高职高专院校一年级学生跨文化交际能力调查研究

论文摘要

我国改革开放的深入、通讯技术的迅猛发展及全球一体化使得越来越多的高校非英语专业的学生也获得了与英语本族语者直接交流的机会。然而,由于各种原因,非英语专业学生在进校前尽管已经进行了很长时间的英语学习,其跨文化交际能力明显较低。目前,许多国内外语言教学者及专家越来越重视语言教学中的文化教学,文化教学已经成为语言教学中的一部分。与此同时,高职高专院校队伍不断发展壮大,高职高专学生在高校学生群体中已经占据了相当大的比例,对于高职高专的英语教学也随之引起了越来越多的关注。在高职高专英语教学方面,贯彻国家“以应用为目的,实用为主,够用为度”的教育方针的前提下,既要培养学生具备必要的英语语言知识,也应强调培养学生运用英语进行有关涉外业务工作的能力。因此,对高职高专学生跨文化交际能力研究也就具有了重要现实意义。本论文采用问卷调查的形式测试高职高专非英语专业新生的文化交际能力现状,并在此基础上侧重研究如何培养高职高专院校一年级非英语专业学生的跨文化交际能力。作者通过调查发现高职高专院校英语教师对提高学生的跨文化交际能力培养给予的重视不足,其次,高职高专院校新生也普遍缺乏语用知识和跨文化交际意识。因此,高职高专院校新生的跨文化交际能力明显较低。基于调查研究,本文就如何培养高职高专非英语专业新生跨文化交际能力提出了一些的方法和建议。

论文目录

• 中文摘要
• Abstract
• 前言
• Introduction
• Chapter One Review of Intercultural Communication Competence Research
• 1.1 Studies of Intercultural Communicative Competence Abroad
• 1.1.1 On Culture and Language
• 1.1.2 On Intercultural Communicative Competence
• 1.1.3 Pragmatic Consideration
• 1.2 Studies of Intercultural Communicative Competence in China
• 1.2.1 On Language and Culture
• 1.2.2 On Intercultural Communicative Competence
• 1.2.3 Pragmatic Consideration
• Chapter Two Theories on Intercultural Communicative Competence
• 2.1 Culture and Communication
• 2.1.1 The Definition of Culture
• 2.1.2 The Characteristics of Culture
• 2.1.3 The Definition of Communication
• 2.2 Intercultural Communication
• 2.3 Intercultural Communicative Competence
• 2.4 Pragmatic Transfer in Intercultural Communication
• 2.4.1 Addressing
• 2.4.2 Greetings
• 2.4.3 Conversation Topics
• 2.4.4 Compliments
• 2.4.5 Refusal
• Chapter Three An Empirical Study of the First-year Students'Intercultural Communicative Competence in Vocational Colleges
• 3.1.Methodology
• 3.1.1 Purpose of the Investigation
• 3.1.2 Methodology
• 3.2 Quantitative Study
• 3.2.1 Quantitative Study of the First-year Students'Intercultural Communicative Competence in Vocational Colleges
• 3.2.2 Quantitative Study on Current Culture Teaching in Vocational Colleges
• 3.3 Results of the Studies and Analysis
• Chapter Four Discussion of the Investigation
• 4.1 The Findings of the Investigation
• 4.2 Discussion of the Findings
• 4.3 Discussion of the Reasons
• 4.3.1 Lack of Knowledge of Target Culture
• 4.3.2 Pragmatic Failures
• 4.3.3 Reasons concerning the Deep Structure of Culture
• 4.4 Conclusion
• Chapter Five Suggestions and Implication of the Investigation
• 5.1 Implication of the Investigation
• 5.2 Suggestions
• 5.2.1 Culture-related Activities in or out of Class
• 5.2.2 Cultivating Students'Intercultural Awareness
• 5.2.3 Adding Culture-related Contents to Textbooks
• 5.2.4 Creating an Environment of Target Culture in Class
• 5.2.5 Making Comparisons between Cultures
• 5.2.6 Improving Teachers'Intercultural Awareness
• 5.3 Limitation of the Study
• Chapter Six Conclusion
• Appendix
• Appendix 1
• Appendix 2
• Bibliography
• Acknowledgements