高中英語閱讀教學(xué)中跨文化交際能力的培養(yǎng).pdf

1、Cultivation of ICC in the teaching of reading in senior high schools is a verycomplicated human behavior. It mainly relies on the teaching on reading competence,cultural competence and communicative competence. As is

2、 mentioned above, with the rapid development of the widening worldmarkets and the globalization of the world economy, people are required to be ableto communicate with each other, understanding and appreciating each othe

3、rinter-culturally. The author has already realized this challenge and tried to improvestudents' foreign language learning about couture in reading courses. Cultural awareness is the awareness of one's own and others

4、culturally-inducedbehavior based on the comprehension, absorption and adaptation of social culture ofthe target language community. Intercultural awareness refers to a strong immediateconsciousness is still an intuition,

5、 a sense and an ability to be sensitive during theintercultural communication. Furthermore, it is also an ability to explain one's owncultural standpoint when he or she communicates with others from the target culture.IC

6、C is the ability to interact effectively with people of cultures other than one's own In other words, ICC involves awareness of different values, attitudes and behaviorsof the others, as well as skills to deal with them

7、in a non-judgmental way. Accordingto a recent survey, English teachers and students in senior high schools are obviouslylow level of ICC, lacking in foreign cultural knowledge, self-evaluation of ICC andteaching evaluati

8、on of ICC. Teachers' level of ICC influences a lot on that ofstudents, students' affecting teachers' at the same time. A close relationship doesexist between them. Teachers in different levels are reasonably used to diff

9、erentteaching methods, which suggest distinguishable combination of teaching and cultivation of ICC. Meanwhile, different students hold different expectations forcultural elements from their teachers. Because of the pres

10、sure in their study, studentscare more about marks in the exam than the competence that they should grasp whenthey are under the exam-oriented system of education. What's more, students' usingof English has several probl

11、ems, which usually cause communicative failures. Mosthigh school students still stay in the low level of ICC, which impedes their furtherstudy on English. The Curriculum has put forward definitely about culturalawareness

12、 and ICC and it is extremely important and urgent that teachers must studyintercultural communication teaching carefully, explore teaching approaches todeveloping the students' intercultural communication competence in o

13、rder topromote the quality of high English teaching, and meet the needs of foreignlanguage talents in the future society. It is also mentioned in the curriculum thatstudents' ability be emphasized. Both ICC and reading a

14、bility should be emphasizedand both sides should be combined in the teaching of reading in senior high schools.At present, Oxford Advanced English Books for some provinces in China werejointly edited. What's more, some s

15、chools have adopted some other textbooks fromabroad on the base of the unified textbooks. Cultural elements are being attachedmportance to morecontents about relevand more in these textbooks, and such textbooks fuse cult

16、uralant target language countries, such as art, education, history,literature, music, politics, religion, everyday life, social customs and value outlook.Teachers and students cannot separate cultivation of ICC from the

17、teaching ofreading. No one can learn to use a language without learning something about theculture of the people who speak that language. It is of great significance ofcombining cultivation of ICC and the teaching of rea

18、ding in senior high schools. The thesis has already realized that cultivation of ICC is a necessity and ofgreat importance for many reasons. But it is far from enough just to be aware of thepurpose of cultivating ICC

19、 in high school English reading class, which has thefollowing purposes, including improvement of students' ICC, improvement ofstudents' reading ability concerning cultures and improvement of students'synthesized ab

20、ilities of English language. Meanwhile, when cultivating ICC ofstudents in teaching reading, principles of being interrelated, being appropriate,being scientific and being flexible should be followed. Cultivation of ICC

21、must beinterrelated with the content of the reading material and teachers must catch the verychance in the teaching of reading. The reason why cultivation of ICC must beinterrelated is that it is interrelated intercultur

22、al communication knowledge andinterrelated intercultural communication competence that can help learners tounderstand what they read. Being appropriate means that teachers should chooseappropriate intercultural communica

23、tion knowledge and competence to introduce, aswell as the appropriate method that will be discussed in the following section.Cultivation of ICC must be carried out correctly, practically and objectively.Teachers should a

24、void bringing their own cultural prejudice into class. ICC which iscultivated must be useful and practical for students in their communication. Theworld is changing, so are the traditions and customs. The constant change

25、s requireus to improve our skills of intercultural communication by understanding thecultural differences, especially the differences in the deep structure of differentcultures, and becoming flexible in intercultural com

26、munication. Then, methods forcultivating ICC in the teaching of reading, which include combining teachingsyllabus of reading with cultivation of ICC, selecting culture-orientated reachingmaterials, strengthening the in

27、troduction of cultural knowledge information,changing teachers' roles based on different materials, making full use of co-operation of Chinese and foreign teachers, comparing the native culture with theculture, tak

28、ing advantage of NMET and making good use of web culturalreality, will be applied in the practice. The most important point is that it ismore efficient to combine methods together and use several methods together at thes

29、ame time. On the contrary, using methods without different situations is of littlevalue. To test what the thesis has focused on, the details of one study on cultivatingstudents' ICC in high school reading class will

30、be presented, including case design,findings and suggestions. The study aims at finding relationships betweencultivating ICC and students' marks in exams, students' attitudes towards Englishstudy, English reading abil

31、ity, and impetus of English study. The final purpose ofthis study is to explore the efficient teaching pattern suitable for high school readingcourses. In order to ensure validity and to get comprehensive and authentic d

32、ata, 786students from Senior High One were chosen to participate in the study and sampleswere analyzed at random. And 117 samples in Class 6 and Class 9 were chosen toget the general data at random. An intercultural quiz

33、, a reading test and twointerviews were conducted to get data. Close relationship between improvement ofreading ability and cultivation of ICC has been found through the study and it isundoubtedly correct to cultivate IC

34、C the teaching of English reading in senior highschools. On one hand, the study suggests that students' English reading ability riseswith the cultivation of ICC, and cultivating ICC ensures students to get higher marksin

35、 exams, especially in the reading section. In addition, students hold active attitudestowards cultivation of ICC and become more interested in English study. On theother hand, there are factors impeding cultivating ICC i

36、n high school class.Therefore, scholars in this field should still pay attention to teachers' retraining of ICC, students' basic reading ability related to language and grammar, creation ofICC materials and ICC courses,

37、reform of English testing in senior high schools andstrengthening Chinese culture' out-put. In brief, cultivating ICC in the teaching of reading in senior high schools is along process and a hard task. Teachers shoul

38、d expose his students to the targetculture through RC as much and often as possible, helping them to increase theirintercultural communicative competence. In carrying out these methods, teachersmay encounter some difficu

39、lties, because most teachers themselves have got used tothe traditional teaching patterns most students have got into the habit of learningfrom teachers instead of learning automatically. But if all the people involved i