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

1、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On the Effectiveness of American Situation Comedy in Cultivating Cross-cultural Communicative Competence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

2、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AbstractLanguage is the carrier of culture, and culture lies in language . There are mutual effects and promotion between culture learning and language learning. Culture learning is the foundation of cultivating

3、cross-cultural communicative competence, so we should combine culture learning with developing language competence and cross-cultural language competence. Literature summarization and theoretical analysis are primarily adopted in the thesis on the effectiveness of situation comedy in cultivating cro

4、ss-cultural communicative competence. The author discusses how to bond culture teaching and language teaching by appreciating the films and TV plays in class to improve learners cross-cultural communicative competence, and the author analyzes common problems of English learners and cross-cultural co

5、mmunicative barriers and how to avoid or even settle these problems. Situation comedies are popular with a great deal of English lovers because of humorous dialogues and pure English. Students pragamatic competence can be improved through situation comedies assistance in English teaching for promoti

6、ng their cross-cultural communicative competence. 【Key words】situation comedy; cross-cultural communicative competence; appreciation of films and TV plays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

7、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ContentsAbstract I摘 要 IIContents.IIIChapter One Introduction 11.1 Background 11.2 Significan

8、ce 11.3 Structure 2Chapter Two Literature Review 22.1 Situation Comedy 22.2 Cross-cultural Communication 3Chapter Three Language and Culture 53.1 Language 53.2 Culture 63.3 Relations between Culture Learning and Language Learning 8Chapter Four Cross-cultural Communicative Competence 104.1 Communicat

9、ive Competence and Cross-cultural Communicative Competence 104.1.1 Communicative competence 104.1.2 Cross-cultural communicative competence 114.2 Cross-cultural Communicative Awareness 124.3 Cross-cultural Communicative Barriers and Cultivation 144.3.1 Cross-cultural communicative barriers 144.3.2 C

10、ross-cultural communicative cultivation 15Chapter Five Improving Cross-cultural Communicative Competence in Situation Comedy 165.1 Common Problems of English Learning 165.2 Appreciation of Films and TV Plays in Cultivating Cross-cultural Communicative Competence 185.3 Application of Situation Comedy

11、 in Class 20Chapter Six Conclusion 22References 24Acknowledgements 25Chapter One Introduction1.1 Background The communications between people from different social cultures and regions have been more and more frequent owning to the globalization. Communicating in cross culture is an obvious feature

12、of the globalizing world where the needs for international talents with specialized knowledge and good cross-cultural communicative competence are very urgent. Fiercer cultural diversity and the conflict between those cultures have been confronting among contemporary college students. Those question

13、s how to build cross-cultural communicators quality system and how to cultivate international talents who can adapt to their national development are important issues to be urgently solved for higher education. It is important and difficult for university personnel trainers to provide the country wi

14、th global talents who possess specialized knowledge and intercultural communicative competence and directly participate in international exchanges and competitions, and meet new requirements for talented person proposed by international community. With more emphasis put on both language teaching and

15、 culture teaching, there are an increasing number of insiders who do not simply think language teaching as imparting language knowledge but combine language competence together with cross-cultural communicative competence for developing students competence to flexibly use cultural knowledge in cross

16、-cultural communicative situations.1.2 Significance Films are from life and can reflect the national culture and contribute greatly to understanding the target language culture better. Consequently appreciating films would be one key channel to input culture and export culture. Original movie series

17、 can make class atmosphere easy, and college English teachers should make full use of the media to boost students learning enthusiasm and expand the understanding of western culture, which is to improve students cross-cultural communicative competence. Plots in sitcoms are very amusing and interesti

18、ng. In addition, their lines are largely classic and humorous . Teaching with situation comedies can ease students anxiety, which not only builds a comfortable studying environment, arousing learning passion, but also creates an occasional laugh so that students fall into initiative and active study

19、ing habits so as to meet the ultimate goal to improve learners intercultural communicative competence. 1.3 Structure The thesis consists of six chapters. The first chapter is introduction, including background and significance and structure of the thesis. The second chapter is literature review. The

20、 third chapter introduces language and culture and the relations between language learning and culture learning. Then the fourth part indicates briefly communicative competence, cross-cultural communicative competence, cross-cultural communicative awareness and cross-cultural communicative barriers

21、and cultivation. The fifth chapter discusses the improvement of cross-cultural communicative competence in situation comedy, and it refers to three parts as follows: common problems of English learning, appreciation of films and TV plays in cultivating cross-cultural communicative competence and app

22、lication of situation comedy in class. Finally, the six chapter is the conclusion of the thesis.Chapter Two Literature Review2.1 Situation Comedy Situation comedy, also called sitcoms, is one type of comedy featuring features that shares the fixed common setting, like one coffee shop or an apartment

23、 or a house, with now and then jokes as one kind of dialogue(苏莉杰，2012). Although this type of programs has roots in radio, now situation comedies can only be found on television to a great extent. More specifically, sitcoms, involving a fixed cast of actors in one succession of episodes, are either

24、radio set or television series of comedies. Besides, frequently all these characters are dramatically various forms gathered together by situations as well as sharing the same surroundings such as a home or a particular apartment. Usually situation comedies are in length half an hour, where the plot

25、 is designed to cover totaling twenty-two minutes in duration and additional eight minutes for another commercial use. Furthermore, in sitcoms the story is either employing plotted applause or taping in advance of a studio audience, which is noted by verbal arguments and quickly settled conflicts.Wi

26、lliam Asher has been known as a great person who invents the situation comedy, in addition who has guided dozens of the major sitcoms in America. In various periods, American situation comedies show discriminating characters from 1950s to now in the middle of their developing process. In the ninetee

27、n fifties family comedies and workplace comedies were two genres of initial sitcoms. More fantastic components were added into live action situation comedies by sitcoms inventor till the middle of the 1960s. Whats more, before nineteen sixties American sitcoms were not filmed in front of the live au

28、diences but post-produced a prerecorded laughter. Situation comedies get down to addressing a large amount of controversial issues in the initial 1970s as well as mostly go back to the three-camera system in front of live audience. As for American sitcoms in the 1980s, plentiful American situation c

29、omedies like Growing Pains returned to family; their main topics are about parents and children, nevertheless there were few political issues involved in the sitcoms. Till the middle of the 1990s ongoing plot lines were applied in some situation comedies. Friends, a well-known sitcom, apply an eleme

30、nt of soap opera, for example, the casts relations are built little by little over the process of the all stories. 2.2 Cross-cultural CommunicationCross-cultural communication studies the way that people from around the world and varying in their cultural environment or backgrounds exchange and comm

31、unicate each other properly, in addition to how they strive to complete it intercultural communication well(胡文仲，1999). Diverse cultures will inevitably confront and then conflict, finally combine with each other with the world globalization, peculiarly the growing of world commerce. It is not only l

32、anguage obstacles but also cultural features will affect the process of communication among people in different areas.As is well-known, Edward Hall in his Silent Language (1959) first mentions cross-cultural communication. In the 1960s, the intellectuals in communication conceptualized cross-cultural communication. A great deal of published works reflects a quick progress in the field during the 1970s. Being inte