朱乐亚The Cultivation of Crosscultural Communicative Competence in Middle School English Teaching.docx

朱乐亚The Cultivation of Crosscultural Communicative Competence in Middle School English Teaching.docx

《朱乐亚The Cultivation of Crosscultural Communicative Competence in Middle School English Teaching.docx》由会员分享，可在线阅读，更多相关《朱乐亚The Cultivation of Crosscultural Communicative Competence in Middle School English Teaching.docx（16页珍藏版）》请在冰豆网上搜索。

朱乐亚TheCultivationofCrossculturalCommunicativeCompetenceinMiddleSchoolEnglishTeaching

OUTLINE

Abstract

KeyWords

I.Introduction

II.SeveralConceptsRelatedtoCross-culturalCommunicativeCompetence

2.1DefinitionofLanguage

2.2DefinitionofCulture

2.3DefinitionofCross-culturalCommunicativeCompetence

III.ResearchesonCross-culturalCommunicativeCompetence

3.1ResearchesonCross-culturalCommunicativeCompetenceAbroad

3.2ResearchesonCross-culturalCommunicativeCompetenceatHome

IV.The Influential Factors on Cross-culturalCommunicativeCompetence

4.1Environmental Factors   

4.2Teachers’ Factors

4.3Students’ Factors

V.CultivatingtheCross-culturalCommunicativeCompetence

5.1ReformingtheEvaluationSystem

5.2DesigningClassActivitiesEffectively

5.3StrengtheningExtracurricularEnglishActivities

5.4ChangingTeachers’Roles

5.5DevelopingStudents’Cross-culturalAwareness

VI.Conclusion

Bibliography

中文标题、摘要、关键词

TheCultivationofCross-culturalCommunicativeCompetenceinMiddleSchoolEnglishTeaching

Author：

ZhuLeyaNumber：

12080205Tutor：

TangJie

Abstract:

MorefrequentinternationalcommunicationneedstoincorporatecultureteachingintomiddleschoolEnglishteachingtodevelopstudents'cross-culturalcommunicativecompetence.EnglishandChinesearedifferentinlanguage,pragmaticandnonverbalcommunication.Inordertoenablestudentstoengagesuccessfullyincross-culturalactivities,teachersshouldfirstdeveloptheirown“criticalculturalawareness”.Atthesametime,theyneedtotryaflexiblecultureteachingmethodtocreateareallearningenvironmentforstudents.Itshouldalsocreateopportunitiesforstudentstocommunicateinapracticalenvironment.Meanwhile,Students'autonomytolearnthelanguageanditscultureshouldalsobecultivated.

KeyWords:

cross-culturalcommunicativecompetence;cultureteaching;middleschoolEnglishteaching

I.Introduction

Inaworldofincreasinginternationalization,itiscommonlyacceptedthatstudyingaanotherlanguagedoesnotsimplymeanmasteringacademicstudy,butmoreappropriatelyfocusesonlearningawayofcommunication.Communicationinourworldisneveroutofcontext,andbecausecultureisapartofcontext,Thereislittleculturalfreedom.Languageandculturehavealwaysbeencloselylinked,soitisincreasinglyrecognizedthatlanguagelearningandlearningthetargetculturearenotseparatedfromourlife.（Kramsch1993;Valdes1986）.

Targetcultureplaysanimportantroleinlanguagelearninginthemodernsecondlanguageclassroom.However,thestudents'knowledgeofthetargetculturetendstobeverylimited.Thispaperwillfocusonthecultivationofstudents’cross-culturalcommunicativecompetenceinmiddleschoolEnglishteaching.

II.SeveralConceptsRelatedtoCross-culturalCommunicativeCompetence

2.1DefinitionofLanguage

Whatisthedefinitionoflanguage?

Someexpertsfromdifferentfieldshaveraiseddifferentanswerstoitanddifferentdefinitionsoflanguageconcerningthedifferentaspectsoflanguage.Manyexpertshavecometoanagreementthatthelanguageisasystemofcommunicationwhichconsistsofasetofsoundsandwrittensymbolswhichareusedbythepeopleofaparticularcountryorregionfortalkingorwriting.

Languageisasystemofarbitraryvocalsymbolsusedforhumantocommunication. ”（MeiDeming,2003:

2）

Thisdefinitiontellsustheimportantfeatureoflanguagethatitisusedtocommunicatepurposely.Communicationisthebasefunctionoflanguage.Ourworldwouldnotoperatenormallywithoutlanguageasawayofcommunication.

AmericanlinguistsCharlesHocketthasputforwardthefollowingviewsaboutthehumanlanguage,whichwiththeproductivity,displacement,duality,randomness,thespreadofculture.Thesearebasiccharacteristicsofhumanlanguage,sothatlanguageandculturearecloselyrelated,languagehastwoimportantculturalfunctionsinoursociety.Thefirstistheprotectionofculturalway;and,secondly,istheculturalheritageofthenewgeneration.

2.2DefinitionofCulture

Cultureisalwaysadifficultconcept,anditisespeciallydifficulttobeseparatedfromtheconceptofrace,ethnicity,andsoon.Intheanthropologicalsense,cultureisregardedasisaspecialgroup,thedailylifeofapersonregardedasawayoflife.Itisregardedasthehabits,worldview,language,kinshipsystem,socialorganizationsandothersindailylifestyle.（ScollonandScollon2000）.

Manydifferentmetaphorshavebeenusedtodescribeculture.Forexample,Weaver（1993）hasdescribedcultureasaniceberg,whereonlyaboutone-seventhisvisible,whiletherestisunderwaterandnon-observable.Culturehasbeenconsideredas“‘glue’thatbindsagroupofpeopletogether”（Brown1994,p.163）.Hofstede（1997,p.4）hascoinedthevividdefinitionofcultureasthe“softwareofthemind”.Oftenindividualscannotbedefinedexclusivelywithinoneculturalcategoryandasmembersofonegrouponly;theymaybelongtomanydifferentsub-groups.Itiscommonforindividualstohavedualorevenmultiplecultural,ethnic,andlinguisticoriginsaswellasnationalities.Thiscanchangethroughoutalifetime.Consideringthecomplicatedcomponentsofculture,Bhabha（1994）usedtheconceptofhybridculturesandpersonalities.

2.3DefinitionofCross-culturalCommunicativeCompetence

Cross-culturalcommunicativecompetenceisalsocalledinterculturalcommunicationcompetence.Theterm"InterculturalCommunication"isaquestionwhichisrelatedtotheculturalorlinguisticcommunicationbetweenthetwocountriesinthepoliticalboundariesofthenationstate.Hofstedeisdeterminedbytheequivalenceofacountry'sculturallanguage,andintheexperimental"cultureshock"mayoccuracrossnationalboundaries.Inaddition,cross-culturalcommunicationisalsoaresearchfield,itspeoplewithdifferentculturalbackgroundhasadifferentculturalbackground,underdifferentculturalbackgrounds,Asaresult,throughforeignlanguageteaching,acrossculturalapproachseekstounderstandorprotecttheothersideoftheborderinapartofthewaytolearnhis/hernationallanguage.

III.ResearchesonCross-culturalCommunicativeCompetence

3.1ResearchesonCross-culturalCommunicativeCompetenceAbroad

Therefore,weimprovethedefinitionofinterculturalcommunicativecompetence,interculturalcommunicationiscommunicationbetweensymbols,systemandculturaldifferenceswhicharedifferentenoughtochangethecommunicationevents.InterculturalcommunicativecompetencewhichwascreatedbyHallin1960,andbecameanacademicandindependentdisciplinewhichthasdevelopedinternationallysincethe1960s.ForGudykunstandKim（1993）,cross-culturalcommunicationisatransactional,symbolicprocessinvolvingtheattributionofmeaningamongpeoplefromdifferentplaces.ForSamovar（2001）,cross-culturalcommunicationmeansaculturebringingamessagetoanotherculture.Itisusuallyusedtorefertocommunicationamongpeoplefromvariousplaces,whichimpliesacomparisonamongdifferentcultures.Itcentersonthesignificancedifferencesregardingsocialrelationsandtheconceptoftheuniversefromdifferentcultures.Itcentersonthesignificantdifferencesregardingsocialrelationsandtheconceptoftheuniversefromdifferentperspectiveslikelanguage,food,culture,attitudetowardstime,workhabits,andsocialbehavior,allofwhichcanresultinthefrustrationincommunicationandcontracts.

Sebnem,DicleandA.Guldem（2009）analyzedthecross-culturalsensitivitylevelsofuniversitystudentsandthecontributionofeducationandcross-culturalawarenessexperienceconcerningthecross-culturalcommunicativecompetence.Theirstudyhasrevealedthatstudents’respectfordifferentculturesimproveswiththelevelofengagementininternationalinteractions.Maker（2009）pointedoutinhisresearchthatthetargetlanguagecultureisanessentialcomponentintheprocessofeffectivelanguagelearningandteachersarestronglyrecommendedtocovermoreofthetargetlanguagecultureintheclassroom.Hence,students’respectforculturaldifferencescanbegreatlyimprovedintheprocessoflanguagelearningintheclassroomiftheteachersincorporatecultureintothelanguageteachingprocess.HaandChang（2009）surveyedChinesecollegestudents’cross-culturalcompetenceanddiscoveredthatdespitethefactthatthesurveyedstudentshadbeenengagedinEnglishlearningforatleast12years,theywerenotsuccessfulincultivatingtheircross-culturalawarenessandfrequentlyfailedtorespondappropriatelyincross-culturalcommunicationcontexts.

3.2ResearchesonCross-culturalCommunicativeCompetenceatHome

Thestudyofcultureteachingstartedinthelate1980s,thedefinitionofinterculturalcommunicativecompetencewasintroducedinChina.Sincethenmanyscholarsinourcountrybegantopayattentiontointerculturalcommunicativecompetenceofproblem.Afterthat,toomuchinterculturalcommunicationresearchandcultureteachingputforwardthehypothesisthatthekeytointerculturalcommunicativecompetenceandunderstandingistheknowledgeandskillsintherelevantlanguageandculture.

CuZhengzhoustudy（1991）,emphasizedtherelationshipbetweenthecultureandcommunication,later,healsopaidgreatattentiontothecultureinfluenceinthecommunicationprocesstoraiseawarenessofcross-culturalcommunicativecompetenceandtheculturalsensitivityinouedailylife.InProfessorCuZhengzhoumind,the Cross-culturalCommunicativeCompetencecanbedividedintothreesteps:

popularculture,highculture,anddeepculture.Firstly,thepopularcultureincludestheritesandrituals,livingstyles,customs,habits,andallint