航海院校学生跨文化交际能力现状研究

论文摘要

外语学习包含了几个主要因素。其中包括语法能力,交际能力,语言能力以及文化能力。长期以来,中国的学生和老师都是过分强调了语言能力的培养而忽略了文化能力的输入。这种现象在中国的海事院校尤为普遍。然而,今天船员们的工作环境与以前相比已经发生了很大变化。国际航运业的急剧扩张使得多国籍船员共同工作成为普遍现象而且这一趋势还在迅速加快。这就意味着对今天的船员在语言能力和跨文化交际的能力上都有了更高的要求。为了了解海事院校学生跨文化交际的实际能力,作者进行了一次社会文化能力调查,调查包括了一个社会文化知识测试和一个访谈。社会文化测试分为三个部分,其中前两个部分考察普通交际能力,第三部分考察学生的文化常识。作者随后对所获得的数据进行了分析。通过对学生们大学英语四级考试成绩和这次的文化知识测试成绩相对比,作者发现文化测试的平均成绩明显低于四级考试平均成绩,而且两者之间的相关性不大,也就是说:语言能力的优秀并不意味着跨文化交际能力的优秀,跨文化交际能力是应当专门培养的。调查还显示学生的跨文化知识水平区分度较低,个体之间差别不大,这说明跨文化交际水平普遍较差。在访谈调查中,作者了解了学生对跨文化交际的学习态度,制约学生学习跨文化知识的因素以及学生想要学习的跨文化交际的内容并且提出了相应的对策。本次研究意在提醒海事院校的师生语言能力的培养只是外语教学的一个方面,而学生的跨文化交际能力必须得到加强。

论文目录

• 摘要
• Abstract
• ●Chapter 1 Introduction
• 1.1 Background
• 1.2 Research problem for the study
• 1.3 The significance and originality of the present study
• 1.4 Brief introduction to the approaches of the research
• 1.5 Structure of the paper
• ●Chapter 2 Literature Review
• 2.1 Definitions and classifications of culture
• 2.2 Interconnection between culture and language
• 2.2.1 Culture's influence on language
• 2.2.2 Language's influence on culture
• 2.3 An introduction to intercultural competence
• 2.3.1 The definition of Cultural Quotient
• 2.3.2 The components of Cultural Quotient
• 2.3.3 Cultural quotient and its application
• 2.4 The goals of intercultural input
• 2.5 The content of intercultural input
• 2.6 Principles of intercultural input
• 2.6.1 Cognitive Principle
• 2.6.2 Comparative Principle
• 2.6.3 Principle of Relevance
• 2.6.4 Assimilative principle
• 2.6.5 Comprehensible principle
• 2.7 The significance of intercultural input for seafarers
• 2.7.1 The significance of intercultural communication for seafarers
• 2.7.2 Significance of intercultural input for Chinese seafarers
• 2.7.3 A brief introduction to the status quo of intercultural input in QMC
• ●Chapter 3 Research Method
• 3.1 Research questions for the study
• 3.2 Data collection procedure
• 3.2.1 Subjects
• 3.2.2 Instrumentation
• 3.2.3 Description of the content of the test
• 3.2.4 Interview
• 3.3 Data analysis method
• 3.4 Validity and reliability of this research
• 3.4.1 The College English Test
• 3.4.2 The sociocuitural test
• 3.4.3 Summary
• ●Chapter 4 Findings and discussion
• 4.1 Findings of the test
• 4.1.1 Correlationship between the Sociocultural Test and Language Test
• 4.1.2 The Common Culture Versus Formal Culture
• 4.1.3 The Non-verbal Behavior Versus Verbal Behavior
• 4.2 Discussion of the test
• 4.3 Findings of the interview
• 4.3.1 Attitudes towards intercultural input
• 4.3.2 Factors hindering the intercultural input
• 4.3.3 Content of intercultural input
• 4.4 Discussion of the interview results
• 4.4.1 Establishing syllabus containing the intercultural input aims
• 4.4.2 Compiling more culture-oriented teaching materials
• 4.4.3 Reforming the assessment system
• 4.4.4 Enhancing teachers' intercultural competence
• 4.4.5 Creating authentic environment
• ●Chapter 5 Conclusion
• 5.1 Major findings
• 5.2 Limitations
• 5.3 Pedagogical Implications
• 5.4 Suggestions for further study
• ●References
• ●Appendix Ⅰ
• ●Appendix Ⅱ
• ●Acknowledgement
• 研究生履历