论英语视听说多媒体教学的跨文化交际能力培养

跨文化交际能力是衡量学生英语能力的标准之一,学生跨文化交际能力的培养正日益成为英语视听说课程的教学重点.在多媒体教学环境下,英语视听说课程的教学需要从培养学生的语言、语用和文化等三个方面的能力着手,在提高学生听说能力的同时培养学生的跨文化交际能力,以满足社会对英语应用型人才的需求.     

跨文化交际与大学英语教学

跨文化交际能力的培养是大学英语教学中学生语言能力全面发展不可或缺的一个重要环节。通过调查分析可以发现,价值观、思维模式的差异以及词汇的不同文化内涵往往导致跨文化交际的障碍,因此大学英语教学中必须有意识地培养学生的跨文化交际能力,其常见策略主要有:增强学生的文化认同感、广泛开展培养文化知识的各项活动、利用现代网络培养跨文化意识、提高大学教师业务水平以及进行教材的相关改革。     

Intercultural education in everyday practice

While there is substantive work in intercultural education, especially that which proposes intellectual or conceptual road maps for pedagogic interculturalism and, more specifically for the classroom, there is a need to surface the complexity of everyday intercultural classroom practices. This article reflects on some Singapore students’ responses to materials designed to help them engage critically with intercultural issues. These responses can be categorized into three types of tajectories: reifying, critical and conflicted. Reifying practices basically mean that students essentialize individuals, communities and countries despite (and perhaps because of) the intercultural approach to the teaching of communication. Critical trajectories, on the other hand, showcase students’ ability to identify stereotypes and provide much more nuanced characterizations of individuals and countries. Conflicted trajectories, however, seem to be the most dominant classroom practice: these are attempts of students to be critical but, in practice, their criticality is enmeshed in reifying tendencies. In other words, ‘criticality’ as it is envisioned is always incomplete on the ground. Thus, we need micro-lenses in interculturalism and intercultural education to help us critically reflect on and surface essentialisms, tensions and struggles in everyday classroom practice.     

Naturing the Nation: Aliens,Apocalypse, and the Postcolonial State

The purpose of this study is to understand how the British Canadian Frank Schofield transformed himself into an established missionary scholar and nobleman in Korea. The study employs its framework from the structure of cultural exchange itself in its survey of Schofield's career. It examines the relevant aspects of Korean and Western cultures, and the characteristics of Schofield who linked them. The case, including themes significant both to Korean and Western cultures, such as the importance of spirituality, an emphasis on education, and the ideals of justice and love, explains reasons for his success as a cultural mediator between Korea and the West. It reveals that the flow of information and ideas between Koreans and Schofield illustrates the ability of intercultural contact to influence the initiating as well as receiving culture. It suggests that such a distinction between sender and receiver may carry little ultimate significance. Finally, it argues that individuals of different cultures can convey information and ideas effectively only if the conveyer learns about the target individuals for the information and ideas, and communicates on the basis of that knowledge, as intercultural communications occur between the individuals of different cultures.     

PRESTRUCTURING COOPERATION AMONG ACTING-OUT YOUTH

In the past 15 years, the authors and their students have frequently used the treasure hunt in activity treatment groups. Experience confirms that the planned use of the treasure hunt's activity structure has powerful treatment effects. Repeated student testimonials about the efficacy of the treasure hunt and the usefulness of this paper as an example of programming prompts us to share it with other practitioners. This paper is a case illustration of the planning and use of treasure hunt as a means of influencing behavioral change in a group of emotionally troubled boys, specifically how to prevent or eliminate destructive conflict and initiate cooperation. The practitioners intended change operations, the responses desired in the members, and a synopsis of outcomes are presented (c.f., Churchill, 1959).     

文化软实力视阈下文物文化对外传播策略分析——以博物馆语境为例

有效跨文化传播力是文化软实力资源软实力化的重要保障。以博物馆为例,作为对外传播把关人之一的译者可以灵活运用解码策略,保证文化传播信道的明晰性、顺畅性和饱满性,以期实现文物文化对外传播的表现力、影响力和渗透力,为提高我国文化软实力做出应有的贡献。     

跨文化交际中大外教学的文化导入缺失

跨文化交际的前提是正视不同文化之间的差异性。通过对比中西方文化的差异性，再反思大学英语教学中由于重语言形式、轻文化导入，致使学习者的跨文化交际能力亟待提高的局面，并进而提出相应的解决措施。     

Interculturalism in Italian primary schools with a high concentration of immigrant students

The present article focuses on quantitative research carried out on a statistically representative sample of Italian primary schools with a high concentration of immigrant students. Research data show that schools with a higher number of immigrant students offer a greater number and a wider variety of intercultural initiatives. The presence of immigrant students serves as an effective stimulus in enhancing intercultural approaches. Furthermore, the opinions of head teachers about the proposal of ‘separate classes’ for immigrant students and the proposed ‘limit of 30% on the presence’ of immigrant students are negative. These judgements do not change in a statistically significant manner in relation to concentration of immigrant students: in particular, higher rates of immigrant students are not related to more positive opinions. Continuing education on intercultural issues is widely adopted, mainly on behalf of teachers and less often on behalf of head teachers and other school personnel. Finally, activities by ‘linguistic facilitators’ and ‘linguistic and cultural mediators’ are not significantly related to a decrease in perceived concern regarding problematic situations.     

孟德斯鸠的"中国印象"之印象

走出欧洲的人们留下的游记或通信(包括耶稣会士中国通信),促使了欧洲十八世纪的思想家们对人类命运以及人类社会组织形式作理性思索和理想设计,孟德斯鸠即是此类欧洲思想家之一.他在大量阅读来华人士记述的基础上得出了较清晰的"中国印象",他在阐述三种政府理论时多次引用他的"中国印象",并常常一语中的揭示出"中国印象"的实质,这是一种理性的真实.我们今日重读孟德斯鸠有关中国的论述,对我们自己本土文化的来龙去脉别有一番认识.这种"印象之印象"应该也成为"跨文化对话"的研究课题之一.     

新"轴心时代"的文明对话--论杜维明的"文明对话"观

亨廷顿"文明的冲突"理论一发表,在世界上就引起了很大反响.从一定意义上来说,杜维明的"文明对话"观是对这一思潮反映的产物.杜维明的"文明对话"观主要包含三个方面作为当代新儒家的主要代表,他通过对亨廷顿的"文明冲突"论的批评,揭示了文明对话的时代内涵;第二,他主要借助于雅斯培尔斯"轴心时代"理论,通过时启蒙反思和多元现代性论域的开展,论证了新轴心时代文明对话的可能性和必要性;最后,主要讨论文明对话的三种形态,指出新轴心时代文明对话的一些基本预设.