基于博客的跨文化交际能力培养研究

论文摘要

通信技术的快速发展及世界经济全球化使跨文化交际成为现代生活中不可或缺的部分。许多外语专家和学者已经达成共识:外语教学的最终目标是培养外语学习者的跨文化交际能力。为提高学习者的跨文化意识和跨文化交际能力,英语教师在课堂中必须要注重语言教学和文化教学的平衡。在外语教学中,文化教学与语言教学是不可分割的。从20世纪八十年代以来,国内外语课堂教学中的文化教学开始发展起来,教师和研究者们也提出了许多行之有效的文化教学的方法。在寻找恰当方法的过程中,外语教师开始求助于信息技术来进行文化教学。博客,作为一种新的网络技术,称为继E-mail, BBS和ICQ之后的第四种网络交流工具。由于它独有的特点,近年来博客在各个领域被广泛应用,包括教育领域。本论文把博客引入到文化教学中,通过分析博客在交际方面的优势及其在外语教学中的影响和功能,作者提出博客可以作为一种辅助工具来进行文化教学,以此来弥补高职院校传统英语课堂教学中文化教学的不足。本论文从理论、技术和跨文化教学等角度探索了博客作为文化教学辅助工具的可行性,这一可行性也通过作者对博客活动的实施加以证实。作者认为通过精心设计的基于博客的文化教学活动能够激发学生对文化教学的兴趣,培养学生的跨文化意识,从而提高他们的跨文化交际能力。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter 1 Introduction
• 1.1 Background of the Study
• 1.2 Status Quo of English Teaching in Higher Vocational College
• 1.3 Significance of the Study
• 1.4 Main Contents of the Thesis
• Chapter 2 Culture Teaching in Foreign Language Education
• 2.1 An Overview
• 2.2 The Interrelationship of Language, Culture and Communication
• 2.2.1 Language
• 2.2.2 Culture
• 2.2.3 Communication
• 2.2.4 Relationship between Language and Culture
• 2.2.5 Relationship between Culture and Communication
• 2.3 Intercultural Communication Competence as the Goal of EFL Teaching
• 2.3.1 Intercultural Communication
• 2.3.2 Communicative Competence
• 2.3.3 Intercultural Communication Competence
• 2.3.4 Cultural Awareness and Intercultural Awareness
• 2.3.5 Intercultural Person
• 2.4 Summary
• Chapter 3 Blog and Its Educational Application
• 3.1 An Overview of Blogs
• 3.1.1 What is a Blog?
• 3.1.2 Characteristics of Blogs
• 3.1.3 Advantages of Blogs in Communication
• 3.2 Edublogs
• 3.2.1 Concept of Edublogs
• 3.2.2 Application of Edublogs
• 3.2.3 Influence of Edublogs on Teaching Philosophy
• 3.2.4 Functions of Edublogs in Teaching
• 3.3 Blog-assisted Foreign Language Teaching
• 3.3.1 Classification of Blogs in Foreign Language Teaching
• 3.3.2 Functions of Blogs in Foreign Language Teaching
• 3.4 Summary
• Chapter 4 Blog-based Culture Teaching: Auxiliary Teaching outside of Classroom
• 4.1 Feasibility of Blog-based Culture Teaching
• 4.1.1 Theoretical Perspective
• 4.1.1.1 Cognitive Psychology
• 4.1.1.2 Constructivism Learning Theory
• 4.1.1.3 Collaborative Learning
• 4.1.1.4 Research-oriented Learning
• 4.1.2 Technological Perspective
• 4.1.3 Intercultural Teaching Perspective
• 4.2 Advantages of Blog-based Culture Teaching
• 4.3 Limitations of Using Blogs as Auxiliary Tools
• 4.4 Summary
• Chapter 5 Developing Intercultural Communication Competence by Blogging: from Theory to Practice
• 5.1 General Considerations
• 5.2 Teaching Principles
• 5.3 Activities Designing
• 5.3.1 Subjects and Objectives
• 5.3.2 Creating Blogs
• 5.3.3 Contents
• 5.3.4 Methods
• 5.3.5 Arrangements
• 5.3.6 Evaluation
• 5.4 Implementation of Blog-based Culture Teaching Activities
• 5.4.1 Participants
• 5.4.2 Creating Blogs
• 5.4.3 Learning through Blog-based Activities
• 5.5 Findings
• 5.6 Summary
• Chapter 6 Conclusion
• Bibliography