畢業(yè)論文：Developing Students Cross-cultural Communicative Competence

培養(yǎng)學生的跨文化交際能力在中學英語教學中的運用
論文題目：Developing Students Cross-cultural Communicative Competence in Middle School English Teaching

ACKNOWLEDGEMENTS
My grateful acknowledgement goes to my supervisor,who has provided me with invaluable suggestions and detailed comments on the entire manuscript.I thank him wholeheartedly for making this thesis far better than it might have been otherwise. Special thanks are also due to,whose enlightening lectures on linguistics,literature and cultural studies benefited me a great deal and aroused my interest into serious work of academic world. A word of thanks is due also to my schoolmates from whom I obtain a lot of knowledge and creative ideas that are conducive to the completion of the thesis.Finally,I owe my deep gratitude to my parents and my friends,whole spiritual support made it possible for me to complete the presented thesis.

摘要
本論文旨在探討中學英語教學中如何培養(yǎng)學生的跨文化交際能力。隨著世界的進步與發(fā)展，不同國籍，不同膚色的人們之間的文化交流交際日益頻繁。2001年新英語課程標準的總目標是培養(yǎng)學生綜合運用語言的能力，首次明確提出培養(yǎng)學生的跨文化意識和跨文化交際能力，于是跨文化交際成為中學英語教學中一個值得重視與思考的問題。本文主要分為四個章節(jié)，第一章介紹了文化與交際的定義以及它們之間的關(guān)系。第二章論述了現(xiàn)當今中學英語存在的問題。第三章論述跨文化交際能力的重要性。第四章就如何培養(yǎng)中學生跨文化交際能力，提出具體的培養(yǎng)辦法。
[關(guān)鍵詞]：培養(yǎng)、跨文化交際能力、中學課堂

Abstract
The thesis is main discuss about how to develope Students Cross-cultural Communicative Competence in Middle School English Teaching. With the worlds promotion and development, the cultural communication has becoming fierce among different countries and different colour people.For the first time cultural awareness and interculturalcommunication has been prescribed in the new Criteria of English Course for National Elementary Education,which was issued in 2001.So intercultural communication has become a noticeable issue in English language teaching ever since. The thesis can be divided into four parts, the chapter one introduces the definition of culture and communication, and the relationship among them. Th
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5.3 Organizing proper activities leading to culture-oriented learning...........................15
5.4 Making comparison between different cultures.........................................................15
5.5 Strengthen e*tracurricular English activities............................................................16
VII.Conclusion....................................................................................................................18


I. Introduction
Nowadays,language education plays an important role in the school curriculum in China. The overall objectives of teaching or learning foreign languages are set as: to deepen students understanding of language and cultures through learning foreign languages; to bring up a positive attitude towards communication with foreigners; to develop the basis of practical communication skills in listening, speaking,reading and writing and other language acts in the middle school level, and in addition, at the high school level, to develop the practical communication skills for understanding information given and intentions shown by others as well as for e*pressing their own thoughts and judgments. The objectives tell us that the language education is e*pected to contribute not only to the understanding of languages and cultures themselves, but also to the practical communication ability in any intercultural communication background. In China, we are supposed to learn english as the target foreign language at school. In this case, the language education at school is supposed to be intended for the practical communication ability of English which contributes to any intercultural communication with any people who have different backgrounds from our own.
A research on the Problems That Chinese ESL Middle School Students Usually Face in
USA shows that several factors which usually affect Chinese ESL students language ability
are:
1 .Limited vocabulary
2. Lack of communicative competence
3. Lack of cultural background
This let me thinking about the goal of learning a foreign language. The linguist Robert Lado defines the goal of learning a foreign language as "the ability to use it, understanding its meanings and connotations in terms of the target language and culture, and the ability to understand the speech and writing of natives of the target culture in terms of their meaning as well as their ideas and achievements" (Lado, 1964:25) This definition, he has argued, e*cludes the necessity of a language, learner performing like a, native speaker; on the other hand, it includes the need to understand what a native speaker means when he/she says that someone acts in a particular way, and it also includes the need to know what interpretation the native speaker will make when he/she is told that someone, acts in a particular way.
The major problem of Chinese learners of English face is lack cultural sensitivity . With the improvement in transportation technology, development in communication technology and globalization of the economy has made intercultural communication more necessary than before, therefore,language learning plays an important element for intercultural communication.
In fact, in the last two decades in China, a lot of books and academic theses have been written about intercultural communication . But all these books did not offer a certain specific method suitable for middle school English teaching. There has been a growing awareness of the significance of understanding cultural differences. But this is almost neglected in our middle school English teaching for various kinds of reason, which will be analyzed later.
Thus, in this thesis, I intend to discuss how culture teaching can be conducted in middle school English classroom not only to help students to learn English more effectively but also to help them develop their cross-cultural communicative compentence. The main reason of doing this is that the students have touched too little really language phenomena and are poor in cross-cultural communicative competence. Cultural comparison between English and Chinese can give them many chances to touch much more really language materials. In my opinion this should be more useful to students than just only teaching them grammar rules.



II. Communication and Culture
2.1 Definition of communication
The term communication has been used in many ways for varied. Like all terms or ideas, this thesis chooses a specific definition because of its usefulness in e*plaining the thoughts and ideas it wishes to convey. The definition selected is most useful for the purpose of achieving interpersonal competence when communicating in the intercultural background.
Communication is a symbolic, interpretive, transactional, conte*tual process in which people create shared meaning.
The components of communication include source, encoding, the message, the channel, the receiver, decoding and feedback.
2.2 Definition of Culture
The definition of culture was first defined by E.B.Taylor. He provided the first profound scientific understanding of the nature of the term. According to him, culture is comple*, it includes knowledge, belief, art, morals law, custom, and any other capabilities and habits acquired by man as member of society.
Among the many concepts made by scholars, there are those which encompass all material, institutional and psychological aspects of the community, and those which depict culture primarily as behavior patterns and values behind them.
This thesis includes the material or physical aspect but will focus more on the behavioral and value orientations. Culture is then a configuration of learned human behavior, results of behavior, and principles controlling behavior that are shared and transmitted by persons in a particular society.
2.3 The relationship among culture,language and communication
From the definitions above, we know that language is a part of culture and plays an important role in cross-culture communication. Meanwhile, language is influenced and shaped by culture, it reflects culture. As students study the daily life and history of another culture, they can develop a deeper awareness of the characteristics that bind us together as human beings even as they learn about the ways in which we are all different.On the other hand, stude ……（未完，全文共46591字，當前僅顯示8380字，請閱讀下面提示信息。收藏《畢業(yè)論文：Developing Students Cross-cultural Communicative Competence》）