培养跨文化交际能力在英语教学中的重要性

在英汉两种语言中,跨文化现象普遍存在,因此,在英语教学中培养学生的跨文化交际能力显得尤为重要。从培养跨文化交际与英语教学的关系出发,探讨了中西文化差异和培养跨文化交际的具体教学方法,指出了培养跨文化交际在英语教学中的的重要作用。     

论大学英语教学中文化意识的培养

任何两种文化都存在差异,语言是文化的载体,文化又深深植根于语言,文化知识是语言学习不可或缺的一部分,语言学习者必须掌握好源语言国家的文化。然而,多数大学英语课堂上英语教师往往忽略对学生跨文化意识和能力的培养。随着全球化的加速进程,国际交流日益频繁,尤其是外国语言学习者,跨文化意识的培养变得越来越重要。本文探讨了语言﹑文化和跨文化交际的关系,阐述了培养英语学习者的跨文化意识的重要意义以及教师帮助学生提升跨文化交际能力的策略。     

对外汉语教学中的跨文化交际学

对外汉语教学是一种特殊的跨文化交际活动。而文化差异正式跨文化教师中的重中之重。师生双方应树立什么样的跨文化交际观,以及如何培养学生正确的跨文化交际观,是取得良好教学效果、培养学生语言能力和语言交际能力非常重要的方面,也是在跨文化交际中避免文化冲突的非常重要的方面。每个对外汉语教师,他所面对的是来自世界各地、与我们汉文化迥异的留学生,这就不可避免地出现了跨文化交际问题。     

浅谈跨文化交际和英语教学

文化因素在语言教学中起了非常重要的作用。在英语学习中文化知识的习得是一个不可或缺的部分。本文探讨了在语言教学中跨文化交际的重要性和必要性,并着重探讨了三个部分:1、跨文化交际中文化差异和障碍的分析;2、探讨跨文化和语言教学的关系;3、建议和方法:发展一种跨文化意识来提升英语教学。通过对于两种文化的差异的严密思考,语言教学会变得更加有效。老师们应该增进学生的跨文化意识并帮助他们克服文化障碍,因此他们可以在了解一种文化的前提下获得更有效的交际能力。     

大学英语教学中跨文化交际能力的培养

语言与文化密切相关。外语学习不但要掌握语言,还要认识理解和感知另一种文化。只有我们了解目的语国家的文化,才能很好地运用所学语言,并且提高跨文化交际的能力。本文主要探讨了在大学英语教学中如何提高学生跨文化交际能力的策略。     

浅析“一带一路”倡议下高职英语教学如何培养国际化人才的跨文化交际能力

随着经济全球化,特别是我国提出"一带一路"倡议以来,我国的高等职业教育国际化已成为一种必然趋势。培养国际化人才离不开跨文化交际能力的培养。在高职英语教学中应明晰跨文化交际能力的要素、定位,探索有效的培养途径:包括引导学生正确认识语言与文化的关系,明确外语学习目的;通过国际交流平台培养学生的跨文化意识;灵活利用多种现代化教学手段和资源,提高学生跨文化交际能力。     

商务汉语教学与跨文化交际能力培养

商务汉语是应用于商务背景下进行商务交际的专门用途汉语。商务汉语教学的最终目的是培养外国学生在商务环境中用汉语成功进行商务交际的能力。跨文化交际能力是国际商务成败的关键因素之一。因此，在加强学生汉语语言知识和听说读写等语言基本技能学习的同时，跨文化交际能力的培养应该成为商务汉语教学中的重要内容。采取有效的策略提高学生的跨文化交际能力是实现商务汉语教学目标的必要条件。     

论中国文化在大学英语教材中的导入

大学英语教学不仅包括学生语言能力的培养,还应注重中西方文化素养的提高,使学生能正确使用英语进行跨文化交际。本文以《新编大学英语》教材为例,将中国文化渗透到英语教学的各个环节,传递语言知识的同时,提高学生的跨文化交际能力,增强教学效果。     

大学生语言能力与跨文化交际能力的学习需求分析

本研究依据跨文化交际适应理论,通过对50份调查问卷的统计分析,研究在校大学生对语言能力和跨文化交际能力的需求情况。据分析,主要指出两种能力需求之间的相关关系,同时也发现了在时代变化中本科生对语言学习实用性和工具性的认识,为未来研究提供参考。     

高职英语教学中跨文化交际能力培养探索

在全球经济一体化,英语已不再是一门学科,而更多的成为了语言交流的工具。言语的沟通离不开文化。在文化全球化发展趋势背景下,跨文化交际能力在现代社会的作用日益显著,分析跨文化交际的内涵,并从更新教学理念、完善教学内容、改善教学方式等方面探索如何培养高职学生跨文化交际能力,对于学生学好英语这门语言十分重要。     

浅谈中职英语教学中的文化导入

语言与文化的关系,决定语言教学与文化教学的关系。英语学习包括许多方面,如语法能力、交际能力等,同时也包括学习者对于本族文化及另一种文化的态度。适当地导入文化在中职英语教学中发挥着重要作用。该文论述了文化导入的重要性、原则、内容和方法,目的在于通过文化导入教学提高中职学生的英语语言能力和跨文化交际能力。     

英文电影与跨文化交际——浅析英文电影对提高跨文化交际能力的作用及应用策略

通过教学途径学习的英语和英美日常生活中使用的英语有一些差别,这主要体现在语音、语调、非语言交际手段的使用等诸多方面。这些差异会在跨文化交际中引起一些交际困难或失误。英文电影内容生动、情景直观,真实反映了英语语言国家的社会状况、生活情景、文化教育,可以很好地让学生逐渐熟悉和适应这些差异,有效弥补英语课堂教学的不足,并提高学生的跨文化交际能力。本文仅就英文电影对提高学生跨文化交际能力的作用及其应用策略加以讨论。     

Pragmatic Differences of Politeness Between English and Chinese

Politeness is one of the important language behaviors used to maintain social order.As a universal phenomenon,politeness plays a crucial role in helping maintain social harmony and friendly interpersonal relationships.In different languages,pragmatic difference clearly exits.Not only the politeness principles are different in English and Chinese,but also the practical use.For example,compliments,responses,addresses,euphemisms and greetings.This paper aims to make a contrastively pragmatic study of politeness between the American English and Chinese to discuss their pragmatic differences and analyze the different politeness principles in both languages.The main courtesy language in some situations and a contrastive analysis concerning cultural values between the two languages are included.The paper aims to discover the distinctions between the two different cultures and point out the significance of politeness in the cross-cultural communication and English teaching.     

A Comparative Study of Cultural Connotations of Color Terms in English and Chinese

In cross-cultural communication, color terms are endowed with various cultural connotations. This paper analyzes the differences of color terms in English and Chinese from three aspects. They are religion and custom, history and political attitude, psychology and thinking mode. The cross-cultural communication can be realized only if we put these color terms into different cultural context.     

网络环境下ESP课程教学方法的改革研究与实践——旅游英语个案研究

采用视频、音频、文本、互动等多元输入教学法扩大输入量;从存储的角度,提出语言模型和认知推理教学法,培养学生语言迁移能力;从识别的角度,在英汉对比的基础上提出了语言表达辨认法,排除中西文化障碍;从输出的角度,提出了任务驱动教学法和图式理论指导法,培养学生自主学习能力和语言组织能力;构建了网络环境下教学方法定位与实施模型,保证教学方法与网络环境的有机衔接。     

Creation of culturally responsive classrooms: teachers’ conceptualization of a new rationale for cultural responsiveness and management of diversity in Hong Kong secondary schools

Presently, there are a growing number of ethnic minority students in Hong Kong schools. This article examines teachers’ views of the cross-cultural experience of ethnic minority students, their influence on the performance of these students, and how the diverse learning needs of these students are being addressed. Qualitative data were collected from semi-structured interviews with 32 teachers from three secondary schools. This study shows that teachers struggle to conceptualize a new rationale for responding to cultural diversity. They develop a sense of intercultural sensitivity, promote cultural responsiveness to diversity, and strengthen the home–school connection. This article argues that, like students, teachers simultaneously engage in a cross-cultural process through which they learn the culture of ethnic minority students, relearn their own culture and reexamine the relevant rationale underlying cultural responsiveness. Finally, a framework for the creation of culturally responsive classrooms, based upon the teachers’ new rationale of cultural responsiveness, is proposed.     

金钱与爱情的博弈——90后大学生婚恋观的探析

在社会主义市场经济迅速发展、社会生活持续变革、国际文化交流融合的21世纪,人们的婚恋观也发生了深刻的变化。通过对90后大学生婚恋观的探析,探求90后大学生对金钱与爱情的选择。大学阶段是恋爱的黄金时期,社会、高校和家长都有责任引导大学生树立科学健康的婚恋观。通过对90后大学生的婚恋观进行积极的心理健康教育和引导,帮助90后大学生更加健康的成长,建立正确的自我意识,使90后大学生能够理智的对待金钱与爱情的矛盾,促进家庭生活的幸福和社会的安定和谐。     

Beyond professional snail races: Contextualizing corporate communication in Indonesia

This study provides an overview of the current state of corporate communication in some of Indonesia’s largest companies. A cross-cultural survey of senior managers highlights the uniqueness of Indonesia by comparing practitioners’ perceptions with results from two Western countries, namely Austria and Australia. The results reveal the limitations of traditional professionalization theories; embedding corporate communication into the cultural and institutional context has proved to be more instructive. Practitioners in Indonesia employ a comparably critical distance to their own cultural environment. However, at the same time, they are highly adaptive when it comes to the stringently regulated and politicized institutional context of their work. From a normative perspective, we would instead support a self-understanding of professional communicators as societal change agents.     

Zeitfaktoren bei interkultureller Kommunikation in Gruppen — phänomenologische Fragmente

Communication, in intercultural contexts, is not only confronted with different customs dealing with the time concept of various countries of origin. Considerable time is needed when communication breaks down in groups when coping with language and other cultural problems. When people have subject specific things in common, they are more able to overcome cultural differences and, to a certain extent increase understanding between each other. Intercultural groups seem to communicate quicker in this case than those who lack compatibility because they are not subject to the respective culture-bound ways of working in cross-cultural groups which hinder communication.     

Rethinking the circuit of culture: How participatory culture has transformed cross-cultural communication

This paper explores the influence of digital communication ? and in particular social media ? on cross-cultural communication, based on the Circuit of Culture model. Scholarly literature supports the notion that social media has changed the speed at which we communicate, as well as removed traditional (geographical) boundaries around cross-cultural campaigns. Since the introduction of digital media, the role of the public relations practitioner has become more strategic in order to maintain relevance with even more diverse ? and dispersed ? audiences. Large scale campaigns, like the Human Rights Campaign to support Lesbian, Gay, Bisexual, and Transgender (LGBT) rights, have seen messages spread far beyond the country of origin, and with that, demonstrate the ability to affect advocacy campaigns in other countries. The authors argue that instead of acting as cultural intermediaries, public relations practitioners must become cultural curators, with the skills to create meaning from audiences, who are now content creators in their own rights, and encourage a true participatory environment that sees cultural values shared as part of an organic exchange process.