【作者】 陈桂琴；

【导师】 顾力行； 张红玲；

【作者基本信息】 上海外国语大学 ， 英语语言文学， 2014， 博士

【摘要】 世界经济一体化、文化多元化的快速发展，英语作为世界通用语地位的确立，为我国大学英语教学提出培养具有跨文化交际能力的高素质人才的新要求。而我国大学英语教学实际却是长期延袭传统的以语言知识体系为中心的教学模式，注重培养学生的语言能力，没有给予文化教学、文化学习以足够的重视，严重影响了学生跨文化交际能力的培养，致使学了多年英语的学生不知如何用英语进行交流，更谈不上进行跨文化交际。为了真实再现大学英语跨文化教学现状，摸清大学英语跨文化教学中存在的具体问题及其根源，以便有针对性地分析研究、采取策略，改革大学英语教学，提高学生的跨文化交际能力，本研究综合跨文化交际、外语教学、应用语言文化学等理论的研究成果，以跨文化交际能力三分模式为统领理论框架，采取定性与定量研究相结合的方法进行了实证研究。研究阐述了语言、文化与交际三位一体的关系，明确指出大学英语教学应是以培养学生的跨文化交际能力为目标的跨文化教学，跨文化交际能力的培养只有通过跨文化教学才能得以实现。研究针对作者从教多年的黑龙江科技大学大学英语跨文化教学，采取问卷调查和教师访谈的形式，从认知、情感和行为三个层面调查了解、深入剖析跨文化外语教学中存在的问题及其成因。问卷数据统计结果表明，学生文化学习与运用情况不够理想，存在着严重的“中国文化失语”现象，学生的跨文化交际能力普遍很低。影响学生英语文化知识学习的主要因素有：学生对于文化的定义和认识、学生对语言学习与文化学习的观点和看法、英语课堂教学与学生文化信息来源情况、学生在英语学习中精力分配情况，其中学生对语言学习与文化学习的观点和看法对学生英语文化知识学习的影响最大。影响教师跨文化教学情况的主要因素有：教师对跨文化交际知识学习的态度、教师对跨文化教学内容的认识、跨文化教学方法的选择、教材中文化内容的含量、文化教学时间的分配、学生对文化学习的兴趣或态度，其中跨文化教学方法的选择对教师跨文化教学情况的影响最大。研究通过对问卷调查和访谈调查结果进行分析研究，进一步发现大学英语跨文化教学在教学理论、教学目标、教师自身跨文化综合素养、教师对跨文化教学的认识与教学实践、教材文化内容呈现等方面存在严重问题；学生作为学习的主体存在着学习目标不明，对文化学习看法模糊，自主学习能力不强等问题。针对存在的问题，本研究从外语教学和跨文化交际能力培养两个层面对问题的成因进行了深入剖析，发现教学理念模糊、教学目标不明确、文化内容欠缺失衡、教学环境不足、应试教育影响以及中西文化差异、中西思维方式的不同、中西方价值观差异的影响等是引发问题存在的的根本原因。本研究的创新之处在于在实证研究的基础上，针对存在的问题及其根源，对跨文化交际能力的培养策略进行了深入探讨，构建了包括认知、情感、行为三个层面内容的跨文化交际能力培养体系。体系明确阐述大学英语跨文化教学必须处理好本土文化与英语文化、英语功用性与人文性、语言教学与文化教学之间的关系；提出一系列有效策略帮助学生树立语言、文化平等观，消除“中国文化失语症”的影响，树立跨文化自觉意识，达到培养学生跨文化交际能力的目的，从而解决跨文化教学中的实际问题。本研究打破了以往为数不多，又以零落、散乱为内容特点的跨文化教学实证研究的格局，调查内容具有较强的系统性和可针对性。研究选取的学校是众多中国高校的一个缩影，具有一定的代表性，在一定程度上能够反映中国高校跨文化外语教学状况。研究结果是对跨文化交际能力培养研究的有益尝试和必要补充，具有一定的实践意义，可为跨文化外语教学的进一步研究提供实践基础和理论参考。更多还原

【Abstract】 The rapid development of world economic integration, cultural diversity, and theestablishment of English’s status of becoming the world’s universal language hasadvanced new requirements for college English teaching in China toward cultivatinghigh-quality talents with intercultural communicative competence. But our currentcollege English teaching practice is a long-term extension of the traditional system of alinguistic knowledge-centered teaching mode, focusing primarily on the cultivation ofstudents’ language ability. Because this teaching style has generally overlooked or onlygiven lip-service to the importance of culture teaching and learning, it has impeded theeffective cultivation of students’ intercultural communicative competence. As a result,there are many examples of students who have been learning English for many yearsbeing unable to communicate in English, not to mention communicate interculturally.In order to present an authentic picture of China’s college English interculturalteaching, find out the specific problems as well as their causes, this research synthesizesthe research results of intercultural communication, foreign language teaching andapplied cultural linguistics as references to propose strategies and encourage reforms inuniversity English teaching and improve students’ intercultural communicativecompetence. It confirms the tripartite mode of intercultural communication competence(cognitive, affective, and behavioral) as the leading theoretical framework of this study,and applies qualitative and quantitative research methods to carry out an empiricalresearch project. The research expounds the relationships among language, culture, andcommunication of the trinity, explicitly points out that college English teaching shouldbe based on the development of students’ intercultural communication competence asthe goal of intercultural foreign language teaching, and suggests that the cultivation ofintercultural communication ability can be achieved only by intercultural teaching.The research took the ELT in Heilongjiang University of Science and Technologywhere the author has been teaching for many years as a case for study. This studyutilized questionnaires to survey students and then interviewed teaching staff to analyzeproblems and their causes in cognitive, emotional and behavioral aspects inintercultural foreign language teaching.The result of the statistical analysis shows that students’ cultural learning andapplication are not ideal. There is a serious Chinese culture “Aphasia” phenomenon, and students’ intercultural communicative competence is very low. The survey showsthat the main factors influencing students’ English cultural knowledge learning are:students’ definition and understanding of culture, students’ viewpoint of language studyand culture study, English classroom teaching and students’ cultural informationsources, students’ effort distribution in English study, of which students’ attitudetowards language study and culture study has the strongest influence on students’English cultural knowledge study. The main factors influencing the teachers’intercultural teaching are: teachers’ attitude towards intercultural communicativeknowledge learning, teachers’ understanding of intercultural teaching contents, thechoice of intercultural teaching method, the amount of cultural content in textbooks,culture teaching time distribution, students learning interests and attitudes towardculture, of which the choice of intercultural teaching methods influences teachers’intercultural teaching the most.Through the combined analysis of questionnaire and interview survey, the studyfurther finds out that there are serious problems in college English interculturalteaching concerning teaching pedagogy, teaching objectives, teachers’ interculturalcompetence, teachers’ understanding of intercultural teaching and the practice, contentpresentation of teaching material and so on. The students are not clear in their learningobjectives for the main body of their study, their perceptions of culture learning arefuzzy, and their self-learning abilities are not strong. In view of the existing problems,this study analyses the causes of the problems from the two aspects of foreign languageteaching and intercultural communication competence development, to identify theobscurity of teaching philosophy and teaching objectives, the lack of and imbalance incultural content, the insufficient resources in the teaching environment, the influence ofexam-oriented education in Chinese environment, the cultural differences betweenChina and the West, including different thinking modes. Among all of these causes, thevalue differences between China and the West are the roots.The innovation of this study is the construction of ICC cultivation system from thethree domains (cognition, emotion and behavior), which is based mostly on anempirical research on the problems and their causes in FLT and students’ ICCdevelopment. The system clearly suggests that college English intercultural teachingmust deal properly with three relationships, namely the relationship between nativeculture and English culture, the relationship between English linguistic pragmaticcompetence and the humanity in English language learning, the relationship between language teaching and culture teaching. For each, this study provides a series ofeffective strategies, which can help students to foster language and cultural competence,eliminate the influence of the “Chinese cultural aphasia”, build up cultural awareness inorder to cultivate intercultural communicative competence, and solve those problemsmet in intercultural teaching.This study is more systemic and targeted by breaking the past few empiricalintercultural teaching researches characterized by shattered and scattered content andsurvey. The university selected here is a microcosm of many Chinese universities. Itcan be a good representative, to a certain extent, to reflect the status of Chineseuniversities’ intercultural foreign language teaching.The cultivating system of intercultural communicative competence constructed bythis study has a practical significance in that it can be used in the instruction ofintercultural teaching and provide academic references and a basis for the ongoingresearch of intercultural foreign language teaching.更多还原