1、 英语课程与教学论论文：跨文化交际语言教学在中国的希望和挑战【中文摘要】跨文化交际语言教学(ICLT)注重语言学习者在语言能力(Linguistic Competence)和跨文化交际能力(Intercultural Communicative CompetenceICC)的均衡培养和发展,在进几十年来得到了更多的关注和更深入的探索。这种语言教学模式致力于弥补以往英语教学模式,尤其是交际语言教学(CLT)的局限性,诸如对语言,文化和交际为三位一体的统一体的认识不足和对于英语本族语模式的过分强调和依赖。这篇论文旨在通过文献回顾和批判来进一步探索跨文化交际语言教学的本质及其在中国英语教学实施的可行
2、性。鉴于之前相关 ICLT的研究很少涉及到对职前和在职英语教师对 ICLT的认识和观点,而他们却恰恰是现在或将来推动这种或任何语言教学改革和创新的践行者。本文也着重于聆听他们的声音,挖掘,探讨和分析他们的想法和认识。本篇论文主要由以下几个部分组成:1)对跨文化语言教学的理论基础,实质内涵,重要性和意义,教学实施的原则和方法以及教学目标的设定,教学方法,教材开发和教学评估,教师角色和教师培训等关键问题,进行批判性地回顾和探讨;2)通过问卷调查和深度采访来调查并透析职前和在职英语教.【英文摘要】Intercultural Communicative Language Teaching (ICLT)
3、, which advocates a balanced development between learnerslinguistic competence and intercultural communicative competence, has been actively explored and vigorously promoted across the world in these decades. It aims to address the limitations of the previous approaches of English Language Teaching
4、(ELT), in particular, the once highly touted communicative language teaching (CLT), such as negligence in the intimate and inseparable relationship between cul.【关键词】语言 文化 交际 跨文化语言交际能力 跨文化语言教学模式 中国英语教学【英文关键词】language culture communication ICLT ICC China ELT【目录】跨文化交际语言教学在中国的希望和挑战 ACKNOWLEDGEMENTS 8-9
5、ABSTRACT 9-10 中文摘要 11-13 CHAPTER 1 INTRODUCTION 13-18 1.1 Motivation of Foreign Language Learning 13-14 1.2 Role of English as the worlds universal language 14 1.3 Influence of this new trend on English teaching in China 14-16 1.4 Note on Terms 16 1.5 Organization of the Paper 16-18 CHAPTER 2 A LITE
6、RATURE REVIEW OF INTERCULTURAL LANGUAGE LEARNING AND TEACHING 18-32 2.1 The trinity of Language, Culture and Communication 18-24 2.1.1 Definition of Culture 18-20 2.1.2 Definition of Language 20-22 2.1.3 The Relationship between Language and Culture 22-24 2.1.4 Role of Language and Culture in Commun
7、ication 24 2.2 Intercultural Language Learning 24-29 2.2.1 Definition of Culture Learning 24 2.2.2 Two views of Culture 24-27 2.2.3 Byrams model of intercultural communicative competence 27-29 2.3 Global trends in the practice of Intercultural Language Teaching and Learning 29-32 2.3.1 Europe 29-30
8、2.3.2 North America 30 2.3.3 Australia 30-31 2.3.4 China 31-32 CHAPTER 3 THEORETIC FRAMEWORK FOR PRINCIPLES OF EFFECTIVE INTERCULTURAL TEACHING AND LEARNING? 32-40 3.1 ICLT integrates language and culture from the beginning 32-34 3.2 ICLT engages learners in genuine social interaction 34-36 3.3 ICLT
9、 encourages and develops an exploratory and reflective approach to culture and culture-in-language 36-40 CHAPTER 4 KEY ISSUES WITH ICLT AND THE IMPLICATIONS FOR ENGLISH TEACHING IN CHINA? 40-49 4.1 Comparison between CLT and ICLT 40-43 4.1.1 Overstressing the native-speakership 40-42 4.1.2 Rejection
10、 of Leaners Own Language and Culture 42-43 4.1.3 Failure to Recognize English as the Worlds Universal Language 43 4.2 Development of Intercultural Approach in China 43-45 4.3 Probllems of ICLT in China 45-49 4.3.1 Insufficient Focus on Cross-culture Oriented Knowledge in Curriculum 45-46 4.3.2 ILE c
11、hallenges the conventional roles of EFL teachers and learners 46-48 4.3.3 Lack of Necessary Education Resources 48-49 CHAPTER 5 SURVEY AND DATA 49-62 5.1 Survey Design and Goals 49-51 5.2 Survey Procedures 51 5.3 Empirical Results and Data Analysis 51-61 5.3.1 Numerical Rating and Counting Method 51-53 5.3.2 Key Statistics and Histograms of the Responses 53-61 5.4 Key Findings 61-62 CONCLUSION 62-64 BIBLIOGRAPHY 64-68 APPENDIX 68-72
