presentthefollowingculturalphenomenatothestudents.
(1)Presentsomecasesinvolvingdifferentculturalcontactbetweenpersonsfromdifferentcountriesordifferentpartsofthesamecountry?
(2)Thenleadtotheconceptofglobalization
Warm-upQuestions.:
教学内容及步骤
Doyouwanttogoabroad?
What'
syouraim?
Doyoufindwhetherit'
seasyornottogetalongwithforeignfriends?
Step-By-StepProcedures
Step1:
---Globalization
(1)Globalizationdefined:
1economicstandpoint
2sociologicalstandpoint
3Marxistphilosophyonglobalization(colonization)
教学方法设计
⑵Historicaloriginofglobalization
(3)Modernconceptofglobalization.①Theoryofmodernization
2Economicgrowththeoryofindustrialization
3Globalvillage
(4)Elementscontributingtotheglobalization:
.①Technologyrules
2Marketopen
3Globalquality
Step2:
——Culturemerge:
(1)CultureDiversityDefined
⑵WorkforceDiversityDefined
⑶DisadvantagesofCultureDiversity
Step3:
---Interculturalcommunication:
(1)InterculturalCommunicationDefined
⑵TheNeedforInterculturalCommunication
⑶KeyStrategiesforEffectiveInterculturalCommunication
(4)TipsforCross-cultureTraining
Closure(Wrap-up)——
Summaryofthewholechapter
以增强课堂授课
充分调动学生的参与性,设计能够调动学生积极参与的问题与案例,
效果。
书名
基于学习风格和学习策略
研讨章节
Chapter2Learning
的外语教学
Preference
Style
书中研究表明学生采用的方法越多学习语言就越成功.所以老师们可以在课堂上
给学生灌输各种不同学习风格,同时关注学生们分别属于何种风格,并有目的地在课
堂上使用多种风格的教学方法,争取照顾到大多数学生。
如何将学生的学习风格同跨文化交际教学结合起来是目前所有教师都比较关注的问题。
_2006-2007学年__秋季__学期日期:
2006年8月30日时间:
_13:
30_至14:
30__主讲
教师:
_常开媛记录教师:
—张知博
参加教师:
跨文化交际教研室全体教师
Culture
Thedefinitionofcultureandotherculture-relatedterms
Thecharacteristicsofculture
学重点
Proceduresandactivities:
1.Warm-upQuestions---5mins
Whatisculture?
HowdoyoudefineCulture?
2.
Step-by-Stepprocedures
culture(definedfromfiveperspective)
thecharacteristicsofculture
Cultureisasetofsharedinterpretations
Cultureinvolvesbeliefs,values,andnorms
Cultureaffectsbehaviors
Cultureislearned
CultureinvolveslargegroupsofpeopleStep3:
cultureidentity
—formationofculturalidentity
---characteristicsofculturalidentity
Step4:
subculture,co-cultureandsubgroups
Step5:
norms,rules,rolesandnetworks
读书工程
文化的定义有二百多种,不同的学者站在不同的角度给予文化不同的阐释。
这些都可
以帮助学生理解什么是文化。
因此可以让学生先根据自己的理解给文化下个定义。
另外,讲到亚文化和亚群体的概念时可让学生结合实际举例子。
充分调动学生的参与
性,以增强课堂授课效果。
语言学习者策略
研讨记录:
本次研讨主要涉及以下内容:
1.语言学习者策略分类:
(1)以学习目标为基础的策略分类;
(2)以语言技能为基础的策略分类;
(3)以语言功能为基础的策略分类;
2.其他策略分类方式
3.如何将策略分类运用到具体实践中去。
主讲教师强调了以下几点:
1.策略培训是连续性的,不是间断性的;
2.要注意策略的选择与分类;
3.具体应用策略时,要预先确立目标、范围,同时强调各个范围间的区别性;
4.应用语言策略时,要注意认知、原认知、潜能,还要注意避免交际盲区,
5.应用语言策略时,具体环节为再现、运用、内化;
应用语言策略时,还要重视社会交际性。
董璇
2006年9月6日时间:
13:
30至14:
ChapterTwo
toidentifythedefinitionsofenculturation,acculturation,separation,segregation,integration,
assimilation,marginalizationandcultureshock
2.toidentifythe5stagesofcultureshock
3.tobeabletodistinguishenculturation,acculturationandassimilation
1.Theresultsofacculturation
2.stagesofcultureshock
Introduction(warm-upexercise)
Presentthefollowingculturalphenomenatothestudents.
(1)Isculturestaticordynamic?
Pleaseusesomeexamplestosupportyourargument.
(2)Thenleadtotheconceptofculturedynamics.
Warm-upQuestions.
2integration
3assimilation
4Marginalization
(4)Differencebetweenenculturationand
acculturation
Symptomsofcultureshock
Aspectsofcultureshock
Stagesofcultureshock
讲解文化适应的不同种类时,可以借助图示的方法。
让同学结合自己的实际经历,讨论文化冲击各个阶段的表现,以便加深理解。
研讨记录:
I.Findingwaystogatherlearningstyleandstrategyinformation.
A.Learningstylesurvey.
B.Learningstylesurveyforyounglearners.
1.Assessinglearningstylepreferences
2.AssessingIanguagelearningstrategies.
n.Whattodowiththecollecteddata,suchastheteachersmaychoosetoconstructlearningstyleprofilesoftheirclassesbasedoninformationsuppliedbythelearners.
2006-2007学年秋季学期
日期:
2006年月曰时间:
重
点
ChapterIIICommunication
1.toknowdifferentdefinitionsofcommunication
2.toidentifytencomponentsofcommunication
3.toidentifythecharacteristicsofcommunication
1.Therelationshipbetweencommunicationandculture
Introduction(warm-upexercise)----
(1)Whatistherelationshipbetweencultureandcommunication?
(2)Whatarethecharacteristicsofcommunication?
Whatarethecomponentsofcommunication?
Differentdefinitionsofcommunication.
Componentsofcommunication.
Characteristicsofcommunication.
Step4:
Definitionsofcommunicationandtheconnectionbetweencultureand
Step5:
|nterculturalcommunicationethics.
Step6:
Culturalterminology.
Closure(Wrap-up)----
Chapter5AddingMotivation
toLanguageLearning
目的:
Inthischapter,therearefourquestionsforustodealwith.
1.Whatismotivation?
Thenatureofmotivation.
3.IntegrativevsInstrumentalMotivation.
4.Suggestionsforteachers.
结论:
Motivation,definedastheimpetustocreateandsustainintentionsandgoal-seekingacts,isimportantbecauseitdeterminestheextentofthelearner'
sactiveinvolvementandattitudetowardlearning.Whilebothintegrativeandinstrumentalmotivationsareessentiaelementsofsuccess,itisintegrativemotivationwhichhasbeenfoundtosustainIong-termsuccesswhenlearningasecondIanguage.InsomeoftheearlyresearchconductedbyGardnerandLambertintegrativemotivationwasviewedasbeingofmoreimportaneeinaformallearningenvironmentthaninstrumentalmotivation.Inlaterstudies,integrativemotivationhascontinuedtobeemphasized,althoughnowtheimportanceofinstrumentalmotivationisalsostressed.However,itisimportanttonotethatinstrumentalmotivationhasonlybeenacknowledgedasasignificantfactorinsomeresearch,whereasintegrativemotivationiscontinuallylinkedtosuccessfulsecondIanguageacquisition.Ithasbeenfoundthatgenerallystudentsselectinstrumentalreasonsmorefrequentlythanintegrative[easonsforthestudyofIanguage.ThosewhodosupportanintegrativeapproachtoanguagestudyareusuallymorehighlymotivatedandoverallmoresuccessfulinIanguageearning.Theuseofaninterestingtextcanalsohelptoincreasethemotivationlevelofstudentsintheclassroom.(suggestionsforteachers)
待解决的问题:
Motivation作为有助于第二语言习得的一个有力因素,怎样在教学中更有效的利用
学生的学习动机,激发学生的学习主动性,达到教学目的,是有待于研究和完善的一个课题。
李晓光
跨文化教研室全体教师
Chapter4InterculturalCommunication
1.Toidentifythedefinitionsofintercultural
communication,intraculturalcommunication,
internationalcommunication,interethnic
communication,interregionalcommunication.
communication,interpersona
cross-culturalcommunication,
communication,interracial
2.Tounderstandthe4fundamentalvaluesofwesternethics.
3.Tounderstandthedifferentethicsthatbelongstothedifferentpartofthe
world.
4.Tounderstandthedefinitionandmaincomponentsofinterculturalcommunication.
本章首先介绍了文化与交流的关系和跨文化的定义以及跨文化交流研究的不同
方面一一人际交流、国际交流、群体交流、种族交流和地区交流等。
紧接着介绍了跨
文化交际的几种主要伦理道德标准的内容。
然后,就跨文化交际的能力的定义和内容
给予介绍。
4.2Interculturalcommunicationreferstotheinflueneeofculturalvariabilityand
diversityoninterpersonallyorientedcommunicationoutcomes.
4.3.1Interpersonalcommunicationisaformofcommunicationthatinvolvesasmall
umberofindividualswhoareinteractingexclusivelywithoneanotherandwhotherefore
avetheabilitybothtoadapttheirmessagesspecificallyforthoseothersandtoobtain
教学内容及
immediateinterpretationsfromthem.
4.3.2Theterminterculturalcommunicationusedtodescribe
continuumdenotesthepreseneeofatleasttwoindividualswho
fromeachotheronsuchimportantattributesastheirvalue
theendpointofthe
areculturallydifferent
orientations,preferred
communicationcodes,roleexpectations,andperceivedrulesofsocialrelationships.
isusedtorefertocommunicationbetweenculturallysimilarindividuals.
4.3.4Thetermcross-culturalistypicallyusedtorefertothestudyofaparticularideaorconceptwithinmanycultures.Thegoalofsuchinvestigationsistoconductaseriesofintraculturalanalysesinordertocompareoneculturetoanotherontheattributesofinterest.
4.3.5Internationalcommunicationtakesplacebetweennationsandgovernmentsratherthanindiv