论文摘要
随着现代科技的发展以及世界经济全球化一体化步骤的加快,不同国家、地区及不同文化的人们之间的相互交往日益频繁。因此,来自不同文化背景的人们之间的交流与合作是必不可少的。为了加强交流和沟通、消除交往过程中可能产生的误解、减少交际障碍甚至冲突,语言教学不仅应当致力于语言本身的理解,还应该注意其文化以及实际的跨文化交际的培养。从20世纪50年代起,外语教学研究从单一发展学生语言能力的研究转向培养学生跨文化交际能力的研究。如今,文化教学已被认为是外语教学中不可分割的一部分,它也是获得跨文化交际能力必不可少的部分。如何帮助学生正确得体的运用语言和进行有效的跨文化交际的研究是当前外语教学中存在的一个突出问题。近年来随着我国经济的迅猛发展,我国与世界各国的交流日益频繁,培养具有较强英语交际能力的人才势在必行。然而,目前高校非英语专业大学生的交际能力现状令人担忧。本文旨在探讨非英语专业大学生的交际能力与其掌握目的语文化知识之间的关系:文化教学是否有助于学生文化意识的提高,文化意识的提高能否带动其交际能力的提高等问题。此次实验采用定性和定量研究两种方法。实验的对象是贵州大学60名二年级学生。此次实验共持续12周。农学院农学专业的30名学生为实验组,人文学院汉语言文学专业的30名学生为控制组。除了常规教学外,笔者还对实验组进行文化教学训练,与此同时,控制组只接受常规教学而没有接受有计划的文化培训。两组学生都参加前测和后测。后测结束后,研究者对实验组的六个学生进行了访谈。前测结果表明控制组和实验组在接受实验前没有明显差异,也就是说,两组水平相当。后测结果显示两组存在明显差别,也就是说,实验组的水平高于控制组。与此同时,从六个学生的访谈中,我们得到许多有价值的想法和建议。根据定量分析的结果,我们发现在英语课堂中进行文化教学可以有助于提高学生的文化意识,反过来,文化意识也有助于提高其交际能力。从访谈中,我们发现参加访谈的学生都对文化教学持积极态度,并且他们还表达了提高自身跨文化交际能力的愿望。简而言之,文化教学有助于提高学生的文化意识并进而带动其交际能力的提高。
论文目录
AcknowledgementsAbstract摘要ContentsA List of TablesChapter One Introduction1.1 Research Background1.2 Purpose of the Study1.3 Significance of the Study1.4 Definitions of Key Terms1.5 Layout of the ThesisChapter Two Literature Review2.1 An Overview2.2 Language and Culture2.2.1 The Concept of Language2.2.2 The Notion of Culture2.2.3 Relationship between Language and Culture2.3 Communicative Competence2.3.1 Communicative Competence as Defined by Researchers Abroad2.3.1.1 Hymes' Theory of Communicative Competence2.3.1.2 Widdowson's View of Communicative Competence2.3.1.3 Canale and Swain's View of Communicative Competence2.3.1.4 Bachman's View on Communicative Competence2.3.1.5 A Comparison between the Views on Communicative Competence2.3.2 Communicative Competence as Defined by Researchers at Home2.3.2.1 The 80s2.3.2.2 The 90s2.3.3 Connection between Culture and Communicative Competence2.3.3.1 Culture and Communication2.3.3.2 Culture Teaching and Intercultural Communicative Competence2.4 Importance of Developing Intercultural AwarenessChapter Three Methodology3.1 An Overview3.2 Research Questions3.3 The Quantitative Study3.3.1 Subjects3.3.2 Instruments3.3.2.1 Two Tests3.3.2.2 The Criteria3.3.2.3 SPSS3.3.3 Process of the Experiment3.3.3.1 Timescale for the Experiment3.3.3.2 The Pilot Study3.3.3.3 Implementation of the Pre-test3.3.3.4 The Treatment Conditions3.3.3.4.1 Treatment for the Control Group3.3.3.4.2 Treatment for the Experiment Group3.3.3.4.2.1 Introducing Culture Learning and Communicative Competence to the Students3.3.3.4.2.2 Grouping the Students3.3.3.4.2.3 Implementing Culture Learning3.3.3.5 Implementation of the Post-test3.3.4 Procedures for Data-collection and Data-analysis3.3.4.1 Procedures for Data-collection3.3.4.2 Procedures for Data-analysis3.4 The Qualitative Study3.4.1 Interviewees3.4.2 Questions for the Interview3.4.3 Procedures for Data-collection3.4.4 Procedures for Data-analysisChapter Four Data Analysis and Discussion4.1 An Overview4.2 Results of the Tests4.2.1 Differences between CG and EG before the Treatment4.2.2 Differences between CG and EG after the Treatment4.2.3 Differences within the Two Groups4.2.3.1 Comparison between the Pre- and Post-test in CG4.2.3.2 Comparison between the Pre- and Post-test in EG4.3 Analysis and Discussion of Quantitative Results4.3.1 Answers to Research Question One4.3.2 Answers to Research Question Two4.3.3 Answers to Research Question Three4.4 Results of the Interview4.5 Analysis of the Interview4.6 SummaryChapter Five Conclusion5.1 An Overview5.2 Major Findings5.3 Implications5.4 Limitations5.5 Suggestions for Further StudiesBibliographyAppendix 1 (Pre-test)Appendix 2 (Post-test)Appendix 3附:在校期间在省级以上刊物上公开发表的学术论文及参与课题
相关论文文献
标签:文化教学论文; 交际论文; 交际能力论文; 跨文化交际论文; 跨文化交际能力论文;