高校商务英语教学中跨文化交际能力的培养

论文摘要

目前，经济全球化的进程在加快，中国加入世界贸易组织之后与世界经济的交往也越来越密切。为适应国际竞争的需要，中国需要大量谙熟商务领域专业知识同时具备较强跨文化交际能力的复合型人才，这对我们的英语教学，尤其是商务英语教学带来了前所未有的挑战。与此同时，跨文化交际能力的理论被越来越多地引入中国，我国的商务英语教学也已开始注重学生的跨文化交际能力的培养，但是效果并不尽如人意。因此，本文就在商务英语教学中培养学习者的跨文化交际能力的内容和方法等方面进行了尝试性的探索。全文共分六部分，其中包括引言和结束语。第一章引言部分阐述了培养跨文化交际能力的重要性，培养跨文化交际能力在理论上的发展，并指出了我国高校在进行商务英语教学中进行跨文化交际能力培养的必要性。第二章是本文的理论基础，介绍了交际和文化的定义及特点，阐明了语言、交际、文化之间不可分离的关系，并介绍了跨文化交际的定义。第三章回顾了语言能力和交际能力，分析了这两个概念的不足之处，然后重点介绍了跨文化交际能力的界定及其组成部分，并提出了跨文化交际能力培养的两个层次。第四章实践部分对商务英语教学中跨文化交际能力的培养提出了一个由六部分组成的教学内容框架。第五章提出了在商务英语教学过程中培养跨文化交际能力的前提、方法和原则。结束语是对全文的回顾与总结，指出了本文的局限性和今后可以延伸的相关研究。

论文目录

• 中文摘要
• Abstract
• Acknowledgements
• Chapter 1 Introduction
• Chapter 2 Literature Review
• 2.1 Communication
• 2.1.1 Definition of Communication
• 2.1.2 Characteristics of Communication
• 2.2 Culture
• 2.2.1 Definition of Culture
• 2.2.2 Categorizations of Culture
• 2.2.3 Characteristics of Culture
• 2.3 Language and Communication
• 2.4 Culture and Communication
• 2.5 Language and Culture
• 2.6 Intercultural Communication
• Chapter 3 Intercultural Communication Competence
• 3.1 Linguistic Competence
• 3.2 Communicative Competence
• 3.2.1 Hymes's Version
• 3.2.2 Canale and Swain's View
• 3.2.3 Bachman's Schematization
• 3.2.4 Deficiency of Communicative Competence
• 3.3 Intercultural Communication Competence（ICC）
• 3.3.1 Defining ICC
• 3.3.1.1 Cross-cultural Attitude Model
• 3.3.1.2 Behavioral-skill Model
• 3.3.1.3 Relational Model
• 3.3.1.4 Young Yun Kim's Intercultural Communication Competence Theory
• 3.3.2 Components of ICC
• 3.3.2.1 Language Competence
• 3.3.2.2 Cognitive Competence
• 3.3.2.3 Affective Competence
• 3.3.2.4 Operational Competence
• 3.3.2.5 Episodic Competence
• 3.3.2.6 Relational Competence
• 3.3.2.7 Strategic Competence
• 3.3.3 Two Levels Of Intercultural Communication Competence
• Chapter 4 Content of Cultivating ICC in Business English Teaching
• 4.1 Psychological calture
• 4.1.1 Content of Psychological Culture
• 4.1.2 Benefits of Introducing Value Systems in Pairs
• 4.2 Verbal Communication
• 4.2.1 Culture-loaded Words
• 4.2.2 Socio-linguistic Rules
• 4.2.3 Discourse Patterns
• 4.2.4 Verbal Styles
• 4.3 Nonverbal Communication
• 4.3.1 The Importance of Nonverbal Communication
• 4.3.2 Defining Nonverbal Communication
• 4.3.3 The Need of Teaching Nonverbal Communication in BE Classrooms
• 4.3.4 Content of Nonverbal Communication
• 4.4 Intercultural Business Etiquette and Protocol
• 4.4.1 Defining Business Etiquette and Protocol
• 4.4.2 The Importance of Appropriate Etiquette and Protocol
• 4.4.3 Content of Business Etiquette and Protocol
• 4.5 Intercultural Marketing Communication
• 4.5.1 The Importance of Intercultural Marketing Communication
• 4.5.2 Content of Intercultural Marketing Communication
• 4.6 Organizational Culture
• 4.6.1 Defining Organizational Culture
• 4.6.2 Functions of Organizational Culture
• 4.6.3 Necessity of Teaching Organizational Culture
• Chapter 5 Some Tentative Suggestions for Cultivation of ICC in the Teaching of Business English
• 5.1 Prerequisites of Cultivating ICC
• 5.1.1 Arousing Students' Intercultural Awareness
• 5.1.2 Fostering Proper Motivation
• 5.1.3 Helping Students to Reduce Anxiety
• 5.1.4 Helping Students to Develop Empathy
• 5.1.5 Helping Students to Avoid Cultural Stereotypes
• 5.1.6 Helping Students to Appreciate Their Native Culture
• 5.2 Measures of Cultivating ICC
• 5.2.1 Changing Business Teachers' Role
• 5.2.2 Restructuring Culture-Oriented Courses
• 5.2.3 Positive Construction of Business English Teaching Materials
• 5.2.4 Making Use of Culture Teaching Techniques
• 5.2.5 Making Full Use of Foreign Teachers
• 5.2.6 Extra-class Activities
• 5.3 Principles of Cultivating ICC
• 5.3.1 Practicality
• 5.3.2 Orderliness
• Chapter 6 Conclusion
• Bibliography