跨文化差异及其对中国英语教学的启示

论文摘要

随着改革开放的深入,外语人才需求的日益增多,以及对外交往的日益频繁,使人们渐渐地发现了跨文化间的差异.这些差异不仅仅体现在思维方式的不同,事实上人们的行为方式也不一样.体现在课堂教学上的差异主要是教学方法,师生角色以及课堂气氛等方面.这一现象吸引国内外学者的普遍关注,同时也引发了学者们对跨文化差异的深刻思考.这篇文章从社会,教育和文化等方面对跨文化差异做出理论性的分析,研究.不仅帮助学生们更多地了解其他国家,而且还开拓了学生们的视野,提高了学生们的跨文化交际能力.在教育方面的差异主要表现在:教学结构,教学方法的不同,对优秀教师和学生的评判标准以及学生在课堂回答问题的不同.通过对研究结果的思考,我们找到了一些方法来克服跨文化差异带给我们的困难,了解了在中国交际教学方法的特点,并且提出了一些符合中国学生们心理特点的教学活动.总之,跨文化差异所探讨的观点及文章本身的语言还存在着诸多不尽人意的地方,因此,还有很多研究的空间尚待我们开发和拓展.许多问题仍有待于探讨和解决.

论文目录

• ACKNOWLEDGEMENTS
• Abstract（English）
• Abstract（Chinese）
• INTRODUCTION
• 1. BACKGROUND
• 2. PROBLEM STATEMENT
• 3. RESEARCH QUESTIONS
• 4. SIGNIFICANCE OF THE RESEARCH
• CHAPTER ONE LITERATURE REVIEW
• 1.1 DEFINITION OF CULTURE
• 1.2 DEFINITION OF CLASSROOM CULTURE
• 1.3 DEFINITION OF THE CULTURE OF LEARNING
• 1.4 STUDY OF CLASSROOM CULTURE ABROAD
• 1.5 CHINA’S CLASSROOM CULTURE
• 1.5.1 School setting
• 1.5.2 Role as a Student
• 1.5.3 As a teacher
• 1.6 THE ENGLISH CLASSROOM CULTURE IN CHINA
• 1.6.1The English Intensive Reading Course
• 1.6.2 Approaches of basic acquisition technique
• 1.6.3 Translation as both a teaching and a learning approach
• 1.6.4 Teacher’s authority and students’ passive role
• 1.7 SUMMARY
• CHAPTER TWO THE THEORETICAL ANALYSIS OF THE DIFFERENCES BETWEEN CHINESE AND WESTERN CLASSROOM CULTURE
• 2.1 SOCIAL REASONS
• 2.2 EDUCATIONAL REASONS
• 2.2.1 Comparison of Classroom situation
• 2.2.2 Teacher's role
• 2.2.3 Comparison of student’s role
• 2.2.4 Teaching objective
• 2.2.5 Differences in Materials
• 2.2.6 The influence of Confucianism on classroom culture
• 2.3 CULTURE REASONS
• 2.4 SUMMARY
• CHAPTER THREE RESEARCH METHOD
• 3.1 PARTICIPANTS
• 3.2 INSTRUMENT
• 3.3 DATA COLLECTION PROCEDURE
• 3.4 RESULTS AND FINDINGS
• 3.4.1 Results and Findings of the Chinese Participants
• 3.4.2 Results and Findings of the Western participants
• 3.5 COMPARISON BETWEEN CHINESE AND WESTERN CLASSROOM CULTURE
• 3.6 LIMITATIONS OF THE SURVEY
• 3.7 SUMMARY
• CHAPTER FOUR IMPLICATIONS FOR ENGLISH TEACHING METHODOLOGIES
• 4.1 THE TRADITIONAL APPROACHES
• 4.1.1 The Grammar Translation method
• 4.1.2 The Audio-lingual method
• 4.2 COMMUNICATIVE LANGUAGE TEACHING（CLT） APPROACH
• 4.2.1 Background
• 4.2.2 General principal of communicative approach
• 4.3 THE FEATURES OF PRESENT CHINESE CLT CLASSROOM
• 4.4 SUGGESTIONS FOR CLASSROOM ACTIVITIES IN CLT CLASS
• CONCLUSION
• REFERENCE
• APPENDIXⅠQUESTIONNAIRE ONE
• APPENDIXⅡQUESTIONNAIRE TWO
• APPENDIX III QUESTIONNAIRE THREE