大學(xué)英語(yǔ)學(xué)習(xí)中跨文化交際能力的培養(yǎng)

1、 重慶南方翻譯學(xué)院本科畢業(yè)論文中文題目：大學(xué)英語(yǔ)學(xué)習(xí)中跨文化交際能力的培養(yǎng) 外文題目：Promoting Cross-culture Communication Competence in College English Learning院 系 國(guó)際商學(xué)院 專 業(yè) 英語(yǔ)（國(guó)際經(jīng)貿(mào)） 年 級(jí) 2008級(jí) 學(xué) 號(hào) 081504631003 學(xué) 生 王洲雨 指導(dǎo)教師 譚琦 結(jié)稿日期 2012年05月01日 四川外語(yǔ)學(xué)院重慶南方翻譯學(xué)院教務(wù)處制2012年 5 月 07日填i大學(xué)英語(yǔ)學(xué)習(xí)中跨文化交際能力的培養(yǎng)摘要：在現(xiàn)代化和全球化的背景下，語(yǔ)言不僅僅作為一種交流工具，更是文化的承載。在各國(guó)的合作與文化交

2、流中，交換的不僅僅是單純的語(yǔ)言符號(hào)，更是不同的文化背景。這些文化背景影響著人們交往的方式，標(biāo)準(zhǔn)和策略。外語(yǔ)學(xué)習(xí)的目標(biāo)是什么？越來(lái)越多的外語(yǔ)專業(yè)研究者和學(xué)者更看重跨文化交際能力。 跨文化交際能力是指外語(yǔ)學(xué)習(xí)者具有探索和鑒賞語(yǔ)言的社會(huì)文化意義，能意識(shí)到東西方語(yǔ)言文化差異造成的影響，分析出談話中的實(shí)際錯(cuò)誤。這樣的人才正是滿足社會(huì)的需求。當(dāng)今社會(huì)環(huán)境下外語(yǔ)的學(xué)習(xí)：學(xué)生們普遍接受嚴(yán)格的規(guī)范教學(xué)，并且都能取得很好的成績(jī)。但他們?cè)谟⒄Z(yǔ)應(yīng)用上表現(xiàn)出能力不足，也不能理解英語(yǔ)在文化交流中的恰當(dāng)用法。誤解常來(lái)自于跨文化交際中的文化差異。論文的目的在于強(qiáng)調(diào)文化交際能力在外語(yǔ)學(xué)習(xí)中的重要性，論證了如何培養(yǎng)學(xué)生跨文化交際

3、能力。作者強(qiáng)調(diào)了語(yǔ)言文化在文化交流中的關(guān)聯(lián)性，提高學(xué)生跨文化交際能力，對(duì)學(xué)術(shù)界和社會(huì)都有極大的影響。關(guān)鍵詞：語(yǔ)言學(xué)習(xí)；文化學(xué)習(xí)；跨文化交際能力Promoting Cross-cultural Communication Competence in College English LearningAbstract In the context of globalization and modernization, language is not only the tool of communication for human being, but also the carrier of cult

4、ure. Everyday, people of different races interact and cooperate with each other. Their different cultural backgrounds will affect the style, strategy and standard when they contact and communicate with others. More and more researchers and scholars consider its learners cross-cultural communicative

5、competence.The cross-cultural communicational competence refers to the learners who have the ability to explore and appreciate the social and cultural meaning of language, compare the differences between west culture and east culture, aware the effect brought by the different language and culture be

6、tween west and east, analyze the pragmatic failure in discourse. In China, students have received a set of strict grammatical rules and good grades, but they frequently remain deficient in the ability to actually use English and to understand its appropriate use in normal cross-cultural communicatio

7、n. Misunderstanding caused by cultural differences has involved them frequently in cross-cultural miscommunication. The purpose of this paper is to emphasize the importance of cross-cultural communication competence in English learning, and demonstrate how to develop this competence. Author highligh

8、ts the relationship between culture and language. A Good cross-cultural communication competence in English learning has great academic meaning and social influence.Key words：language learning; culture learning; cross-cultural communicational competenceAcknowledgementsFor the completion of my paper，

9、I would like to express my sincere gratitude to all those who have helped me and supported me.First of all, I would like to extend my whole -hearted gratitude to my instructor Tan Qi for his foresight guidance, enlightening instructions and constant encouragements. During the writing and revising of

10、 this paper, he gave me immeasurable and invaluable help. Without his patient help and constructive advice, the completion of this paper would be impossible.Secondly, my gratitude goes to all the college leaders and teachers ,who have imparted the essence of knowledge to me, to Mr. Zhou, Miss Yang ,

11、Vice Professor Mr. He and Mr. Tan ,whose courses are so informative and inspiring that without them my ability of writing this thesis could not have been improved.Finally, my gratitude also goes to my kind friends, my dear parents and any other people who have given me unreserved support to my hard

12、work at this paper.iiiContents自己調(diào)整下目錄的頁(yè)碼哈中文摘要1Abstract1Acknowledgements1Introduction1I. Understanding Cross-cultural Communication Competence1A. Cultures and Cross-cultural Communication Competence1B. The Components of Cross-cultural Communication Competence1C. The Functions of Cross-cultural Commun

13、ication Competence1II. The Strategies in Promoting Cross-cultural Communication Competence1A. Raising Awareness of Integrating Cultural learning1B. Stressing the Importance of General Knowledge1C. Enhancing Appreciation of English Literary Heritage1III. Methods in Promoting Cross-cultural Communicat

14、ion Competence1A. Learning Culture-loaded Words2B. Learning Idioms and Proverbs2C. Learning Cultural Background Knowledge2D. Strengthening Extracurricular Activities2Conclusion2Notes2Bibliography229Promoting Cross-cultural Communication Competence in College English LearningIntroduction With the dev

15、elopment of science and technology, fast pace of globalization, different cultures contact with and affect on each other. So, the traditional English learning doesn't meet the demand of the goal of high-quality education, whose norm is greatly affected by structuralism, taught in a pure and abst

16、ract form, focused on strict grammatical rules. Such kind of learning leads to some difficulties in understanding cultural knowledge and produce serious consequence learners incompetence in cross-cultural communication. Therefore, more and more people devote themselves to the study of cross-cultural

17、 communication, and especially English teachers spend much time and energy reforming the learning strategies so as to develop effective cross-cultural communication competence for learners. This paper, hence, aims to emphasize the importance of cross-cultural communication competence and propose lea

18、rning strategies of cross-cultural communication in English learning so as to make learners get smooth and efficient cross-cultural communication competence. To achieve this goal firstly go through the natural relationship of elements of cross-cultural communication, i.e., language, culture and comm

19、unication. The following will give brief introduction. What and how people do in their daily life in fact are all connected with the culture in which they are brought up. Culture means different things to different people. In a broad sense, culture means the total way of life of a people, including

20、the patterns of belief, customs, objects, institutions, techniques, and language that characterizes the life of the human community. It establishes a context of cognitive and affective behavior for each person.Language is a part of culture and plays a very important role in culture, which not only e

21、xpresses facts, ideas, or events which represent similar world knowledge by its people, but also reflects people's attitudes, beliefs, world outlooks etc. The creation of culture lives without language; meanwhile, change and development of language are inevitably depending on the development of

22、culture. As British linguist Claire Kramsch concludes the relationship between culture and language: language expresses cultural reality, language embodies cultural identity and language symbolizes cultural reality. In other words, language and culture are inseparably interwoven, understanding one r

23、equires understanding the other. Therefore, learning a English means more than merely mastering its linguistic competence, it also requires learners to see the world as native speakers of that language see it, so language learning is also culture learning, thus language and culture should be taught

24、simultaneously in class.Besides the close relationship between culture and language, we should not ignore the tie between culture and communication. Samovar and Porter define communication as follows: “Communication occurs whenever meaning is attributed to behavior or residue of behavior.”1 This mea

25、ns that when someone perceives our behavior or it residues and attributes meaning to it, communication takes place. They also note that culture manifests itself both in patterns of language and thought and in forms of activity and behavior. But if speakers in communication belonging to different cul

26、tures, they encounter cross-cultural miscommunication. Therefore, culture is a communication problem, as cultural variances increase, so does the problem of communication.The link between culture and communication is crucial to understand cross-cultural communication, because it goes through the inf

27、luence of culture that people learn to communicate. Once people from different culture meet, their communication practice differs from that of people in the same culture. Thus in language learning, culture competence equally levels with linguistic competence. All the crucial elements come to cross-c

28、ultural communication. Cross-cultural communication refers to communication between people from different cultures. Samovar claims that cross-cultural communication “whenever a message that must be understood is produced by a member of one culture for consumption by a member of another culture.”2 To

29、 put it more precisely, cross-cultural communication is communication between people whose cultural perceptions and symbols are distinct enough to alter the communication event. And cross-cultural communication has connected with other subjects, importantly involving anthropology, socio psychology,

30、sociolinguistics and communication. It includes cross-cultural communication, interethnic communication, across-cultural communication and international communication.In English learning, its worthy to combine cross-cultural communication into learning syllabus and pose promoting learners cross-cult

31、ural communication competence as the ultimate goal in learning. But currently in China, many of the students often fail to relate this goal to everyday classroom practices. Having been long focused on the grammar-centered syllabus, their only purpose in English learning is to develop ones grammatica

32、l competence in the exam-oriented educational environment. Thats why the high-mark students often stumble in daily communication, not because of the non-native speakers linguistic competence but because of their pragmatic incompetence. It is no denying that there are other important factors besides

33、grammatical knowledge, so in recent years, quite a number of Chinese experts and teachers transfer their emphasis from grammatical competence to cross-cultural competence. The following section will give full explanation.I. Understanding Cross-cultural Communication CompetenceIt is indisputable fact

34、 that language cannot be separated from its culture. Thats why the competence of cross-culture communication weighs highly in language learning from the perspective of sociolinguistics. Cross-cultural communication competence is connected with the concepts of culture and communication competence, it

35、 is the key to successful cross-cultural communication.Cross-cultural or intercultural communication occurs between people from different cultures. In the age of globalization，cross-cultural interaction is perceived as a dynamic and enriching phenomenon that reflects the negotiated nature of culture

36、 and cultural identity. As the complexity and impact of cultural exchange increase, English learning in China will gradually face the challenge of incorporating cross-cultural communication skills into class instruction. To gain insights into the processes of cross-cultural communication，it is neces

37、sary to understand the meaning of culture the notion of bicultural-identification and the dynamic nature of cross-cultural interaction.A. Cultures and Cross-cultural Communication Competence “A close examination of the literature on cultural studies and related areas of research yields a list of mor

38、e than 200 definitions of culture”. Some scholars define as “the collective programming of the mind that distinguishes the member of one group or category of people from others”.3 Cultures differ radically in their use of space, touch, time, and artifacts: in the symbolism of their attire: in their

39、use of kinesics and vocalic cues; in short, in all nonverbal codes . To a large extent, peoples habitual interpersonal styles differ depending upon their cultural heritage. By violating a culture's norms. Thomas and Inkson suggested that cultural intelligence is required in bridging the cultural

40、 divide and cultivating cross-cultural relationships. These authors advise that acquiring knowledge in intercultural interactions, being mindful of cultural difference, and leaning how to behave and perform in various cultures add to the repertoire of cross-cultural communication adequacies.The subj

41、ect of cross-cultural communication competence catches the interests of communication scholars. Over the last quarter of the twentieth century, many studies have been conducted on cross-cultural communication competence and investigated under many different tittles, such as cross-cultural effectiven

42、ess, cross-cultural awareness, interpersonal competence and cross-cultural competence. Samaovar and Porter define cross-cultural communication as occurring “whenever a message producer is a member of one culture and a message receiver is a member of another.”4 For Collier and Thomas cross-cultural c

43、ommunication competence is contact between persons who identify themselves as distinctive from one another in cultural terms. Generally speaking, cross-cultural communication competence includes both the knowledge of culture and communication rules and the ability to apply this knowledge to actual c

44、ross-cultural communication situation. This competence requires some adaptation to the cultures of both parties participate the communication. It means that either party has to make certain compromise, thats to say, to make some changes in behavior that are different from ones culture. Specifically,

45、 cross-cultural communication competence refers to an integrative approach from theory to practice, which enables us to apply the cross-cultural knowledge we have learned in a sensitive manner. It is a transformation process connecting cross-cultural knowledge with 470 competent practices. The word

46、“cross-cultural” conveys the idea that there exist knowledge and skills in cross-cultural communication competence, such as culture-specific and ethnic-specific knowledge which will help people communicate appropriately and effectively in a wide range of cross-cultural situation. As cross-cultural c

47、ommunication competence attaches much importance to smooth and effective cross-cultural communication, talking about cross-cultural communication competence is to find out how to develop cross-cultural communication competence, so its necessary for us to know the crucial components contribute to eff

48、ective cross-cultural communication competence.B. The Components of Cross-cultural Communication Competence Broadly speaking, intercultural competence refers to openness to diversity; in this paper it also refers to critical thinking skills required for effective use of global mass media and the abi

49、lity to draw on both ones own and out-group members cultural resources in speech communication. As a concept, intercultural competence is often used interchangeably with such notions as cultural competence, cross-cultural competence, intercultural effectiveness, and ethnic competence. All these conc

50、epts refer to ways of thinking and behaving that enable members of one cultural, ethnic or linguistic group to work effectively with members of another. For instance, Williamss defined “cross-cultural communication skills as the ability to effectively interact with people of different cultures”.5 Hi

51、nner referred to the same concepts the ability to communicate verbally and nonverbally with members of different cultures, and in a manner that the communicative messages are not given erroneous interpretations. Lynch defined : “cultural competency as the ability to think, feel and act in ways that

52、acknowledge, respect and build upon ethnic, cultural and linguistic diversity in multi-ethnic and/or multicultural situations”.6 According to Green and Lynch and Hanson, competence includes, among other things, the following: awareness of ones own cultural limitations;openness，respect and appreciati

53、on for cu1tura1 differences;regard for intercultura1 diversity as a source of learning opportunities;（引用段是否單獨(dú)成段？）ability to use cultural resources in communication situations;acknowledgement of the integrity and value of all cultures.7 Basically, cross-cultural communication competence requires stud

54、ents to be able to use the target language, to have sufficient knowledge of the target culture, to be able to possess a positive attitude toward the target society, to be able to establish and maintain a close interpersonal relationship and so on. To develop and improve students cross-cultural commu

55、nication competence, its necessary to draw an outline of all components contributes to effective cross-cultural communication competence.(a) Language competence這個(gè)地方是子目錄的話就應(yīng)該是（1） Language competence refers to the four basic language skills of the language learners: listening, speaking, reading and wr

56、iting in the target language, which are the essential parts of cross-cultural communication competence. The cultural adaptation process requires good competent use of the target language. The learner with the strongest second language competence is expected to experience the smooth communication wit

57、h least language mistakes in the information transfer. Thus they can achieve successful communication.(b) Cultural competenceBeing familiar with the cultural background knowledge and social norms is basic for learners going through the whole communication without barriers. If students speak grammati

58、cally correct English but have no knowledge of the processes of interaction, communication will be a failure. So it is very necessary to integrate cultural competence into cross-cultural communication competence. It will help learners get the cultural knowledge of English-speaking countries, such as customs, religions, beliefs and ways of life in order to lessen culture shocks, and to develop their awareness of cultural differences. The