高中英语阅读教学中跨文化交际能力的培养

论文摘要

随着全球经济一体化步伐的加快和我国对外交流的不断深入,跨文化交际能力成为我国英语学习者普遍关心并急需提高的一项综合能力。同时,高中阶段是英语学习的重要时期,英语阅读又是高中英语学习的重要载体。本文结合语言教学理论、文化教学理论和交际教学理论的综合发展,立足当前高中英语阅读教学过程中跨文化交际能力培养的现状,分析了高中英语阅读教学中培养跨文化交际能力的必要性和迫切性,就如何在现有高中英语阅读教学的条件下,加强学生跨文化交际能力的培养展开深刻思考,做了一些试探性的研究。同时,结合教学实际,大胆进行了近一年的教学实验,通过问卷调查、试卷分析和学生访谈等形式,科学分析了反馈信息,证实了本研究的合理性,验证了高中应阅读教学中培养跨文化交际能力的有效性,并尝试构建跨文化交际阅读课的新模式,从而达到了在高中阅读教学中培养跨文化交际意识和能力的目标。

论文目录

• 摘要
• Abstract
• Introduction
• Chapter One Necessity of Cultivating ICC in Senior High School English Reading Class
• 1.1 Intercultural Communicative Awareness and Intercultural Communicative Competence
• 1.2 Current Levels of ICC of Both Teachers and Students
• 1.2.1 Current levels of teachers’ICC
• 1.2.2 Current Levels of Learners’ICC
• 1.3 Demands for Improvements of ICC and Reading Ability Set by the Curriculum
• 1.3.1 Demands for Improvement of ICC
• 1.3.2 Demands for Improvement of Reading Ability
• 1.4 Demands of Cultural Elements in Textbooks
• Chapter Two Language, Culture and Communication
• 2.1 Definitions of Language, Culture and Communication
• 2.1.1 Definition of Language
• 2.1.2 Definitions of Culture
• 2.1.3 Definition of Communication
• 2.2 The Relationship among Language, Culture and Communication
• 2.2.1 Language and Culture
• 2.2.2 Language and Communication
• 2.2.3 Culture and Communication
• Chapter Three Cultivating ICC in Senior High School English Reading Class
• 3.1 Purposes of Cultivating ICC in Senior High School English Reading Class
• 3.2 Principles of Cultivating ICC in Senior High School English Reading Class
• 3.2.1 Being interrelated
• 3.2.2 Being appropriate
• 3.2.3 Being scientific
• 3.2.4 Being flexible
• 3.3 Methods for Cultivating ICC
• 3.3.1 Combining Teaching Syllabus of Reading with Cultivation of ICC
• 3.3.2 Selecting Culture-Orientated and Communication-Orientated Reaching Materials
• 3.3.3 Strengthening the Introduction of Cultural Knowledge Information in Reading Course
• 3.3.4 Changing Teachers’Roles Based on Different Materials
• 3.3.5 Making Full Use of Co-operation of Chinese & Foreign Teachers
• 3.3.6 Comparing the Native Culture with the Target Culture
• 3.3.7 Taking Advantage of National Matriculation English Test （NMET）
• 3.3.8 Making good use of web cultural virtual reality
• Chapter Four Case Study and Suggestions
• 4.1 Case Design
• 4.1.1 Aims of the Survey
• 4.1.2 Subjects
• 4.1.3 Instruments
• 4.1.4 Data Collection and Analysis
• 4.2 Findings
• 4.3 Suggestions
• 4.3.1 Retraining teachers’ICC systematically
• 4.3.2 Combining Cultivation of ICC with Development of Basic Language Competence in Reading
• 4.3.3 Creation of ICC Reading Materials and ICC Courses
• 4.3.4 Reform of English testing in Senior High Schools
• 4.3.5 Strengthening Chinese Culture’Out-put
• Conclusion
• Bibliography
• Appendix One An Intercultural Quiz
• Appendix Two A Reading Test
• Appendix Three An Interview
• Acknowledgements