完整版美国情景喜剧在跨文化交际能力培养中效用研究毕业论文.docx

完整版美国情景喜剧在跨文化交际能力培养中效用研究毕业论文.docx

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完整版美国情景喜剧在跨文化交际能力培养中效用研究毕业论文

学校代码：

12795密级：

2015届本科生毕业论文

OntheEffectivenessofAmericanSituationComedyinCultivatingCross-culturalCommunicativeCompetence

美国情景喜剧在跨文化交际能力培养中效用研究

院系：

外国语学院

专业：

英语（商务方向）

姓名：

指导教师：

李晶

答辩日期：

二〇一五年三月

毕业论文诚信声明

本人郑重声明：

所呈交的毕业论文《美国情景喜剧在跨文化交际能力培养中效用研究》是本人在指导老师的指导下，独立研究、写作的成果。

论文中所引用是他人的无论以何种方式发布的文字、研究成果，均在论文中以明确方式标明。

本声明的法律结果由本人独自承担。

作者签名：

査会云

指导教师签名：

年月日

Abstract

Languageisthecarrierofculture,andcultureliesinlanguage.Therearemutualeffectsandpromotionbetweenculturelearningandlanguagelearning.Culturelearningisthefoundationofcultivatingcross-culturalcommunicativecompetence,soweshouldcombineculturelearningwithdevelopinglanguagecompetenceandcross-culturallanguagecompetence.Literaturesummarizationandtheoreticalanalysisareprimarilyadoptedinthethesisontheeffectivenessofsituationcomedyincultivatingcross-culturalcommunicativecompetence.TheauthordiscusseshowtobondcultureteachingandlanguageteachingbyappreciatingthefilmsandTVplaysinclasstoimprovelearners’cross-culturalcommunicativecompetence,andtheauthoranalyzescommonproblemsofEnglishlearnersandcross-culturalcommunicativebarriersandhowtoavoidorevensettletheseproblems.SituationcomediesarepopularwithagreatdealofEnglishloversbecauseofhumorousdialoguesandpureEnglish.Students’pragamaticcompetencecanbeimprovedthroughsituationcomedies’assistanceinEnglishteachingforpromotingtheircross-culturalcommunicativecompetence.

【Keywords】situationcomedy;cross-culturalcommunicativecompetence;appreciationoffilmsandTVplays

摘要

语言是文化的载体，文化蕴含于语言之中。

语言学习和文化学习相互影响，相互促进，而培养跨文化交际能力的基础正是文化的学习，所以在文化学习的过程中我们应该把文化学习与语言能力发展和跨文化语言能力发展结合起来。

本文主要采用文献回顾法和理论分析法研究情景喜剧对大学生跨文化交际能力的培养的效用，探讨英语影视鉴赏课如何把文化教学与语言教学两者结合来提高学习者的跨文化交际能力，分析当代学生学习英语的普遍问题和跨文化交际的多种障碍以及从影视剧欣赏的角度探讨如何避免甚至解决这些问题。

情景喜剧因为非常精彩幽默的对白和地道纯正的英语口语而深受广大英语爱好者的青睐。

因此在英语教学中，通过情景喜剧的辅助，可以有效提高学生的语用能力，从而最终使得他们的跨文化交际能力得到提高。

【关键词】情景喜剧；跨文化交际能力；影视剧欣赏

Contents

AbstractI

摘要II

Contents..................................................................................................................................III

ChapterOneIntroduction1

1.1Background1

1.2Significance1

1.3Structure2

ChapterTwoLiteratureReview2

2.1SituationComedy2

2.2Cross-culturalCommunication3

ChapterThreeLanguageandCulture5

3.1Language5

3.2Culture6

3.3RelationsbetweenCultureLearningandLanguageLearning8

ChapterFourCross-culturalCommunicativeCompetence10

4.1CommunicativeCompetenceandCross-culturalCommunicativeCompetence10

4.1.1Communicativecompetence10

4.1.2Cross-culturalcommunicativecompetence11

4.2Cross-culturalCommunicativeAwareness12

4.3Cross-culturalCommunicativeBarriersandCultivation14

4.3.1Cross-culturalcommunicativebarriers14

4.3.2Cross-culturalcommunicativecultivation15

ChapterFiveImprovingCross-culturalCommunicativeCompetenceinSituationComedy16

5.1CommonProblemsofEnglishLearning16

5.2AppreciationofFilmsandTVPlaysinCultivatingCross-culturalCommunicativeCompetence18

5.3ApplicationofSituationComedyinClass20

ChapterSixConclusion22

References24

Acknowledgements25

ChapterOneIntroduction

1.1Background

Thecommunicationsbetweenpeoplefromdifferentsocialculturesandregionshavebeenmoreandmorefrequentowningtotheglobalization.Communicatingincrosscultureisanobviousfeatureoftheglobalizingworldwheretheneedsforinternationaltalentswithspecializedknowledgeandgoodcross-culturalcommunicativecompetenceareveryurgent.Fiercerculturaldiversityandtheconflictbetweenthosecultureshavebeenconfrontingamongcontemporarycollegestudents.Thosequestionshowtobuildcross-culturalcommunicators’qualitysystemandhowtocultivateinternationaltalentswhocanadapttotheirnationaldevelopmentareimportantissuestobeurgentlysolvedforhighereducation.Itisimportantanddifficultforuniversitypersonneltrainerstoprovidethecountrywithglobaltalentswhopossessspecializedknowledgeandinterculturalcommunicativecompetenceanddirectlyparticipateininternationalexchangesandcompetitions,andmeetnewrequirementsfortalentedpersonproposedbyinternationalcommunity.Withmoreemphasisputonbothlanguageteachingandcultureteaching,thereareanincreasingnumberofinsiderswhodonotsimplythinklanguageteachingasimpartinglanguageknowledgebutcombinelanguagecompetencetogetherwithcross-culturalcommunicativecompetencefordevelopingstudents’competencetoflexiblyuseculturalknowledgeincross-culturalcommunicativesituations.

1.2Significance

Filmsarefromlifeandcanreflectthenationalcultureandcontributegreatlytounderstandingthetargetlanguageculturebetter.Consequentlyappreciatingfilmswouldbeonekeychanneltoinputcultureandexportculture.Originalmovieseriescanmakeclassatmosphereeasy,andcollegeEnglishteachersshouldmakefulluseofthemediatobooststudents’learningenthusiasmandexpandtheunderstandingofwesternculture,whichistoimprovestudents’cross-culturalcommunicativecompetence.Plotsinsitcomsareveryamusingandinteresting.Inaddition,theirlinesarelargelyclassicandhumorous.Teachingwithsituationcomediescaneasestudents’anxiety,whichnotonlybuildsacomfortablestudyingenvironment,arousinglearningpassion,butalsocreatesanoccasionallaughsothatstudentsfallintoinitiativeandactivestudyinghabitssoastomeettheultimategoaltoimprovelearners’interculturalcommunicativecompetence.

1.3Structure

Thethesisconsistsofsixchapters.Thefirstchapterisintroduction,includingbackgroundandsignificanceandstructureofthethesis.Thesecondchapterisliteraturereview.Thethirdchapterintroduceslanguageandcultureandtherelationsbetweenlanguagelearningandculturelearning.Thenthefourthpartindicatesbrieflycommunicativecompetence,cross-culturalcommunicativecompetence,cross-culturalcommunicativeawarenessandcross-culturalcommunicativebarriersandcultivation.Thefifthchapterdiscussestheimprovementofcross-culturalcommunicativecompetenceinsituationcomedy,anditreferstothreepartsasfollows:

commonproblemsofEnglishlearning,appreciationoffilmsandTVplaysincultivatingcross-culturalcommunicativecompetenceandapplicationofsituationcomedyinclass.Finally,thesixchapteristheconclusionofthethesis.

ChapterTwoLiteratureReview

2.1SituationComedy

Situationcomedy,alsocalledsitcoms,isonetypeofcomedyfeaturingfeaturesthatsharesthefixedcommonsetting,likeonecoffeeshoporanapartmentorahouse,withnowandthenjokesasonekindofdialogue（苏莉杰，2012）.Althoughthistypeofprogramshasrootsinradio,nowsituationcomediescanonlybefoundontelevisiontoagreatextent.Morespecifically,sitcoms,involvingafixedcastofactorsinonesuccessionofepisodes,areeitherradiosetortelevisionseriesofcomedies.Besides,frequentlyallthesecharactersaredramaticallyvariousformsgatheredtogetherbysituationsaswellassharingthesamesurroundingssuchasahomeoraparticularapartment.Usuallysituationcomediesareinlengthhalfanhour,wheretheplotisdesignedtocovertotalingtwenty-twominutesindurationandadditionaleightminutesforanothercommercialuse.Furthermore,insitcomsthestoryiseitheremployingplottedapplauseortapinginadvanceofastudioaudience,whichisnotedbyverbalargumentsandquicklysettledconflicts.

WilliamAsherhasbeenknownasagreatpersonwhoinventsthesituationcomedy,inadditionwhohasguideddozensofthemajorsitcomsinAmerica.Invariousperiods,Americansituationcomediesshowdiscriminatingcharactersfrom1950stonowinthemiddleoftheirdevelopingprocess.Inthenineteenfiftiesfamilycomediesandworkplacecomediesweretwogenresofinitialsitcoms.Morefantasticcomponentswereaddedintoliveactionsituationcomediesbysitcomsinventortillthemiddleofthe1960s.What’smore,beforenineteensixtiesAmericansitcomswerenotfilmedinfrontoftheliveaudiencesbutpost-producedaprerecordedlaughter.Situationcomediesgetdowntoaddressingalargeamountofcontroversialissuesintheinitial1970saswellasmostlygobacktothethree-camerasysteminfrontofliveaudience.AsforAmericansitcomsinthe1980s,plentifulAmericansituationcomedieslikeGrowingPainsreturnedtofamily;theirmaintopicsareaboutparentsandchildren,neverthelesstherewerefewpoliticalissuesinvolvedinthesitcoms.Tillthemiddleofthe1990songoingplotlineswereappliedinsomesituationcomedies.Friends,awell-knownsitcom,applyanelementofsoapopera,forexample,thecast’srelationsarebuiltlittlebylittleovertheprocessoftheallstories.

2.2Cross-culturalCommunication

Cross-culturalcommunicationstudiesthewaythatpeoplefromaroundtheworldandvaryingintheirculturalenvironmentorbackgroundsexchangeandcommunicateeachotherproperly,inadditiontohowtheystrivetocompleteitinterculturalcommunicationwell（胡文仲，1999）.Diversecultureswillinevitablyconfrontandthenconflict,finallycombinewitheachotherwiththeworldglobalization,peculiarlythegrowingofworldcommerce.Itisnotonlylanguageobstaclesbutalsoculturalfeatureswillaffecttheprocessofcommunicationamongpeopleindifferentareas.

Asiswell-known,EdwardHallinhisSilentLanguage（1959）firstmentionscross-culturalcommunication.Inthe1960s,theintellectualsincommunicationconceptualizedcross-culturalcommunication.Agreatdealofpublishedworksreflectsaquickprogressinthefieldduringthe1970s.Beinginte