朱乐亚The Cultivation of Crosscultural Communicative Competence in Middle School English Teaching文档格式.docx
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朱乐亚The Cultivation of Crosscultural Communicative Competence in Middle School English Teaching文档格式.docx
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2.2DefinitionofCulture
2.3DefinitionofCross-culturalCommunicativeCompetence
III.ResearchesonCross-culturalCommunicativeCompetence
3.1ResearchesonCross-culturalCommunicativeCompetenceAbroad
3.2ResearchesonCross-culturalCommunicativeCompetenceatHome
IV.The
Influential
Factors
on
Cross-culturalCommunicativeCompetence
4.1Environmental
4.2Teachers’
Factors
4.3Students’
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
Inaworldofincreasinginternationalization,itiscommonlyacceptedthatstudyingaanotherlanguagedoesnotsimplymeanmasteringacademicstudy,butmoreappropriatelyfocusesonlearningawayofcommunication.Communicationinourworldisneveroutofcontext,andbecausecultureisapartofcontext,Thereislittleculturalfreedom.Languageandculturehavealwaysbeencloselylinked,soitisincreasinglyrecognizedthatlanguagelearningandlearningthetargetculturearenotseparatedfromourlife.(Kramsch1993;
Valdes1986).
Targetcultureplaysanimportantroleinlanguagelearninginthemodernsecondlanguageclassroom.However,thestudents'
knowledgeofthetargetculturetendstobeverylimited.Thispaperwillfocusonthecultivationofstudents’cross-culturalcommunicativecompetenceinmiddleschoolEnglishteaching.
Whatisthedefinitionoflanguage?
Someexpertsfromdifferentfieldshaveraiseddifferentanswerstoitanddifferentdefinitionsoflanguageconcerningthedifferentaspectsoflanguage.Manyexpertshavecometoanagreementthatthelanguageisasystemofcommunicationwhichconsistsofasetofsoundsandwrittensymbolswhichareusedbythepeopleofaparticularcountryorregionfortalkingorwriting.
Languageisasystemofarbitraryvocalsymbolsusedforhumantocommunication.
”(MeiDeming,2003:
2)
Thisdefinitiontellsustheimportantfeatureoflanguagethatitisusedtocommunicatepurposely.Communicationisthebasefunctionoflanguage.Ourworldwouldnotoperatenormallywithoutlanguageasawayofcommunication.
AmericanlinguistsCharlesHocketthasputforwardthefollowingviewsaboutthehumanlanguage,whichwiththeproductivity,displacement,duality,randomness,thespreadofculture.Thesearebasiccharacteristicsofhumanlanguage,sothatlanguageandculturearecloselyrelated,languagehastwoimportantculturalfunctionsinoursociety.Thefirstistheprotectionofculturalway;
and,secondly,istheculturalheritageofthenewgeneration.
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.
Cross-culturalcommunicativecompetenceisalsocalledinterculturalcommunicationcompetence.Theterm"
InterculturalCommunication"
isaquestionwhichisrelatedtotheculturalorlinguisticcommunicationbetweenthetwocountriesinthepoliticalboundariesofthenationstate.Hofstedeisdeterminedbytheequivalenceofacountry'
sculturallanguage,andintheexperimental"
cultureshock"
mayoccuracrossnationalboundaries.Inaddition,cross-culturalcommunicationisalsoaresearchfield,itspeoplewithdifferentculturalbackgroundhasadifferentculturalbackground,underdifferentculturalbackgrounds,Asaresult,throughforeignlanguageteaching,acrossculturalapproachseekstounderstandorprotecttheothersideoftheborderinapartofthewaytolearnhis/hernationallanguage.
III.ResearchesonCross-culturalCommunicativeCompetence
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
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