Intercultural Communication Competence of English Tourism Majors: Status Quo and Cultivation Measures

论文摘要

在21世纪的今天,全球化的浪潮已经影响到人类社会生活的方方面面,不同文化背景的人们有了更多相互了解的机会。在全球化的进程中,国际旅游业已成为世界上发展最快的行业之一。自2008年北京奥运会和2010年上海世博会的成功举办后,中国成为了各国人们向往的旅游目的地。本文旨在研究如何培养未来将从事对外旅游行业的高校英语旅游专业学生的跨文化交际能力。基于以往学者们对跨文化交际能力提出的理论,作者对西安外国语大学旅游学院大一和大三的学生进行了一项关于当前学生的跨文化交际能力情况的实际调查,并一共发放问卷140份。研究结果表明学生们的整体跨文化交际能力比较低,远远达不到高素质英语导游的标准。研究中通过对大一、大三两组学生的数据对比发现,尽管大三学生的跨文化交际能力比大一学生高,但其在跨文化交际技能方面与大一学生一样存在极大缺陷。本研究的创新之处体现在以下两个方面:1)尽管目前已有大量对大学生跨文化交际能力的研究,但没有针对高校英语旅游专业学生跨文化交际能力的全面研究以及深入探索其跨文化交际能力的薄弱环节。2)此外,为了解决学生跨文化交际能力方面存在的问题,本文提出一些建设性意见以供教师和学生参考。

论文目录

• ACKNOWLEDGEMENTS
• ABSTRACT
• 摘要
• CHAPTER Ⅰ INTRODUCTION
• 1.1 Research Background
• 1.2 Significance and Purpose of the Study
• 1.3 Organization of the Thesis
• CHAPTER Ⅱ LITERATURE REVIEW
• 2.1 Current Studies of ICC Abroad
• 2.2 Current Studies of ICC among Chinese Scholars
• CHAPTER Ⅲ THEORETICAL CONCEPTS
• 3.1 Culture and Communication
• 3.1.1 Definition and Characteristics of Culture
• 3.1.2 Definition and Characteristics of Communication
• 3.2 Intercultural Communication
• 3.3 Communicative Competence
• 3.4 Intercultural Communication Competence
• 3.4.1 Definition of ICC
• 3.4.2 ICC Models
• 3.4.2.1 Byram’s Model of Intercultural Competence
• 3.4.2.2 Chen Guo-ming’s Model of Intercultural Competence
• 3.4.2.3 Neuliep’s Model of Intercultural Competence
• 3.5 Tourism and Intercultural Communication
• CHAPTER Ⅳ METHODOLOGY
• 4.1 The Objectives of the Investigation
• 4.2 Subjects
• 4.3 Instrument
• 4.3.1 Theoretical Background of the Questionnaire
• 4.3.2 Sources of the Questionnaire Statements
• 4.3.3 Reliability of the Questionnaire
• 4.4 Procedure
• 4.5 Instrument of Data Analysis
• 4.6 Reliability and Validity
• CHAPTER Ⅴ RESULTS AND DISCUSSIONS
• 5.1 Comparison of Overall Intercultural Communication Competence
• 5.2 Comparison of Each Individual Item
• 5.3 Comparison of the Four Dimensions
• 5.3.1 The Awareness Dimension
• 5.3.2 The Attitude Dimension
• 5.3.3 The Skill Dimension
• 5.3.4 The Knowledge Dimension
• 5.4 Conclusion
• CHAPTER Ⅵ IMPLICATIONS
• 6.1 Considerations for the Development of Students’ICC
• 6.1.1 Anxiety for Intercultural Communication
• 6.1.2 Stereotypes and Ethnocentrism
• 6.1.3 Seeking Shortcuts
• 6.2 Measures for Teachers to Cultivate Students’ICC
• 6.2.1 Enhancing Teachers’Own ICC
• 6.2.2 Revising Course Arrangements
• 6.2.3 Teaching Cultural Knowledge in the Teaching Process
• 6.2.4 Designing Tests to Assess Students’ICC
• 6.3 Measures for Students to Cultivate Their ICC
• 6.3.1 To Know More about Chinese Culture
• 6.3.2 To Establish an Intercultural Communication Salon
• 6.3.3 To Use the Internet to Widen Horizons
• 6.3.4 To Watch English Language Channels
• 6.3.5 To Have Close Contact with Foreign Teachers
• 6.3.6 To Volunteer Service as a Tour Guide
• CHAPTER Ⅶ CONCLUSION
• 7.1 A Brief Summary of the Thesis
• 7.2 Limitations of the Study
• 7.3 Suggestions for Future Research
• WORKS CITED
• APPENDIX