跨文化交际论文范文

导语：如何才能写好一篇跨文化交际论文，这就需要搜集整理更多的资料和文献，欢迎阅读由公务员之家整理的十篇范文，供你借鉴。

篇1

不同的文化背景孕育出不同的语言形式，而不同语言又具有不同的文化特点，语言和文化之间相辅相成，相互影响。而跨文化交际就是在不同文化背景下的双方进行交际的过程，也可以看作是人类信息的相互交换中不同国家语言间相互传递的过程，反映着社会习俗、评判标准、审美观念、、价值观念、文化艺术等，其形式也具有多种多样性，如留学、移民、观光旅游、贸易、翻译、外交、跨文化技能的培训、商务会晤、外事接待、工作洽谈、科技文化交流等，而言语交际是最重要的一种。在言语交际中，如出现意见或观点不同时，中国人喜欢含蓄委婉的表达方式，以保全对方的“面子”，而西方人较坦率，喜欢直接明了，即使争论得面红耳赤，往往也要坚持自己的看法；如与对方发生矛盾时，中国人不喜欢与人争论，甚至是争吵，以维系彼此之间的团结与和谐关系，而西方人却必须要把事情分个谁对谁错，争个水落石出；如对于某件事情的看法上，中国人常认为：“知者不言，言者不知”，要先思考，只有经过深思熟虑，才能发表自己的看法，否则就会被贬称为“一瓶子不满，半瓶子咣荡”，而西方人认为真正有能力的人不需要思考，就是说要把思考过程言语化，要善于将自己的想法有效地表达出来。因此，在跨文化交际中，如果对语言文化冲突不能相互全面了解，或是跨文化交际中的语言文化冲突研究对其知之甚少，就没有办法进行有效的跨文化交际，导致障碍重重，误解冲突不断，因此，我们要对跨文化交际中的语言文化冲突进行详细、全面的认知。正如王佐良教授所说：要想学好语言，就要知晓语言当中的社会文化，如果对其不了解或一知半解，就不能完全学会语言，无法进行有效的跨文化交际。

二、语言文化冲突

在跨文化交际中的体现跨文化交际中出现的语言文化冲突对交流会造成巨大的影响，阻碍交流的顺利进行，甚至导致交际的失败，因此，为了揭开跨文化交际失败的神秘面纱，就要对跨文化交际中的语言文化冲突的体现加以了解、学习和认知，这些具体的体现是理解中西方人语言文化冲突的钥匙，能够使跨文化交际顺利的进行，并最终达成共识，同时，这是跨文化交际所要研究的方向，也是最终所要达到的目的。

1．称呼语

中国一直秉承尊老、爱老和敬老的传统美德，认为“老”即为德高望重、有经验、阅历深、有资格，常用“姜是老的辣”“、老马识途”、“老成持重”等形容“老”者，以示尊敬和敬意，所以称呼比自己年长的人为“老首长”“、老前辈”、“老张”、“张老”“您老人家“”老教授”等，表示敬重之情。西方人对“老”的看法却和中国人相反，西方人认为“老”既是衰朽残年、老矣无能，是别人的负担、拖累等，因此，对“老”字充满了反感之情，特别是女性，对“老”尤其敏感，不愿意对方用“老”来形容自己，更不喜欢听到对方用“老”称呼自己，喜欢对方称赞其年轻、美丽，充满活力。所以在交际之初要避免“老”字称呼语的使用，以防在对方心里蒙上阴影，造成沟通的失败。

2．寒暄语

在日常的交往中，人们见面首先做的就是用一系列反映本民族独特文化习惯的套话进行寒暄，也就是我们所说的打招呼，以表示友好和礼貌。但由于所处的文化背景不同，使用的方式也不尽相同。中国人见面时常常会问对方：“你吃了吗？”表示问候，而在西方人看来，这是对自己是否吃饭的询问或是一种委婉地邀请自己吃饭的表示。实际上，这种询问方式只是代表一种问候、寒暄，表示“你好”，相当于英语中的“Hi，Howareyou？”之所以这样问是受中国传统文化“民以食为天”的影响。亦或是见面询问“：你干什么呢？“”你要去哪儿？”“最近怎么样？”等，也是表示一种单纯地问候，原因在于中国人喜欢用谈家常的方式了解对方的近况，用以表示关心，但在西方人文化中，一见面就如此“寒暄起来”，那可要被看成是NosyParker，也就是“好事者，包打听”，带有打探私人隐私的色彩，是令人反感和气恼的质问，是对个人生活的无端干涉，因而产生反感，造成交流的窘境。简而言之，由于中西双方语言文化的冲突，中国人的好心问候会被西方人误解为存心不良的刺探，而西方人见面时常讨论天气：“It’saniceday，isn’tit？”，也会使中国人不解、茫然，不知应如何继续交谈。

3．词汇的文化涵义

在跨文化交际中，由于词汇的文化涵义冲突而导致语言文化的冲突也比比皆是，容易引起误解，甚至导致跨文化交际的破裂。如果西方人形容一个女人像猫似的，就暗含着这个女人脾气不好，爱骂人，而在中国，猫象征着高贵、优雅、温顺，因此在此话的理解上就和西方人恰恰相反，认为是对该女人的称赞，这就是因为文化不同导致对“猫”的理解上相差甚远；在中国穷苦人（poorper－son）、劳动者（laborer）多含有正面的积极涵义，而地主（landlord）、资本家（capitalist）则有反面的消极的意义，但西方的情况正好相反；红色在中国是褒义词，寓意一切美好的事物，代表热情、富贵、喜庆、喜事、活力、幸福、美满，运用在生活中各个环节，如：结婚时，新娘会穿着红色的婚纱或礼服；逢年过节时，长辈会用红包装着钱发给晚辈；当有喜事要宣布时，会在墙上或公告栏张贴红榜；形容生活过得富裕、幸福时，会说过着红红火火的日子。而在西方国家，红色是禁止、危险、愤怒的象征，如：seered（生气）、redalert（紧急警报）、redflag（禁止）；“蓝天”（bluesky）在中文中是纯洁的意思，而在英语中有不切实际的意思。

4．思维方式

思维方式对语言形式的选择会产生重要的影响，中国人喜欢委婉含蓄的表达方式，常常通过慢条斯理和捉摸不透的兜圈子方式提出自己的看法或观点，思维方式倾向于“只可意会不可言传”，而西方人则不喜欢拐弯抹角的阐述个人的想法，喜欢直来直去、开门见山，思维方式较直接。例如：在西方，当受到别人的称赞时，人们会欣然接受，认为称赞是对成绩和事实的承认，是实事求是的表现，用“Thankyou”表示感谢，而在中国，则会回答“哪里”，“惭愧、惭愧”或“过奖了”等等，表现他较谦虚，但这时的谦逊对于西方人看来是极其无礼的，因为西方人认为他在真心实意的赞扬你，却被对方否定了赞扬，有种当头淋了一盆冷水，糟了白眼的感觉；在西方，对他人的请求若不能答应时，会直接拒绝，而在中国，则多婉言拒绝。“不”一词很少使用，认为“不”会伤害别人的感情，会造成对方的不愉快，而这种委婉会使西方人误解，认为不够坦诚，造成跨文化交际的语言文化冲突，致使彼此的尴尬。

三、结束语

篇2

“移情”本是美学术语，指审美主体把情感渗透到审美对象中。后来该概念被应用到修辞学和跨文化交际领域。美国学者B.DRuben提出跨文化交际中进行有效交际的七个要素，这其实就是移情下的交际过程。在国内外语界，何自然于1991年在《外语教学与研究》发表了“言语交际中的语用移情”，提出了跨文化交际中“移情”的概念，即文化移情。“文化移情”是指在跨文化交际中，交际主体自觉地转换文化立场，有意识地超越本民族文化的框架模式，摆脱自身原有文化的传统积淀和约束，将自己置身于对方的文化模式中，在主动对话和平等欣赏中达到如实地感受、领悟和理解其文化的目的。人们在一定的文化环境成长，形成自己独特的语言表达、思维模式和价值观念，在跨文化交际中，由于受自身文化固有的思维定势影响，往往不自觉地以自己的文化价值标准判断别的文化中的事物，有时难免怀有民族文化优越性的倾向，将本民族文化凌驾于其他民族文化之上，而且希望得到来自客体文化的人们的尊重，因此在跨文化交际中常有因文化差异而导致的文化误解或冲突的事例。影响跨文化交际能力和效果的因素有多种:交际的能力，理解他人的能力，合作态度，良好的语言习惯，移情能力等，其中最重要的是移情能力，通过移情可以克服面对陌生人和环境的焦虑、恐惧与偏见等心理障碍，提高跨文化交际效果，因此移情能力是成功地进行交际的重要条件。文化移情可以克服因文化差异而导致的交际障碍，有效避免跨文化交际中的文化冲突。文化移情的前提是熟悉自己和他人的文化，而且了解彼此的文化差异，并愿意进行换位思考。在交际过程中，交际双方既要表现自己的文化，也要适度地顺应对方的文化，为文化移情创造条件，以达到，促进跨文化交流的成功。可以毫不夸张地说，每一个跨文化交流成功的事例中都含有文化移情的成分。随着交通通讯科技的发展，全球一体化发展形势不断加快，国际间的交往日益频繁，作为文化组成部分的影视剧进行跨文化传播的机会也日益增多，而影视剧跨文化传播同样需要跨越交际障碍，因此研究影视剧的跨文化传播很有必要。

二、影视剧跨文化传播与文化移情

影视剧是文化传播的载体，也是文化的组成部分，它展现特定民族人们的生活方式、人际关系和价值观念，使观众感触到直观的文化;作为文化传媒形式，它集艺术性、文化性、娱乐性和商业性于一身，可以雅俗共赏，影响广泛。影视产品跨文化传播时，由于受不同文化中的价值观念、思维方式以及审美认知等方面差异因素的影响，异域受众会对作品中的人物言行、思想主题或艺术表达形式产生理解上的障碍，影响传播效果。在2013年11月北京第十七届“中国电影如何与海外市场对接”论坛上，专家学者指出中国电影在对外传播中遭遇文化壁垒，有些在本土大获全胜的电影，在海外的表现却差强人意。由于自娱自乐、晦涩难懂、价值观模糊以及不善讲故事等原因导致中国电影在海外市场屡屡受挫。因此需要研究国产影视如何穿越文化障碍，达到东西方文化与审美认知的融合，实现与海外市场的对接。从接受心理上看，人们往往倾向于接受与自己情感相通、观念相似和符合自己心理预期的信息，因此，要让中国影视具有吸引力，我们需要了解目标观众的审美认知心理和艺术欣赏习惯，创造文化认同，以全球化视野观照中西文化差异，用国际视角阐释中华文化精神，拍摄融合目标市场文化需求的影视剧，克服跨文化传播的屏障，也就是适当进行文化移情，探索与国际接轨的路子，寻找与世界电影的文化共性，减少文化折扣，有利于影视作品被海外观众认同接受。在影视艺术的文化移情方面，好莱坞电影的思路和做法或许值得我们借鉴。好莱坞电影经常借用外国文化题材，在国外取景拍摄，表现美国文化价值观。电影既满足了自己国内观众对异域文化的好奇心，又让场景拍摄地的观众倍感亲切，从而消除了异域传播的文化障碍，为电影走向海外奠定了基础。好莱坞这种文化移情策略提高了电影的国际影响力，扩大了销售市场。华语电影成功使用文化移情策略的当属李安导演，他执导的《推手》、《喜宴》、《饮食男女》、《理智与情感》、《冰风暴》、《卧虎藏龙》、《断背山》等影片在国际市场大获成功。他熟悉西方文化与观众的欣赏习惯，能以国际视角诠释中华文化精神，他在处理东方题材影片时考虑到西方观众的欣赏眼光，他在处理西方题材时，又以东方的视角加以适度的改造，使之既为东方人所接受，又让西方观众觉得新鲜，李安运用文化移情策略把东西方文化融合一起的电影文化，可以说是其电影在国际市场取得成功的关键因素。

三、影视剧跨文化传播的文化移情策略

就像陌生人进入到一个他者群体需要收敛他固有的个性一样，中国影视走进异域文化，也要适当采用文化移情策略，顺应当地的文化环境，选取能够激发国外观众对我国文化产生共鸣的视角，消除跨文化传播障碍，才能得到理解和认同，达到传播中华文化的目的。正如在论坛上中国电影资料馆副馆长饶曙光所说:“中国电影要讲全世界都听得懂的中国故事，传播正确的中国文化价值观，寻找人类精神价值的中国表达。”那么，中国影视剧跨文化传播如何进行文化移情呢?笔者认为文化移情应从影视剧的文化题材选取，思想主题表达和艺术审美三方面进行，精心选择体现中华文化精髓的影视题材，在主题表达和审美认知方面适应目标观众的欣赏习惯，达到艺术与思想的共鸣，从而突破跨文化传播的屏障。

(一)题材的文化移情

题材的文化移情指选择能够吸引海外观众的独特的中国文化题材，用中华文化符号诠释人类共同关心的思想主题。西方人偏爱观看反映动物、自然和生命题材的艺术作品。在制作影视作品时，为了保证跨文化传播的成功，重点选择能够体现自然美、人性美的题材，反映世界面临的共同问题，如人口问题、战争问题、种族问题、生态环境问题、社会治安问题、老人问题、青年问题、妇女儿童问题、人际道德关系、婚姻家庭伦理等等。目前我国影视作品亟须进行题材创新，摆脱拘泥于历史题材，或者因跟风拍摄导致题材相似的现象。中国拥有丰富的自然、历史和民俗文化，有许多物质及非物质文化遗产，有无数的民族英雄、科技文化精英，也有众多普通百姓的题材可以表现，甚至可以借鉴好莱坞电影做法，融合中外文化题材，诠释中华文化内涵。与我国相对集中的拍摄题材相比，好莱坞电影较少表现雷同题材，因为跟风模仿不符合美国文化所推崇的创新精神。

(二)思想主题的文化移情

中外艺术精品无一不是成功歌颂真善美、表现惩恶扬善这一思想主题的作品。虽然中外文化存在很大差异，由于人类喜怒哀乐的情感相近，具有追求幸福的相似愿望，中外文化可以找到共通元素，能够共享公平、正义、诚信、善良的思想价值观。在对外文化传播中，影视作品的艺术风格百花齐放，思想主题可以，易于引起观众共鸣。中西文化具有思想上的交集，如西方文化信奉勤奋尽职、遵守契约、个性解放以及开拓创新等价值观，认同公平、正义、勇敢、智慧的美德，这与我们传统文化中的仁、礼、智、信、勇等价值观具有共核部分。纵观好莱坞的电影，不论何种题材，它们折射出爱、正义和人性的思想光芒，往往集观赏性、娱乐性和思想性于一体。目前我国很多历史题材的影视作品没能反映博大精深的中华文化，而是过多地表现勾心斗角的权谋和阴暗残酷的斗争，导致跨文化传播难以被海外观众接受的现象，《甄嬛传》在美国播放时删去大量的此类内容，也就不足为怪了。我国影视剧在思想主题的表达上不妨学安的成功经验，适当进行文化移情，融合中西文化精髓，表现中华文化的哲学思想与价值观，如兼容并包、亲和力强的和合思想和中庸之道，反映中华民族的悲悯情怀和忧患意识，表现中国人民追求公平、正义、勇敢、智慧的美德。以优秀文化为依托的影视作品，能够反映人的精神风貌与生存状态，进入海外市场后才能赢得文化认同，得到海外观众喜爱。

(三)审美的文化移情

按照德国学者姚斯(HansRobertJauss)和伊塞尔(WolfgangIser)的接受美学理论，受众的接受能力取决于受众所处的历史背景、文化传统和个人性格等因素，它们会对受众的接受过程产生作用，也可以说，影视作品的题材与主题表现以及拍摄策略要由话语环境、观众等因素决定，因而影视作品制作时需要考虑受众的欣赏水平和他们的期待视野。一般来说，西方观众“倾向于喜欢与自身审美期待一致、自然人性单纯直观、沉淀了自身情感体验、易于诱发和满足自然人性和欲望”的艺术。鉴于东西方审美认知及思维方式的差异，我国影视剧在艺术风格上应进行文化移情，选择受众容易接受的审美心理模式，减少中西文化差异对影视剧跨文化传播的不利影响，比如中国电影善于创造意境，有如中国的诗歌和水墨画，含义丰富，节奏舒缓，而好莱坞电影擅长叙述故事，节奏较快，风格明晰。我国影视作品可以融合二者风格，故事情节的设计不必太过复杂，但故事要建立在现实生活事实的基础上。在拍摄历史故事片时，应尊重史实，不戏说，不穿越，否则影响海外观众的理解，甚至可能误导他们，对我国文化产生质疑，影响中国影视作品的跨文化传播效果。

四、结语

篇3

目前，高校英语教学时数多为每周4小时，这对英语语言学习来说是远远不够的。在这种情况下，如何将课堂学习有效地延伸至课外，就是一个值得探讨的问题。运用英语影视资料，可以让学生在课堂上大展拳脚，还可以对传统课堂教学形成有效补充，将英语教学有效地延伸至课外。更为重要的是，影视作品还给学生提供了一种真实而生动的语境和大学生们喜闻乐见的各种时尚文化的要素。在日常教学中，一些教师均有这样的发现，即许多学生，尽管他们对于英语词汇及语法知识的掌握也比较好，但由于他们是处在一种非英语语言环境中的，所以他们对英语国家的文化仍知之甚少，这对他们形成用英语进行跨文化交际的能力无疑是一个巨大的障碍。丰富的课外英语活动是弥补这一缺失的最佳途经。对于大学生来说，他们经过多年的学习，再加上其心智已进一步成熟，已具备在课外进行自主学习的能力。这样，若对之能施以恰当的引导，比如引导他们能善用“任务型学习法”和“合作学习法”等，就可以使他们在观赏英语影视作品的同时进行跟读和发音练习，或者是搞配音游戏和角色扮演练习，或者是对相关影视作品中的文化背景作介绍及写出其主题或自己的观后感等。显然，进行此类练习，学生的听说读写能力均会得到进一步的提升和强化。更为重要的是，学生在做此类练习的时候，他们通过对相应的英语影视作品的揣摩及对相关资料的查找，对作品中所体现的文化内涵会有一个进一步的认识。长期而单纯的影视欣赏往往会导致学生审美疲劳，但因其中有文化的导入，则可以因为能引发学生的共鸣和深入的思考而引起学生的兴趣。在这个过程中，英语经典影视作品反映出的英语国家的各种人文话题，或者是关于爱情、关于家庭，或者是关于某事业领域的，或者本身就是探讨由于中西两种文化间的差异而引起的各种矛盾和纠纷的。再加上其中的戏剧性的情节和逼真的影像及音乐效果，往往就能打动学生的心，就会引起学生在情感上的共鸣。如此，不仅能激发起他们学习的兴趣，促使他们较快地形成英语语言能力，同时也能使他们更加广泛和深入地了解英语国家的文化，从而为他们更好地运用英语进行跨文化的交际打下基础。

二、英语影视文化导入有助于学生跨文化交际能力的提高

在英语教学中，英语影视文化的导入，可以给学生提供一种较为直观的文化背景，可以在激发出学生学习兴趣的同时，有效提高学生跨文化交际的能力。学生对英语学习有无兴趣，与社会对他们的要求密切相关。在英语教学中运用影视资料恰好能为学生提供一种较为真实的英语社会生活环境和人与人之间交往的氛围，从而使学生有机会了解陌生的文化，从而学习用英语与人展开有效的跨文化交际的活动。语言是文化的载体，所以语言的学习说到底也是文化的学习。但在，传统上，我们的英语教学往往只重视学生对英语语言本身的学习，而忽视对其中所涉及的文化因素的学习。运用英语影视文化导入法来进行英语教学，能使学生将语言的学习与文化的学习结合起来。在日常学习或者与人进行交往的过程中，如果我们对目标语国家的文化缺乏了解，那么我们就免不了会“以己度人”，即想当然地认为对方也和我们是一样的。但事实上，文化之间是存在差异的，不了解这种差异，就很容易在跨文化交际中遇到障碍，甚至会导致误解和交际失败。运用用英语影视资料导入法进行教学，学生在观赏影视作品，接受一定程度上的艺术熏陶的过程中，自然也更容易从中了解英语国家人们的风俗习惯、思维方式及其历史。例如，中国人以自己是“龙的传人”为傲，“龙”在中国是吉祥、幸运、高贵和权势的象征，但在英语国家，龙却是邪恶的象征，是喷着火的恶魔。再如，在文化导入的最佳选择之一———美国的经典电影《阿甘正传》中，学生可以从中了解到美国在二战后的历史演变———越南战争、反战热潮、种族歧视、水门事件和中美之间的乒乓球外交等，甚至还有“苹果”公司的影子。这一切在引起学生学习兴趣的同时，还势必会使学生对其中所展现出的历史事件有所了解。在教学过程中，教师还可以以阿甘的母亲与阿甘的小学校长之间的对话为例提起学生注意:当校长以一句“IsthereaMr．Gump”含蓄地询问阿甘的家庭状况时，这位母亲的回答为什么是“Heisonvaca-tion”。然后告诉学生:母亲的回答暗示出的是，她不愿意谈论自己家庭的状况。阿甘的母亲与阿甘的小学校长之间的这两句简短的对话，体现出的就是中西文化间的差异。在我们中国，双方在谈论中相互询问对方的家庭状况在某种程度上是一种表示友好和亲近的话题，但在一些西方国家则不然。所以那位校长在询问时就显得小心翼翼;而阿甘的父亲是不可能一个人去度假的，因此阿甘的母亲的回答也是婉转地告诉那位校长，她不想谈论自己的丈夫。这些都是典型的英语国家人们的习俗，即年龄、收入和婚姻状况等均属个人隐私，交谈中通常是一个受禁忌的话题。学生在对这些有了了解以后，在与英语国家的人士进行交往的过程中就不会触犯此类禁忌。另外，运用英语影视资料导入方式进行教学，还会给学生创造出一种轻松愉快的学习氛围，不仅增强其学习趣味，还可以使学生从中学到丰富的知识和英语国家的文化，从而增强学生跨文化交际的能力。影视作品如同一面镜子，它能十分生动而直观地反映出一个特定国家或民族的社会文化及人们的生活状况。教师在教学中运用英语影视作品作文化因素的导入，再加上有意识地对学生进行引导，学生就能从中了解到其语言现象背后的文化内涵，就能对学生的语言及文化的学习产生事半功倍的效果。

三、结语

篇4

语言与文化之间相互关联，密不可分。文化是对一个国家或民族的历史、地理、民族风情、乡俗习惯、价值理念等的传承与继续，是人类之间进行交流的普遍认可的意识形态。语言作为一种交际工具，是人类进行沟通交流的表达符号，是一个国家或民族的重要象征。语言作为一种载体，是文化的表达方式和传播工具，文化对于语言这种交际模式及构造起着决定性的作用。文化知识包括语言知识，因此，文化和语言是密不可分的，同时，俩者又是相互补充的。语言的结构和使用方式受文化的影响和制约，文化的传播又是以语言作为工具；文化影响语言，语言反映文化。因此，在对高职学生英语的教育过程中，通过了解不同文化之间的相互差异，突破历史文化的局限性，巧妙结合文化与语言的相关性，利用英语这门语言，解决文化差异下的跨文化交流，提高学生的跨文化交际能力。

2.培养学生跨文化交际能力的必要性

如今，经济的全球化、国际化，使得英语在国际交流中的运用越来越广泛。而在对高职学生的英语教育中，越来越多的老师只是授予语法、写作、阅读等专业技能，通过考试的形式考核学生的英语水平。另一方面，越来越多的高职学生因为英语四级或者六级的需求学习英语，却对英语失去了浓厚的兴趣。同时，中西方文化的差异，使得我们的交流更加困难。比如，在中国，人们之间表达亲切的方式会说“吃饭了吗”“去哪儿”等，而在西方国家，这种打招呼的方式则会让人感到尴尬，会被误解为打听他人的隐私，相反，他们表示亲密通常会以“今天天气不错”或者“hello”作为朋友之间的问候。所以，当我们不了解这些文化差异时，我们的举动或许会让他人感到尴尬甚至厌恶；但是，当我们了解了这些文化差异时，我们就可以通过语言的沟通与交流，让大家的相处更加和谐融洽。因此，对于高职英语教育模式的培养方式，应更加注重对学生的跨文化交际能力的提升。一方面，高职英语教育通过培养学生的跨文化交际能力，不仅可以提高学生的外语语言的专业知识的学习技能，而且还可以为学生实际运用英语这门语言提供途径和方向，进而提高学生对文化与语言的综合理解和对语言学科的综合运用；另一方面，高职英语教育培养学生的跨文化交际能力，符合国家新编英语教材的教学目的，适应国际主流，可以提高高校学生的修养素质。所以，在高职英语教育的培育体系中，培养学生的跨文化交际能力不仅是国家对英语教学的要求，同时也是新时代背景下，国际环境对每一位高职学生的迫切要求。

3.采取有效途径加强培养高职学生的跨文化交际能力

3.1整合学习资源，培养学生的跨文化交际意识在对高职英语教材书的编撰过程中，编者都凸显了浓厚的语言文化氛围，使老师在教学过程中以及学生在学习中产生兴趣。老师如果在课堂教学过程中，更加注重和倾向对学生进行语言文化知识的传授，可以在短时间内使得学生对语言运用的灵活性和敏锐性得到很大提高。首先，老师在对课本教材知识的讲授过程中，注重对文化差异、历史背景的讲解，使得学生可以通过对语言知识的理解，自主学习，合作探究，运用已有的英语知识技能，对文章整体概述与理解；其次，语言是文化的载体和传播工具。为加强高职学生对各国各地区文化差异的深度理解，老师可以通过多媒体播放视频、电影片段等方式解释教材中的某个词组、段落的含义，帮助学生更好地理解语言环境，加强学生自主运用语言知识，提高学生跨文化交际的意识。

篇5

【论文摘要】本文分析了我国外语跨文化教育中所存在的问题，指出跨文化交际中容易出现的文化失误，跨文化交际意识及能力培养的必要性，指出外语教学应转向语言教育和语言文化教育，以培养学生的跨文化交际能力。

1 跨文化交际意识及能力培养的必要性

近年来，对外交往日益频繁，许多语言教师对跨文化交际表现出浓厚的兴趣。 研究这些跨文化交际中的故障问题，

对于英语教学确实有着重大的实际意义。这是因为英语教学不仅是传授语言知识，更重要的是培养学生的交际能力，培养他们应用英语进行跨文化交际的能力。仅仅学会一门外语的语音、语法规则和掌握一定量的词汇并不意味着学会了这门外语能顺利地进行交际。在跨文化交际中，交际的双方若不能进入同一文化背景之中，就容易产生不解或误解，从而使交际失败。正如托马斯(Thomas)指出:“语法错误从表层上就能看出，受话者很容易发现这种错误。这种错误一旦发现，受话者便会认为说话者缺乏足够的语言知识，因此可以谅解。语用失误却不会被象语法失误一样看待。如果一个能说一口流利外语的人出现语用失误， 他很可能会被认为缺乏礼貌或不友好。他在交际中的失误便不会被归咎于语言能力的缺乏，而会被归咎于他的粗鲁或敌意。”

“跨文化交际”的英语名称是“inter-cultural communication”或“cross-cultural communication”。它指本族语者与非本族语者之间的交际，也指任何在语言和文化背景方面有差异的人们之间的交际。由于不同的民族所处的生态、物质、社会及宗教等环境不同，因而各自的语言环境产生了不同的语言习惯、社会文化、风土人情等等诸语境因素。不同文化背景造成人们说话方式或习惯不尽相同。因此，在交流中，人们总喜欢用自己的说话方式来解释对方的话语，这就可能对对方的话语做出不准确的推论，从而产生冲突和障碍。这就要求广大英语教师要把跨文化教育列入英语教学一个重要环节。

2 跨文化交际中出现的文化错误

目前，经济文化的发展需要越来越多的具有扎实的专业功底并能直接与讲英语的外国专家、投资者和管理人员等进行交际的大学毕业生。有些毕业生即使会说一些，也往往会在对外交往中使用不得体，犯上了“文化错误”。

北外语系的博导胡文仲(1994)调查指出，中国学生常犯的与语言有关的文化错误有四类:1)从社会语言学的角度看是不适当的。如路遇外国人时，开始谈话却用“Excuse me， Where are you from?”;拒绝外国朋友的提议时却用“I’ll think it over.”等等。2)在文化习俗上不可接受。如邀请外国朋友参加社交活动时不邀请其配偶，用沉默来回答外国老师的提问，在表达感激之情时要千恩万谢地说上许多许多等等。3)不同价值体系的冲突。如与外国朋友久别重逢时说“You’ve got no change at all.”未经允许翻看外籍老师的影集等等。4)过于简单化或过于笼统化。如认为所有的美国人都爱吃麦当劳，所有的英国人都寡言少语等等。通过这项调查，胡文仲认为文化错误比语言错误更严重，因为它容易造成外国人与中国人之间感情上的不愉快。因此，如何地道而得体地运用语言不但与如何正确地使用语言同等重要，而且也是跨文化交际能力的一个组成部分。

3 跨文化英语教学中出现的弊端

现代毕业生的跨文化交际能力之所以比较薄弱，部分原因是对语言运用能力、对目的语文化教学和学习的重要性没有充分的认识。从教学角度看，大多数的大专院校没给非英语专业的学生开设英语文化类的课程，即使英语专业的学生，开设了英语文化课，也涉及面不广或没得到足够重视;教学中使用的大部分教材资料只重视语言形式而忽视了这种语言形式的意义，忽视语言在实际场合及语境中的运用;课堂上，大多数教师只重视语言形式的正确性，很少会涉及到如何得体地运用语言形式，英语文化知识的介绍更是少之又少，即使涉及到也是随心所欲，缺乏系统性;测试中更是没有涉及到语用能力及文化知识。从学生的角度看，非英语专业学生过于依赖英语教师，缺乏学习的自主性和目的性，只是学习基本的语言规则，不学习语用知识，更谈不上运用语用知识了，这样便认识不到语言和文化知识的密切关系了，因而也不能在正式的外交场合用得体地道的英语进行交际了。 转贴于

4 如何培养跨文化交际意识和能力

外语教学中，语言文化传授的必要性已成为人们的共识，因为交际能力的培养包括两个方面的内容:掌握语言规则和语言使用规则，即语言能力和语用能力。这里的语言能力指的是语音、词汇和语法几部分，即英语中的听、说、读、写、译五项基本技能。这里的语言使用规则指的就是所用语言是否得体的文化因素方面的规则。文化和语言有着密切的联系，一定的语言文化背景知识有助于促进语言应用能力的提高。教学大纲对语言能力的三要素(语音、语法和词汇)的教学已经有了相当完善的体系，然而对于跨文化教学应该包含哪些要素还没有明确的体系。下面就从教和学的视角及认知来谈谈如何培养跨文化交际意识和能力。

4.1 要从价值观取向的视角来认知汉英两种文化。中国自古以来都是崇尚天人合一的观念，即整体观念比较强，集体重于个体。而西方则更重视个体，讲究个性，讲究独立奋斗。

4.2 在课堂教学上，教师和学校可以从多个方面来建构一种合理的跨文化教学体系，比如说，课堂教学毕竟是培养学生跨文化意识的重要阵地，因此最为重要的还是要在课堂上培养学生的跨文化意识和能力;把文化列为教学目标与内容，制定出分阶段目标，这样目标明确，教师也便于操作;加强文化背景知识介绍，让学生学习语言的同时从多个视角了解其文化;利用直观电教手段体验异国文化，教师可以多方面地寻找资料利用多媒体让学生不仅了解西方文化更可以通过实际的语境(context)学会如何进行这种语言的社会运用;注重文化差异，加强文化对比，提高文化意识，做好知识文化介绍，提高学生对文化差异的敏感性;教师自修及教材、试题的再研究。要培养跨文化交际意识和能力也是对教师的一种较高的要求和革命，教师必须花较多的时间来搜集合适的资料。而且在教学时还得根据情况对教材进行适当删减，在对学生进行考核成绩时还需将语言文化的考核考虑进去。

5 结语

语言和文化是个统一体，语言的社会功能之一是传播文化，且文化因素成为跨文化交际中的主要障碍之一。在英语教学中不能只单纯注意语言教学，而必须加强语言的文化导入，重视语言文化差异及对语言的影响。只有这样，才能在实际中正确运用语言。因此，我们应当在教学中自觉、系统、更好地完善文化背景知识的介绍，并正确处理和摆正文化知识和其他训练项目的关系，在教学的各个阶段和层次上利用各种方法培养学生的文化意识，从而提高其跨文化交际能力。

参考文献

[1] 胡文仲.文化与交际.外语教学与研究出版社，1994.

[2] 潘晓慧.试析跨文化交际能力.外语学刊，1996(2).

[3] 王勇.在语言教学中培养跨文化交际能力.国外外语教学，1998(4).

[4] 刘爱真.文化认识与言语得体.外语界，2000(2).

篇6

论文关键词:跨文化交际 高职英语 途径

1引言

美国语言学家sapir说过“语言有一个环境，它不能脱离文化而存在”。当代美国语言学家克拉姆斯也曾说“语言教学就是文化教学”。高职英语教学的目的是培养学生的实际交际能力，因而传统的教学模式显然阻碍了这一目标的实现，要想成功地交际就必须了解英语国家的社会文化背景知识，因此，在高职英语教学中必须渗透文化教学，增强学生对东西文化差异的了解，拓展学生的知识面，提高学生的跨文化交际能力，以满足2l世纪全球化社会经济发展对高职人才的需求。

2跨文化交际的含义及必要性

“跨文化交际”这个概念是从英文的“intercultural communica--tion”翻译过来的，指的是不同文化背景的个人之间的交际，也就是不同文化背景的人之间所发生的相互作用。通常我们认为跨文化是一种文化的社会成员和另一种文化的社会成员之间的信息传递，更确切地说，跨文化交际指不同的文化观念和符号系统的人们之间的沟通。

以前，这主要是文化人类学、民族学所关心研究的问题，近年来，它正在引起一般人的关注。在中国，语言教师对之表现出来的浓厚兴趣，反映了时代的变化和要求，也引起人们从跨文化教育的角度对外语教学进行深入思考。长期以来，外语教学的发展在很大程度上受到理论语言学发展的制约，外语教学领域中语言和文化的密切关系及社会文化因素，一直未得到足够的重视。部分教师在课文讲授中受传统外语教育观的影响，过分强调语言规则，忽视了对学生交际能力的培养，致使学生在学习和利用英语交际中频繁出现歧义误解，无法正常与外国人交流。这是因为语言不是一个独立体，其背后渗透了大量的文化因素。

英语教师应充分认识到文化对语言学习的重要性，在教学中重视培养学生的跨文化交际意识和能力。只有这样，才能使学生真正学好英语，享受到英语学习的乐趣，并在交际中正确使用英语。

3跨文化交际与英语教学的关系

外语教学中，跨文化交际能力的培养是其基本特征之一。交际法理论指出：在外语教学中不仅要让学生正确掌握语言形式，还要考虑语言形式的功能，让他们能够在不同的场合，根据不同的对象，按照不同的需要，用合适的语言形式进行跨文化交际活动。语言是一个信息的载体，也是一种表达文化的工具，英语语言教学必须有文化内涵和文化因素，教授语言若不触及到文化，教学任务根本无法完成，传统的英语教学常把重点放在“纯语言能力”的培养上，注重语言本身的教授，忽视语言在实际场合中的应用，使语言教学与文化教学严重脱节。

我们学一种语言，交际是目的，语言是方法，文化是背景。在英语教学实践中，教学者应综合考虑语言，文化和交际这三个因素，这三者是彼此相关联并不能分割的，只有当我们把三者有机结合起来才能达到比较理想的效果，才能顺利地完成英语教学工作。

4高职英语文化教学的现状

高职院校学制较短，所学的课程涉及面较广，与跨文化交际相关的课程通常只能被列为选修课，这样，跨文化交际课程的普及面及实际教学效果通常被打了折扣。高职院校开设的英语课，虽然在教材编写上已经将语言基础能力的培养与实际涉外交际能力的训练有机的结合了起来，但其重视程度还远远不够。

首先，文化知识的传输方式大多是讲授法，这种忽视语言社会环境，完全采用讲授式，灌输式的文化导入方式，使得学生在交际中用书本上的那些条条纲纲来生搬硬套，势必遭遇交际的挫折或失败。

其次，文化知识的信息量太少，只是笼统地、零星地散见于教材中，并没有形成一套文化知识体系。这样就很难让学生系统地，具体地学习，了解其文化知识，而且这些文化知识认识往往是对于目的语国家的人们一些总体概括的认识，课堂上教师只能简单地介绍，没有太多时间和精力来具体讲解，使得学生吸收这些文化知识过于简单化和片面性，在交际中难免要遭受挫折。

5培养学生跨文化意识及能力的途径

5．1加强教育者自身的文化素养

作为教学的主要实施者，教师要不断地努力完善自己的英语知识结构和提高英语文化水平，把各种文化差异运用到课堂教学和一切英语语言活动中，在讲授课文，口语训练，语法学习等中进行跨文化教育，使得学生从对不同的文化对比中不断提高对文化差异的敏感性，提高交际意识和能力。

5．2丰富课堂内容。改良教学方法

首先，注重情景教学。在课堂内创设一些情景，灵活选择和运用group discussion，pair—work，role--play等方法，鼓励学生结合特定的语境大胆地进行双边或多边交流联系，给学生提供一个平台。其次，要充分利用现代化的教学手段。如多媒体、幻灯片、音像等。目前，大部分高职院校都已配有先进的语言实验室，要充分利用多媒体，比如放英文原声电影，这是了解西方社会最直观的手段之一，还有专门介绍社会风情的纪录影片，这些对学生了解文化背景十分有益。

5．3创造文化丰富的学习环境

开展第二课堂，让学生多渠道获取文化知识。教师除了在课堂上要设法帮助学生增强文化意识外，还应鼓励学生课外广泛阅读英文报刊和原版的文学作品。其次，还可以设立英语广播电台，开展英语角，英语沙龙等，让学生有更多的渠道来提高自己的文化意识和能力。同时在教学过程中，教师应根据教材内容的安排举办讲座，介绍英美文化背景知识、风俗习惯等，引导学生在不同的语境中使用的得体的语言，加强对文化差异的敏感性和适应性。

篇7

摘    要

近年来，随着我国改革开放的发展和我国与国际间的经济、科技、文化交流日益频繁，人们越来越重视外国文化问题。同时，我们也逐渐认识到了了解外国文化在对外交往中的重要性。在教育领域中，外语教学也渐渐重视对学生交际能力的培养。然而，对许多老师而言，文化教学还是一个较新的概念，从跨文化角度对英语教学进行研究探讨在目前还是个新领域。我们必须认识到交际能力的培养是外语教学的主要目标，培养学生跨文化交际的技能是中学外语教学要达到的一个目标。文化教学在中学英语教学中的重要性不可忽视，英语学习者不了解英语国家的文化，就无法获得交际能力。因此在中学英语口语教学中应该目标明确地，循序渐进地，方法得当地导入文化教学，使英语学习者在学习语言和知识的同时受到文化的熏陶，在跨文化交际中游刃有余。

关键词： 跨文化交际；文化教学；中学英语口语教学

ABSTRACT

Since last century, because of reforming and opening policy, many people, especially young people go abroad to get a better job or get further education and so on. Besides, many foreigners are curious about our country. Consequently, people come to realize that if we know little about cross-cultural communication, there will be many conflicts. Some experts suggest that today’s English teaching should emphasize intercultural communication. Learners ought to know not only grammar or words, but should learn cultural knowledge. If not, they will meet many difficulties while they communicate with foreigners. Therefore, it is important to introduce this kind of knowledge while teaching. We can’t neglect the importance of culture teaching in middle school foreign language teaching, English teachers should integrate culture into ELF teaching gradually and appropriately. Thus the students may have a better understanding of the target language, and they may communicate freely and effectively in cross-culture communication.

Keywords：Cross-cultural communication; Cultural teaching; middle school ELF oral teaching

Contents

1. Introduction 2

2. the concept of intercultural communication 3

2.1 Literature review 3

2.2 Definition of intercultural communication 4

3.A survey based on classroom observations 7

3.1 The analysis of interviews 7

3.2 The analysis of a questionnaire 7

3.2.1 Data analysis on the questionnaire (1) 9

3.2.2 Data analysis on the questionnaire (2) 10

3.2.3 Data analysis on culture curriculum 12

4. Ways of improving cross-cultural communication competence in middle school oral teaching 15

4.1 The necessity of develop cross-cultural communication competence 17

4.2 Some strategies for improving cross-cultural communication competence in the ELF oral learning in chinese middle school 17

4.2.1 Some strategies to learners 17

4.2.2 Some strategies to teachers 19

5. Conclusion 25

Acknowledgements 26

References 27

AppendixⅠ 28

1． Introduction

Language is just like a mirror that reflects its national culture. Sociologists and anthropologists believe that culture comprises all products of human activity, including fields of literature, art, music, architecture, and scientific as well as aspects of customs, life-style, code of conduct, worldly wisdom and social organization, etc. Languages are generally accepted words and rules drawn from speech. Language is the carrier of culture and culture is the content of language20.

   Worldwide interest in intercultural communication grows out of two assumptions. First, we live in an age when changes in technology, travel, economy, and political systems, immigration patterns, especially the emergence of Internet, have created a world in which we increasingly interact with people from different cultures. And whether we like it or not, these interactions will continue to grow in both frequently and intensely. Second, people now know that the influence of culture affects communication in a subtle way. Our culture perceptions and experiences help determine how the world looks and how we interact in the world.

    However, as we look back to see the situation in China’s high schools. We see that, for several decades, language teachers have not been able to pay attention to the role of culture knowledge in language oral teaching. Nowadays, in the ELF oral teaching, especially in middle school, teachers pay much attention to vocabulary.

   As Chinese culture is not the same as that of English-speaking countries, the rules for using Chinese are, in some respects, different from those using English. There is especially good evidence that Chinese students may transfer their mother tongue references of language used to their English performance and fail to communicate effectively[1]24. Misunderstanding caused by cross-cultural communication should break down and much attention should be paid to them in English language t eaching.

   So in middle school ELF oral teaching, teachers must not only improve students’ language level, but also pay attention to cultivating students’ abilities of intercultural communication.

2. The concept of intercultural communication

2.1 Literature review

More and more common practice of intercultural communication promotes the emergence of the concept of intercultural communicative competence. It is a challenging issue for language study and language teaching.

In 1965, Chomsky put forward the concept of linguistic competence and linguistic performance. Later, it was challenged by Campbell and Wales (1970) and Hymes (1972). Hymes (1972) argues that the appropriateness of language is the core of communicative competence, and he sees communicative competence as part of cultural competence. Canale and Swain (1980) put forward a more complex framework, and Canale (1983) summarized communicative competence in the way that it includes four component parts --- grammatical, sociolinguistic, discourse, and strategic. Canale’s conclusion in fact suggests that all aspects of language using are determined by culture. The continuous theoretical research of communicative competence has paved the way for the development of language teaching in which cultural factors are considered more and more important.

In 1975, the first textbook on intercultural communication “An Introduction to Intercultural Communication” (Conden & Yousef ) was published, and many other books followed it. The research on intercultural communication has developed quickly, and has exerted incredible influence on language and cultural teaching.

Traditional language teaching divides language techniques into listening, speaking, reading and writing. Deman (1987) applied the theories of intercultural communication to language and cultural teaching, and viewed cultural teaching as the fifth dimension of language teaching. Seelye published a book named “Teaching Culture: Strategies for Foreign Language Education” in 1984. Gumperz (1982) conducted investigations on the “discourse strategy” of the communicators who had a non-English cultural background and who spoke English as the second language. He revealed that those communicators’ assumptions of the world that had been formed in their native cultural context would exert great influence on intercultural communication. This, in turn, has stimulated a trend in language teaching that sees culture as discourse (Widdowson, 1984; Mclarthy, 1991; Kramsch, 1993; Candlin,1994; Hanks,1996). So since 1990, process-centered and task-oriented teaching mode has been widely adopted in the west.

Besides, American applied linguist G. Robinson (1985) put forward an important concept that through language and cultural teaching learners would gain “Cultural Versatility”. That is to say, through learning culture, learners would change internally. This viewpoint is quite significant.

Prof. Michael Bryam’s research is also strikingly notable. He holds that foreign language education includes four parts: language learning, language understanding, cultural understanding, and cultural experience.

2.2 Definition of intercultural communication

“Intercultural Communication” can hence be defined as the interpersonal interaction between members of different groups, which differ form each other in respect of the knowledge shared by their members and in respect of their linguistic forms of symbolic behavior. In this Concepts of intercultural and Combines the Concepts of intercultural and communication, It also describes the problems and pitfalls of misunderstanding and the skills and competence required for successfully understanding member of other culture.

Thanks to Edward T. Hall who is regarded as the founder of intercultural communication, a new brink knowledge, intercultural communication, has been becoming more and more widespread in the whole world ever since the publication of his great work The Silence Language. Intercultural communication is a symbolic, interpretive, transactional, contextual processing tool with which people from different cultures create shared meaning[2]115. Intercultural communication occurs whenever a message produced in one culture must be processed in another culture. It can best be understood as cultural variance in the perception of social objects and events. The barriers to communication caused by this perceptual variance can best be lowered by a knowledge and understanding of cultural factors that are subject to variance, coupled with an honest and sincere desire to communicate successfully across cultural boundaries.

Intercultural communication refers to communication between persons who have d ifferent cultural beliefs, values, or ways of behaving.

2.2.1 Cultural and cross-cultural communication

Cultural awareness in language learning is the ability to be aware of cultural relativity following reading, writing, listening and speaking. As Claire kramsch points out…[12]

If…language is seen as social practice, culture becomes the very core of language teaching, cultural awareness must then be viewed as enabling language proficiency…

Language itself is defined by culture. Language competent cannot be achieved without a good understanding of culture that shapes it, especially in foreign language learning. It is not only therefore essential to have cultural awareness, but also have cross-cultural communication awareness, such as the understanding of the relationship between target culture and native culture.

2.2.2 Culture teaching and ELF oral teaching in middle school

The interrelationship between culture teaching and language teaching has been explored in depth by Michael Byram. The basis of Byram’s position is that it views language as a cultural phenomenon, embodying the values and meanings particular to a specific society, referring to the traditions and artifacts of that society and signaling its people’s sense of themselves—their cultural identity: “to teach foreign culture is to introduce learners to new competences and to allow them to reflect upon their own culture and cultural competence[2].” It is assumed by others that language could somehow stand alone and be taught as a value-free symbolic system. But the social nature of language works oppositely when separating it from its original culture, especially when appearing in overseas contexts, where the learners’ contact with the culture is largely confined to the foreign language classroom.

Traditional foreign language teaching does not pay much attention to cultural factor. It focuses mainly on the vocabulary and structure of the language. But plenty of facts prove that language is not only a symbol, a system, which put forward by pure linguistic theory scholar, but also a social practice. Therefore successful foreign language teaching must help the student master the knowledge of culture rules, in addition to use them in particular situation. Every nation has its unique culture pattern and language is the carrier of culture. For instance, Asians emphasize the importance of orderly society whereas Americans emphasize the importance of personal freedom and individual rights. For effective and appropriate communication, learners in middle school must be familiar with the differences in the foreign culture which they are learning and take according language behaviors.

3. A survey based on classroom observations

Survey date: 25/02/2009

Survey instrument: interview and questionnaire.

Subjects: students of Ning Bo Chai Qiao middle school.  30 students are interviewed, 98 students (30 interviewed students and another 68 students) participate in questionnaire. All the 98 copies of questionnaire are valid.

The objective of this survey is to investigate:

1) Students’ attitudes towards cross-cultural communication in the ELF oral learning

2) Current situation of students’ information input.

3.1 The analysis of interviews

     Thirty English learners are interviewed and are invited to answer only one question: what is a competent language learner like in your eyes? The responses tend to fall into three categories:

 (1)  Twenty five interviewees think that he or she is good at English listening, speaking, reading and writing abilities, especially at speaking and listening;

 (2)  Ten of them think he or she is familiar with foreign culture and is a successful cross-cultural communicator.

 (3)  Five of them think a good command of native language is necessary.

 In order to describe more directly, the results of interviews are put into a table (Table.1).

Table1. Results of the Interview

                               

Positive attitudes  Percentage

Language proficiency learning(reading, writing, speaking and listening) 83.33％ (25/30)

Accumulation of culture 33.33％ (10/30)

Mother tongue proficiency 16.67％ ( 5/30)

    These students’ responses reveal the following information:

    Firstly, these students still see the four basic skills (speaking, listening, reading and writing) as their main study objective. Secondly, cross-cultural communication competence has already been realized by language learners, but this group is small compared to the whole. Thirdly, the importance of mother tongue competence has only been seen by a few interviewees.

    According to this interview, most interviewees have realized the importance of language proficiency in language learning, but the point is why only one third of the interviewees have realized the importance and necessity of cross-cultural communicative competence since which are discussed so warmly in present language teachin g world? Do they hold a negative view on it or do they just have not yet obtained the awareness consciously?

3.2 The analysis of a questionnaire

The English learning questionnaire consists of nine closed-ended questions (see Appendix), For instance, “you have the interest and passion in English and language learning”, and the answers falls into four types:

 1. Strongly Agree (SA)　2. Agree (A)　3. Disagree (D)　4. Strongly Disagree (SD)

 According to the research content, the analysis of questionnaire is divided into two parts. The first five are put in Table 2 and the rest four questions are put in Table 4.

3.2.1 Data analysis on the questionnaire (1)

  This part of analysis involves data analysis on questions 1-5 in the questionnaire and a comparison between the responds of the interviews and the questionnaire.

3.2.1.1 Data analysis on the questionnaire (1)

Table2. Results of Questions 1-5 in Questionnaire

                                    

 SA A D SD

1) The cultivation of English skills(reading, writing, speaking and listening) is the foundation of the language learning  60.29％  31.65％ 2.04％ 6.02％

2) Reading English novels everyday is necessary  17.35％  69.39％ 13.26％ 0.00％

3) It is important to acquire a good knowledge of native language in the ELF oral learning  44.90％  53.06％ 2.04％ 0.00％

4) The accumulation of language and cross-cultural communication competence are of equal importance   50.00％  48.98％ 1.02％ 0.00％

5) It is necessary to read materials regularly about politics, economy, culture, and so on   39.80％  60.20％ 0.00％ 0.00％

                                              

Questions 1-5 (see appendix) indicate a clear picture of students’ attitudes towards language proficiency learning, native language learning, and accumulation on cross-cultural communication competence, literature, and politics and so on. On the importance of the cultivation of reading, speaking, listening and writing in language learning, 91.94% (60.29% SA+31.65% A) of English majors agree and of which 64.29% strongly agree. On daily English novels reading, a total of 86.74% (17.35% SA+69.39% A) consider it necessary. On the necessity a good command of native language, 97.96% (44.90% SA+53.06% A) of English learners agree. On the relation of native language learning and foreign language learning, 98.98% (50.0% SA+48.98% A) believe that these two are of equal importance. Finally, on a regularly reading of politics, economy, and culture, all (39.80% SA+60.20% A) the students hold a supportive attitude.

3.2.1.2 Comparison between the interviews and the questionnaire

     With regards to the similarities of the contents examined, it seems necessary to

have a comparison between the responds of the interviews and the questionnaire.

Table3. Comparison between the Interviews and the Questionnaire

Positive attitudes (SA+A) Interview

(open-ended) Questionnaire

(close-ended)

Foreign Language proficiency learning(reading, writing, speaking and listening) 83.88％  91.94％

Accumulation of intercultural communication competence 33.33％ 98.98％

Mother tongue proficiency 16.67％ 97.96％

From the table above, the comparison is very clear that, towards the same research content, interviewees’ responds vary when they are faced with different types of questions. The gap is especially seen on the accumulation of cross-cultural communication competence and native language proficiency. Compared with open-ended question in the interview, interviewees tend to hold a more supportive view on closed-ended questions in the questionnaire. In other word, most English learners subjectively admit the importance of the accumulation of cross-cultural communication competence and native language proficiency, but the point is, not all of them have already obtained the awareness. However, two questions have been proposed from the comparison: (1) Why English learners have not obtained the cross-cultural awareness which should be tied up with the ELF oral learning? (2) Is that because they subjectively lack learning motivation or objectively, they lack timely and efficiently teachers’ cultural guidance?

3.2.2 Data analysis on the questionnaire (2)

     This part of questionnaire (table4 in next page) mainly focuses on students’ attitudes towards learning motivation as well as classroom learning. Before the analysis is taken, a brief introduction on motivation can help to have a better understanding on the analysis.

1) Integrative motivation

Motivation has been identified as the learners’ orientation with regards to the goal of learning foreign language69. This form of motivation is known as integrative motivation.

.2) Instrumental Motivation

In contrast to integrative motivation is the form of motivation which is known as in strumental motivation. This is generally characterized by the desire to obtain something practical from the study of foreign language[9]125. With instrumental motivation, the purpose of study is more practical, such as meeting the requirements for college graduation, applying for a job and achieving higher social status.

Table4. Results of Questions 6-9 in Questionnaire

                                      

 SA A    D  SD

6) Your have the interest and passion in the ELF oral learning 14.29％ 61.22％ 21.43％ 3.06％

7) You would prefer to get an English-related job after the graduation 21.43％ 66.33％ 11.22％ 1.02％

8) The present classroom teaching can cultivate your learning abilities and improve your cross-cultural skills  2.04％ 7.14％ 71.43％ 19.39％

9) You hope to have English class in various forms such as discussion, presentation, debate, performance and so on. 25.51％ 63.27％ 9.18％ 2.04％

As is shown in the table (results of questions 6 and 7), 75.51% (14.29%SA+61.22%A) of English learners have the interest and passion in language learning, and 87.76% (21.43%SA+66.33%A) of them would like to get an English related job in the future. According to the introduction of motivation, the answers to those two questions (questions 6 and 7) can be taken as the representation of integrative and instrumental motivation respectively. Therefore, a conclusion can be made that, most students subjectively want to make a living by using their language competence.

In order to check the condition of students’ cultural information input, questions 8 and 9 are designed and analyzed. 89.82% (71.43%D+19.39SD) of English learners do not think that the  present classroom teaching can cultivate their learning abilities and improve their cross-cultural communication competence, whereas a total of 88.78% (25.51%SA+63.27%A) hope to have English class in various forms such as discussion, presentation, debate, performance and so on. It can be found that most English majors are not satisfied with the current classroom teaching. They hope to enjoy a more interactive and communicative teaching style. The traditional text-based grammatical and linguistic teaching could not meet the needs of the cultivation of communicative competence to some extent. What’s more important is that students are supposed to have a consciously as well as unconsciously cultural awareness promote by language teachers.

3.2.3 Data analysis on culture curriculum

It is shown from the result of question 8 in the table above (table 4) that present foreign language teaching has not provided a satisfactory fruit on cultural awareness cultivation. A question should be taken into consideration, that is, how can cross-culture awareness be expressed in the foreign language curriculum, with the purpose to cultivate language learners’ cultural awareness and communication insight into the target civilization? For a long time, this has been attempted by introducing the geographical environment and historical or political development of the foreign culture, its institutions and customs, its literary achievements, and even everyday life of its people. Take English learners in Ning Bo Chai Qiao middle school as an example, their cultural input has largely come from courses such as Extensive Reading, Communication between Cultures, American Literature, and An Outline Introduction to Britain and America, and so on. Following is a basic analysis on the four courses.

                     Table5. Courses Information

Course Duration Teacherˊs background

Extensive Reading first 4 terms Chinese

 Communication  between cultures the 7th term New Zealander

American literature  the 7th term Chinese

An Outline Introduction to Britain and America  the 7th term Canadian

Extensive Reading was taught by a Chinese teacher during the first four terms, and the teaching contents mainly focus on western culture, economy, politic, education and so on. After two years study, it helps students build up a general view on western civilization. Communication between Cultures is taught by a English-speaking teacher from New Zealand, the teaching content seems “boring and meaningless” said the majority of students, the teacher read the chapters from the book to the class instead of giving practical cross-cultural communication analysis. So for most students, they did not learn as much as they expected from this course. American literature was taught by a Chinese teacher, and the teaching contents include background information introduction and literacy reading. An Outline Introduction to Britain and America was taught by a Canadian teacher who has a good experience on both British and American cultures. In this course, students are introduced to a comparison of the British and American culture.

From what have been introduced above, it can be seen that although there are four courses and an 28-month course duration, most of what students have taken is an education of “cultural background knowledge” on Chinese or English rather t han practical cross-cultural communication stimulation such as comparisons or contradictions between the target and native  culture. To some extent, it revels why most English students have not got a conscious awareness in cultural or cross-cultural communication competence.

Through comparisons between the interview and the questionnaire, it can be seen that students hold positive attitudes on develop the competence of intercultural communication, but for some reasons, not so many have already obtained conscious cross-cultural awareness. Through further analysis of curriculum on cultural teaching, it reveals that present cultural teaching in ELF oral teaching shows the weakness in practical, sufficient and conscious cultural input to help build up language learner’s cross-cultural awareness. Moreover, the current teaching is also expected to be more communicative and interactive. Thus, following on are the possible ways to promote the competence of intercultural communication,

4.1 The necessity of develop cross-cultural communication competence

Firstly, it is vital for language teachers to help language learners develop their cross-cultural communication competence. If the final purpose of intercultural communication competence cultivation is to help students to acquire cross-cultural communication competence, then what cross-cultural communication competence is? According to Kramsch’s opinion, cross-cultural awareness is not really a skill, but a collection of skills and attitudes known as a competence[12].

Secondly, it is necessary to make clear what cross-cultural awareness skills students are supposed to acquire. It has been suggested that cross-cultural awareness consists of having four different perspectives on communication with a different culture. Cross-cultural competent students should be able to:

----look at their own culture from the point of view of their own culture (for example, having a good understanding and awareness of their own culture)

----Be aware of how their culture is seen from outside, by other countries or cultures

----understand or see the target culture from its own perspective (for example, understanding and being aware of what other people think of their own culture)

----Be aware of how they see the target culture

4.1.1 The request of the development of Internationalization

Lin Dajin in the “cross-cultural communication study, ” pointed out that culture can be defined as “ the integrated feature that a nation is distinct from another nation. ” Cultural differences are the barriers of cross-cultural communication. The modernization process accelerated the circulation of spiritual and material products, and brought all nationalities into a common “global village”, cross-cultural communication became an integral part of national life. If people do not understand the cultural convention in the USA or Britain, and use the way of China to treat foreigners, then it will create a lot of jokes, and even hurt each other's feelings, self-esteem and cause misunderstanding. Thus, to overcome the cultural differences caused by communication barriers has become a common problem faced by the entire world.

4.1.2 It is imperative to understand the cultural background knowledge

Understanding cultural knowledge is the key to language learning. “One can not really learn the language, and teach language well unless one knows the patterns and norms of culture and cultural background[14]224. ” Without a specific cultural background, language is non-existent. If we don’t know the culture of target language, we would find it is difficult to understand the meaning of certain words. For example, “Thanksgiving”, “Sandwich” has been brought about in a specific social and historical circumstance, it is not enough merely to know the meaning of the surface of these words. Another example is: “You are, indeed, a lucky dog”, the literal translation is “you are a lucky dog. ” This is a satiric sentence in China, because, in Chinese views, “dog” is an expression when people used to refer generally to dislike someone. While in English, it can mean, “You are a lucky man. ” In Western society, “dog” is a family member, and they are harmonious coexisting with people “Dog” here refers to people instead of satirizing others, but a very intimate expression.

4.1.3 Cultural knowledge teaching is the objective of language teaching

The main objective of language teaching is to train and develop students’ interpersonal skills. And cultural knowledge teaching can increase the ability of cross-cultural communication, which is the important content to achieve goals of language teaching. For example, in American society, praise and compliments language that flatter mainly a personal appearance, new things, personal property, and individuals in a ce rtain area are commonly used as the introduction to a conversation. This is different from Chinese. Thus, different nations have different cultural environments, different living habits and different languages behavior expressions. And as a language learner, if not ideologically “physically entering their social linguistic environment” will be difficult to achieve the goal of language learning，not to say that language teaching objectives will be accomplished.

4.2 Some strategies for improving cross-cultural communication competence in the ELF oral learning in Chinese middle school

After the survey research and data analysis, now we have a clear idea of the common reasons that triggered the weakness of the cross-cultural communication in middle school ELF oral teaching. However, we do not have a clarity solution about this situations. Therefore, some strategies were listed here to help learners with their language learning.

4.2.1 Some strategies to learners

4.2.1.1Raising culture awareness

Culture awareness is the term we have used to describe sensitivity to the impact of culturally---induced behavior on language use and communication. It including two qualities: one is awareness of one’s own culture, the other is awareness of the culture[7]15.

      Unfortunately, in China, cross-cultural communication errors can be found from time to time. In the ELF oral learning, culture factor needs to be taken seriously. To cultivate students’ intercultural communication we need first to arouse their cultural awareness. Because of different cultural background, life experience, profession, sex, education, even age, character, people may have different modes of interaction. People learn to think, feel, behave and strive for what their culture considers proper. These means there might not be the same as what is intended by the speaker. If we are aware of this, we can avoid ethnocentricity, and can have better communication with people all over the world.

      Speakers of a foreign language often have the experience of making careless mistakes which may cause get angry, may be embarrassing and may arouse hostility from native speaker. Often such mistakes occur even though the application of the linguistic rules of grammar, vocabulary or pronunciation is correct. These mistakes are culture errors but occur because of not knowing or choosing the appropriate style, and manner to use for effective communication.

4.2.1.2 The development of sensitiveness to culture differences

   There are four stages in the development of the sensitiveness to culture differences. The first, one can make out the obvious, superficial culture characteristics. In other word, he will find them interesting and exotic. The second, one can judge the delicate meaningful cultural characteristics that are quite different from his own. Usually he will feel them incredible or hard to accept .The third, one can accept the cultural characteristics after rational analysis. The fourth, one can be in the other peoples’ shoes and appreciate the cultural characteristics. In other words, the first three stage can be understood, and the fourth empathy.

4.2.1.3 The development of empathy

  In order to communication effectively, you need a deep degree of empathy, that is to be able to understand the other person’s affective and cognitive states. Empathy differs from sympathy in that it does not include pity or approval. And focuses on the feelings of others, not our own[12]114. Empathy involves relativism and flexibility, which knowledge alone cannot consist. Teachers can create good classroom environment where students tolerate and appreciate different norms by bringing up students’ empathy. In China, we always emphasize collectivism instead of individualism. But in English class, we advocate differences, to encourage students to understand each other.

     To facilitate empathy, we can take these measures:

(1) Subjects like history, anthropology, and sociology should be introduced into

the curriculum. Through these subjects, the students can not only acquaint themselves with the examples of foreign culture, but also master some concepts and principles concerning with culture.

(2) The students should be encouraged to read broadly in Chinese middle

school, both fiction non-fiction, literal or philosophical. Including proverbs, broad reading can be a student better understand and communicate with other cultures. Only through broad reading can he know the taboos, values, beliefs and religion of another culture, only through broad reading can be truly come to realize why privacy is so important and that individualism is so cherished.

(3) The students should he sent abroad for further study if possible. Thus they

can live with the natives for some time, no chance is better than the close contact. They can enjoy the new culture. By enhancing ICC, the intercultural communication of the learners can be carried out tactfully, acco rding to different context.

4.2.2 Some strategies to teachers

Language teachers are supposed to exert instructional strategies to help language learners promote their cross-cultural communication competence, that is, provide language learners with some useful ideals for presenting culture from its own perspective, for example, understanding and being aware of what people in target culture think of their own culture.Chinese teachers should take advantage of foreign teachers. Foreign teachers are rich in knowledge, idiomatic English, strong teaching culture context, full of wit and humor, longing to understand much more about Chinese culture. This attitude can have a great influence on students, and increased their desire of learning English well and knowing about the culture of English-speaking countries. Teachers can make full use of such rare chances and consult foreign teachers that they are according to the calendar, then all of the teachers and students can try their best to create all kinds of conditions to speak them imitatively —Action speak louder than words. Just as what we mentioned above, we have been aware of the importance of learning some cultural knowledge about the target language. It seems impossible and unnecessary for us to have a systematic study of target culture, which covers almost everything, in one’s whole lifetime. The difficulty shows that culture is ubiquitous, multidimensional and complex. A good solution to this problem might be to learn selectively those cultural factors that have great influence on intercultural communication, and that are closely related to the language. So on culture teaching we should follow these principles :( 1) interrelated. that is culture teaching must be interrelated with the content of the text. (2) Appropriate, that is culture teaching must be subjected to language teaching. (3) Practical, that is culture teaching must try to be “useful” for students in their communication. (4) Scientific, that is culture knowledge must be taught correctly, completely and objectively. (5) Flexible, that is culture teaching must be flexible according to the change of the world.

    We must obey these five principles if we want to cultivate students’ abilities of cross-cultural communication. What we should teach in ELF classes is simply a foreign way of life related to the target language and teachers should avoid bringing their own cultural prejudice into class. The world is changing, so are the traditions and customs. The constant changes require us to improve our skills of intercultural communication by doing two things: understanding the cultural differences, especially the differences in the deep structure of different cultures, and becoming flexible in intercultural communication. There is a great tendency that one culture adopts the elements from another that are compatible with its own values and beliefs or that can be changed without causing major disruption.

 

4.2.2.1 Make full use of developing the interest of the competence of intercultural communication in the ELF oral learning in Chinese middle school

  Intercultural communication is a big issue, which is not easy for both teachers and students to understand and realize. For successful cultural teaching, we suggest doing the following:

(1) Teach culture differences. Teachers should directly address the similarities and peculiarities between the source culture and the target culture. This can be done through the comparison of the two cultures.

(2) Provide opportunities for students to use the language in situational conversations. While introducing the students play a real-life role and practice their everyday language use according to the varied situation.

(3) Induce students to read literal works, which are vivid and abundant material to understand the character, the psychological state, culture characteristics, convention, and social relationships. Reading newspaper is also the direct path.

(4) Be aware of your students development level, when selecting themes or concepts to present. At first, learning activities should be clear and specific in lower levels, gradually, becoming more complex than the level of the student increases. There are a variety of children’s fiction which presents concepts like similarities, differences and prejudice which can be used at lower levels. At upper levels fiction and biographies can be used to present the more complicated ideas. Try to connect the unfamiliar with the familiar, the known with the unknown.

(5) Use plenty of ways in both general learning tasks and in language learning tasks.

(6) Use varied methods to check the understanding level of the students.

(7) Be enthusiastic. As a teacher you need to be aware of the value of learning a second language in terms of its contribution to developing cultural aware and a range of other cognitive and vocational benefits. Your attitude will influence the attitudes of the child ren in the class and their parents.

    Beside, Chinese teachers should take advantage of foreign teachers. Foreign teachers are rich in knowledge, idiomatic English, strong teaching culture context, full of wit and humor, longing to understand much more about Chinese culture. This attitude can have a great influence on students, and increased their desire of learning English well and knowing about the culture of English-speaking countries. Teachers can make full use of such rare chances and consult foreign teachers that they are according to the calendar, then all of the teachers and students can try their best to create all kinds of conditions to speak them imitatively —Action speak louder than words.

    For example, we once tried to spend Christmas and Hallowmas with all foreign teachers together in our school .The students were very interested and active in the activities， and such experiences can have impressed them strongly and forever.

Teachers should encourage students to communicate with foreign teachers and some other foreigners in and out of school. Students and foreign teachers can have classes, play games and take part in many kinds of activities together. Communicating with foreigners can provide students with the real cultural context in which English is used actually and stimulate students to learn English well including knowing about foreign culture.

As the success of many activities depends on good organization and on the students knowing exactly what they are to do. A teacher is thus mainly an organizer, whose work is different from administrator of a school system. But the teacher, like any other organizer, works primarily with people, and his task and responsibility are to create situations in which people can do their best and achieve their best.

Since teachers are key roles during culture teaching, they must play a positive role in helping the students to develop intercultural communicative competence and increase the students’ chances to succeeding in both language learning. It is not an expendable skill tacked on to the teaching of speaking, listening, writing and reading. It is always in some background. Lack of intercultural competence will limit the students’ ability to make sense of the world around them, and lead to failure in using English for communication across-culture.

4.2.2.2 Make full use of pictures, films, TV, computers and other audio-visual aids to make the teaching lively and interesting. Explore to the full the opportunities for students with the target culture information.

(1) Plays in and out of class

It is proved that plays in and out of class are probably the most efficient ways of language teaching.

The role of plays and dramas manifests itself when learners perform by themselves. Mini-dramas acted by students expose them to a “process of self-confrontation” with the target cultural communicates. The learners can act out mini-dramas written by them, which show misinterpretation of something that happens in the target cultural context. The cause of the problem is usually clarified in the final scene. Cultural similarities and differences will be analyzed by way of follow-up discussion.

In the listening book of Senior English book3 unit24, the material involves “finding a job”, English teachers can extract one or two advertisements from the magazine for students. Teachers can ask the students to divide into two groups, one group act as recruiters, and the other group act as applicants. By looking at the advertisements, appointing to interview, using some simple props, students can exchange views on working conditions, wages and other issues. Thus, students can understand the practical knowledge of Foreign Service work; the actors also can improve their abilities of practical language.

    A short play can be broken down into sections. As learners learn (not memorize) one section, they move on to the next. By combining the sections, they have learned the play. The use of this technique enables different groups of learners to work on several short plays at the same time and leads to the creation of several shirt plays simultaneously.

     Drama is a useful tool in cultural learning. A full semester’s work can be built around a drama project, or it can fill five or ten minutes at the beginning or end of a lesson. It encourages the learners to view the linguistic and cultural knowledge as a tool for communication rather than as an academic subject. It can bring life and vitality to the classroom. 

     (2) Classroom presentation

     At the beginning of each lesson, teachers can hold a “cultural corner” sessions, with 5-10 minutes. Teachers or students can introduce one aspect of Western culture, such as famous events of foreign country in history, a prominent figure in the world, or some literary works. To accumulate the cultural knowledge for a long time, students’ cultural knowledge will naturally become broad and rich.

     (3) Photo display

     Use maps, photographs, and illustrations of the text to introduce relative cultural elements vividly. For instance, when we teach the States of Liberty which appears in the lesson 10 of junior English book3, at first we can display a wall chart of the Statue of Liberty in the United States in front of the classroom, then ask the students to identify it and then observe the Statue of Liberty carefully in the facial expressions, posture language, the hold-high arm and torch. And then teachers can introduce the following cultural background briefly: Batuoerdi, a French sculptor, builds U.S. Statue of Liberty. He takes his mother's face and his wife's body as models to manufacture it. The Goddess of Liberty not only has swallowed vicissitudes face, but also perseverance. The torch in her hand is a symbol of freedom shining all over the world. Then teachers can guide the students to make analysis of the understanding of American national spirit through the Statue of Liberty. Teachers also can allow the students to list their deepest impression in other countries or ethnic representation construction.

     (4) Song appreciation

     The important function of the songs is to express one’s wishes. Many lyrics and melody of songs are also full of rich cultural content. Students generally are interested in songs. If time is enough in the class, teachers can choose one or two representative English songs for students to appreciate or learn to sing. It is an effective method in the teaching of English cultural knowledge to analyze the content of the lyrics and music rhythm feelings. And then the students can accept the cultural baptism. For example, a song has a lyric like “Love is blue.”(Blue love). Then what representation is “blue” in English? It often expressed "frustration and anxiety". Teachers cited examples to analyze, and then asked students to appreciate this song, try to see if there are any new experiences.

     (5) Foreign festivals on the campus

    This activity is of great interest to young students. The celebration could take place in a class, a grade or the whole school with the help of the branch of the Youth League. All kinds of activities can be held in festivals, such as performance of foreign songs, dancing and dramas, holding costume parties, watching foreign films, attending lectures given by foreign experts and enjoying foreign food. By celebrating foreign festivals, learners will immerse in the target cultural context. Teachers are to give introduction on the origin and the conventional activities of the festival. A comparison of the similarities and differences between the foreign festivals and Chinese festivals can develop the learners’ cultural awareness.

    (6) Using authentic materials

      Obviously, the best way to learn foreign cultural background knowledge is to go to that country to stay there for a period of time. But we know that it is almost impossible to have such an opportunity, especially for our students. Therefore, it is practically necessary for the teachers to use authentic materials to teach culture.

 Mass media, such as, film, novels and especially newspapers and magazines, is also considered as an insightful means for teaching culture, for they reflect people’s way of life in terms of variety contemporaneity and authenticity. Students in an ELF setting will spontaneously ask questions about puzzling aspects of society and life as reflected in the film or magazine. This material is by no means easy to interpret because there is so much central inference and it requires deep familiarity with and comprehensive exegeses of the culture in question. Therefore “all such material should be selected with an eye to the subculture diversity of the target community”.

5. Conclusion

Today, international cultural exchange is going on directly and indirectly, with its new scope, content, form and method unheard of before. To confine oneself to one’s own culture is to go against the times. Now, in our country, the open policy towards the rest of the world has become a fundamental policy. This policy has brought about much broader prospects for international cultural exchange. Therefore, overcoming cultural barriers has become more and more important. Only by surmounting the barriers can we get a high degree of cultural exchange, make use of good things from other cultures and build up our cultural and material wealth. This exchange will contribute to understanding and friendship among nations as well as development in science and culture.

     In the practical teaching, the culture teaching should be presented as many detailed as possible in the teaching syllabus. The teaching materials should not be located only in the source culture and should be a constructive attempt to be explicit about intercultural behavior and communication, especially, in view of the limited language available at this level. Besides, in the classroom ELF oral teaching, teachers are expected to use a variety of teaching methods that are suitable to students’ level. In intercultural communication settings, Chinese learners in culture instruction should keep an open mind: we should try to avoid the prejudiced culture stereotypes over the other cultures and our own. Especially, we should put higher focus on the learning of our own Chinese culture. Another key point is becoming awareness of our own culture bottom lines. We must learn what our own culture line is ― the values where we are can negotiate, but we cannot compromise. We can allow others to be different, and respect their differences as they respect ours.

     Though the culture teaching is a very complicated and difficult part to deal with, the educators and teachers involved in language education should make great efforts to carry out this part thoroughly. This determines much whether the effective cross-cultural communication can be preceded smoothly between China and the world.

Acknowledgements

My initial thanks go to my supervisor Meng Dong, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.

I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Han Xiaoya, Shen Yin and many others.

And I also appreciate Li Neng, who offer me great help during the time I was in the practice in Ning Bo Chai Qiao middle school. Without her help, I could not finish my survey in this paper.

The remaining weakness and possible errors of the dissertation are entirely my own.

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[15] 胡文仲. 跨文化交际面面观[M]. 外语教学与研究出版社， 1999

[16] 陈申. 跨文化交际导论[M]. 北京: 大学出版社

[17] 李郭连. 外语教学中文化内容的导入[J]. 外语教学与研究出版社 2001 P

[18] 吴丽芳. 新形式下的英语教育与培养跨文化交际能力[J].  河北青年管理干部学院学报 2005,3  P111

[19] 王亚平. 英语教学中文化导入的内容与方法[J]. 中国科技信息 2005,14  P257

AppendixⅠ

*Questionnaire:

 Strongly Agree Agree Disagree Strongly Disagree

1) The cultivation of English skills(reading, writing, speaking and listening) is the foundation of the language learning    

2) Reading English novels everyday is necessary    

3) It is important to acquire a good knowledge of native language in foreign language learning     

4) The accumulation of language and cross-cultural competence are of equal importance    

5) It is necessary to read materials regularly about politics, economy, culture, and so on    

6) You have the interest and passion in the ELF oral learning    

7) You would prefer to get an English-related job after graduation    

8) The present classroom teaching can cultivate your learning ability and improve your cross-cultural skills     

9) You hope to have English class in various forms such as discussion, presentation, debate, performance and so on.    

诚 信 承 诺

我谨在此承诺：本人所写的毕业论文《论中学英语口语教学中跨文化交际能力的培养》均系本人独立完成，没有抄袭行为，凡涉及其他作者的观点和材料，均作了注释，若有不实，后果由本人承担。

 

                承诺人（签名）：      

篇8

关键词 言语行为理论 跨文化交际 医护专业学生

中图分类号：G712 文献标识码：A DOI：10.16400/ki.kjdkz.2015.03.016

On the Speech Act Theory and Cultivation of Intercultural Communication Competence of the Higher Vocational Medical Students

ZHU Liping， HOU Xiaojing

（Basic Department of Taizhou Polytechnic College， Taizhou， Jiangsu 225300）

Abstract Speech act theory is an important research field in pragmatics， and has a positive significance in cross culture communication. This paper attempts to study the relationship between speech act theory and the training of medical students' ability of intercultural communication， and discuss how to improve intercultural communicative competence of Vocational College Students from the three aspects of cultivating intercultural communicative awareness， medical professional students' pragmatic competence and the application of speech act theory.

Key words speech act theory; cross-culture communication; medical students

随着我国社会、经济、文化及医学事业的发展，世界范围内的医学跨文化交际活动日益频繁，医患之间的跨文化沟通也日渐增多。良好的医学环境下的跨文化交际活动有利于建立我国医学卫生事业的良好国际形象。言语行为理论是跨文化言语交际的重要哲学基础，对跨文化交际活动有着积极的指导作用。本文将简单论述言语行为理论的产生及发展轨迹，研究言语行为理论及跨文化交际之间的重大影响，并从培养医护专业学生的跨文化交际意识、语用能力及对言语行为理论的应用三方面讨论言语行为理论对高职医护专业学生跨文化交际能力培养的启发。

1 言语行为理论综述

言语行为是语用学的重要课题，它为语言研究提供了重要的哲学理论基础。当人们在使用语言进行交际时，交际双方能正确理解说话者言语行为的深层含义对确保交际活动的顺利进行具有关键意义，在跨文化交际中，由于交际双方的文化差异，更能正确地掌握言语行为尤为重要。

言语行为理论的形成是一个逐步发展的过程，先后经历了从1923年英国人类学家马林诺夫斯基（M.Malinowsk）提出“言语行为”（verbal behavior），到1957年英国哲学家奥斯丁（J.L.Austin）明确提出言语行为理论，认为人们在“以言行事”，后来又提出“言语行为三分说”，即言内行为（the locutionary act）、言外行为（the illocutionary act）和言后行为（the perlocutionary act）。在这三个行为中，言外行为一直是学者们长期以来研究的重点，在这个研究焦点中有一个重要的概念，就是“言外之力”。奥斯丁认为，在特定的语境中，人们的交际话语具有一定的言外之力，如承诺、命令等。后又把言外行为分为判定、裁定、承诺、阐述、行为这五类。在20世纪60年代后期奥斯丁的门生美国哲学家塞尔批判继承又发展了言语行为理论，也认为实施言语行为的同时就是做出陈述，发出命令，提出问题，做出承诺等，后又进一步提出“间接言语行为理论”，可以理解为“通过施行了一个言外行为间接地施行了另一个言外行为”。此理论研究的是听话者如何从说话者的言语“字面意思”推断出其间接表达的“言外之力”。

2 言语行为理论对跨文化交际的影响

不同文化背景下人们的交际行为受制于不同的社会规范，语言使用规则亦不同。同样的一句话对于不同文化背景的人可推测出不同的言外之力，因此难免会导致许多语用失误现象。所以我们在进行跨文化交际中，应在言语行为理论的指导下，结合对方文化背景下语言规约来理解对方语言的正确意图。最典型的例子比如“你吃饭了吗？”（Haven you eaten yet？）在中国人理解为寒暄语，功能正如英语中的“Hello”，可西方人却很有可能理解为“你想请我吃饭吗？”再如中国人说的“去哪儿呀？”亦是熟人之间打招呼，而西方人则认为是你在打探他的隐私。这样的话，交际就会陷入尴尬境地。

将言语行为理论运用于跨文化交际有利于促进交际双方对言外之力的理解和把握，从而掌握对方交际意图，实现交际目的，也可以通过了解言语行为理论去选择恰当的符合语用规则的言语形式，从而避免上例中“你去哪儿？”这样的交际僵局。

言语行为理论可以说是贯穿于跨文化言语交际的全过程，不仅具有言语本体意义，还具有交际意义，可以在交际双方之间建立起特定的人际关系。所以，正确认识言语行为理论和跨文化交际之间的紧密关联具有积极的指导意义。

3 言语行为理论对高职医护专业学生跨文化交际能力培养的启发

言语行为理论指导我们言语交际的语境同时受言内行为、言外行为和言后行为的制约。在教学过程中，要将培养学生理解和表达话语的真实意义作为教学的重点，培养学生把握在不同情境下的说话人的言外之意。要切实做到这一点，我们应该注意以下几点：

3.1 培养高职医护专业学生的跨文化意识

交际的发生离不开特定的语境。医护交际的特定语境就是医学环境，交际双方可以是医护人员之间，也可以是医患之间，它包括了不同的社会文化背景、医学伦理背景、交际双方身份背景、语言发生的情景背景等多方面因素。在跨文化交际中，只有交际双方对对方的文化背景有一定的了解，交际双方才能够正确地把握言语的言内之意和言外之意，交际活动才能顺利进行。因此，在教学过程中，教师因利用课内课外多种教学方式，多种教学途径来向学生灌输交际双方不同的医学伦理知识，社会文化知识，引导学生重视语言交际的背景和情境。

3.2 培养高职医护学生的语用能力

由于受我国外语多年的传统教学模式的影响，以教师为中心，学生将外语作为一种知识来学，课堂教学偏重词汇和语法，学生只是机械化操练，这样造成的后果就是学生虽然学习外语多年，但耳不能听，口不能说，交际频频失误，常受母语的负迁移影响。这主要是因为除了学生欠缺跨文化意识外，学生不熟悉外语的语用功能，在平时学习中也缺乏在真实语境中的听说训练。因此，在对医护学生的跨文化交际能力进行培养的过程中应尽可能提供给学生真实或仿真的跨文化医学交际语境，让学生在这样的语境中多听多说，教师不断对学生予以指导纠正，从而提高学生的交际能力。同时，教师还应该重视语音语调教学，注意不同的语音语调表达出的不同感情、情绪、态度和言外之意。

3.3 言语行为理论的应用

在学生对外语的听、说、读、写、译各能力的培养训练中，教师应渗透言语行为理论对其的影响。比如在对学生进行表达能力训练时，教师可设计一个交际任务，如用言语行为达到让患者脱去外套做体检的目的时，学生可能会给出各种说法， 如“Take off your coat！”“Take off your coat， please！”“Would you like to take off your coat？”等句式。教师应对“请求”的言语行为进行对比分析，指出影响说话人对请求策略进行选择时，受社会权力（social power）、社会距离（social distance）和行为的难易程度（rank of imposition）的影响。

4 结语

在跨文化交际中，由于交际双方来自不同的文化背景，对交际对方的社会文化背景以及交际中所使用语言的社会文化规约是否了解是正确理解言语行为的关键。交际双方只有具备充足的语境知识，才可以对言语背后所隐藏的“言外之力”进行正确的推理。所以本文首先在理论上简单陈述了言语行为理论从提出到发展成熟的过程，进而进一步分析言语行为理论和跨文化交际之间的紧密联系，以及言语行为理论对跨文化交际的指导意义，最后结合高职医护专业学生的跨文化交际能力培养的特点，总结出对医护专业学生跨文化交际教学的启示，希望广大师生能重视言语行为理论对医护学生跨文化交际学习的重大影响，并在课堂上结合理论学习和实践，从而提高学生的语用能力。

江苏省教育厅2013年度 哲学社会科学基金指导项目《社会语言学视域下的医患会话及医类学生职业语言能力的培养》，项目编号：2013SDJ740033

泰州职业技术学院2014年度职业教育课题《高职高专院校医护专业学生跨文化交际能力的培养》阶段论文

参考文献

[1] 何自然.语用学与英语学习[M].上海：上海外语教育出版社，1997：81.

[2] 贾玉新.跨文化交际学[M].上海：上海外语教育出版社，1997.

[3] 奥斯丁.如何以言行事[M].北京：外语教学与研究出版社，哈佛大学出版社，1962.

篇9

关键词：跨文化交际;英语教学;英语教学现状;文化;培养策略

1.跨文化交际的发展及现状

跨文化交际活动自古有之，比如我国唐朝的鉴真东渡、明朝的郑和下西洋等都是典型的跨文化交际活动。长期以来，人们都仅仅视其为一种日常现象，并没有对其进行深刻的理论研究与考察。真正的跨文化交际研究是在美国兴起的。20世纪中叶，随着世界形势的急剧变化，美国人在本土或在国外的跨文化交际活动愈加频繁。但是由于缺乏对文化差异的全面认识，交际失误的现象比比皆是。这使得美国国内及国外的发展严重受挫。美国的有识之士意识到为了让美国的多元化社会和谐地发展，必须有意识地对跨文化交际活动进行研究。

改革开放以来，我国开始引进外资，这使得经济得到了快速的发展，中国迅速站到了世界舞台的前列，参与跨文化交流的人也越来越多。为了适应形势，减少语用失误，促进我国的发展，大批跨文化交际研究者开始涌现，胡文仲、贾玉新、高一虹等都对跨文化交际做出了卓越的贡献。同时，越来越多的高校开设跨文化交际这门学科。可见，我国对跨文化交际研究愈加重视。

2.英语教学的发展及现状

我国已有700多年的外语教育的历史。有证可查，1289年元朝设立的“回回国子学”是中国最早的外国语学校。之后，明朝有“四夷馆”，清朝有“俄罗斯文馆”。由此可见，自古以来，我国就重视外语的学习。英语作为一门外语列于学校必修课程在全国盛行起来是在1903年。

在近代中国教育上，一直有一个不能忽视的现象，那就是持续的“外语热”。英语学习受到国家、国家教育工作者、学习者的高度重视。这体现了我国空前的开放意识以及想与世界接轨的迫切心态。过去，我国英语教学的重点是语音语法，哪个学生准确掌握单词的发音、拼写、语法，那么他就是成功的英语学习者。英语教师也以这个标准教授学生、评价学生。然而事实上这仅仅是英语学习非常浅薄的层面。在这种教学模式下，学生不可能自如地运用英语，交流起来必定困难重重。随着我国对外开放程度的加深，和不同文化的人们交流越来越频繁。这就要求我们改变教学模式，在语音语法的基础上植入文化教学，逐渐培养学生的文化意识，减少文化隔阂，最大限度地降低交际失误。

3.英语教学中培养学生的跨文化交际能力的必要性

以往，学习外语的目的主要是作为“桥梁”“纽带”并从事“沟通”“传达”等工作。然而进入21世纪以来，我们学习语言，初衷是为了和不同语言、不同文化背景的人交流。也就是说，英语教学的最终目的是通过培养学生掌握并运用所学英语知识，进行书面的或者口头的交流。交流不仅仅是语言的交流，更是不同文化之间的交流。而我们的教育并不注重在英语课堂上植入文化教育。胡文仲 （1995） 教授指出：“只学习语言材料，不了解文化背景，犹如只抓住了外壳而不领悟其精神。实际上，语言是文化的一部分， 同时又是文化的载体， 语言和文化密不可分。”因此，要想学好一门语言，必须了解其文化。在英语教学中教师不仅要培养学生外语的语法、词汇、语音能力，更要培养学生跨文化交际的意识和正确使用语音进行交流的能力。所以，高度重视文化交际必将成为今后英语教育的重要方向。

4.提高跨文化交际能力的策略

激发学生跨文化交际能力的意识，提高学生的语言运用能力，是当今时代对英语教学的要求。同样的，这也要求英语教师改变教学方法，把语言教学和文化传播有机地结合起来，使学生能够在一定的场合使用合适的语言，从而达到跨文化交际的目的。总的来说，提高跨文化交际能力需要教师和学生的共同努力。为达到这个目的，应该注意以下策略：

（1）教师应该提高自身专业素质，转变教学观念，改变传统的教学方法。

教师一直都是知识文化的传播者。在一定程度上，教师掌握着学生的学习方向，所以必须提高对英语教师素质的要求。我们处在全球经济一体化的时代，各个国家生活在“地球村”中进行频繁的交流，外语是一个不可或缺的交流工具。所以想要培养出合格的、具有跨文化交际能力的外语人才，外语教师应具备较高的专业素质。

另外，要改变学生不会运用英语语言进行交流这一现状，教师必须转变教学观念，改变传统的教学方法。在英语教学中，教师不仅需要具备较高的外语教学理论，更重要的是也应具备较强的外语实际运用意识和能力。在平时的教学中除了要传授英语语音知识，还应该有意识地引导学生学习必要的背景知识，比如英美国家的历史文化、风俗习惯等，以使学生在学习英语之初就能意识到学习英美文化是英语学习不可缺少的一部分。这样，在未来的英语学习中，学生才能主动地学习文化，增强学生对文化差异的敏感性，并使语言和文化互为补充。只有这样，才能培养出满足社会需要的高素质英语人才。

（2）学生应该主动学习西方文化。

中国有句古话：“老师领进门，修行在个人。”也就说虽然老师的引导很重要，但是取得成就的大小最终还要取决于个人是否努力。由于受中国传统文化的影响，中国学生的价值观、思维模式完全不同于西方。因此为了减少交际失误，学生们应该主动地了解西方文化。作为学生，我们应该在选择练习听力、口语的题材上有所侧重。在练习听力时，不妨侧重一些具有英语国家背景的听力材料。这样不仅能够渐渐提高我们的听力能力，培养我们的跨文化交际能力，更重要的是它能使我们了解西方思维。当我们不再用自己固有的思维期望判断听力内容，而是在听英语材料时能快速转换思维时，就标志着我们在慢慢提高跨文化交际的能力。另外，英语作为交流的工具，口语无疑是很重要的。在和外国人交流时我们同样要注意双方文化差异，以免造成交际失误。比如我们应该认识到，外国人打招呼只用简单的一句“How are you？”，所以在和他们打招呼时切忌用汉式的“你去哪”“吃过了吗”之类的。不论是听力也好，口语也好，我们都应该注意观察和学习双方的文化差异，要用正确的语言，在适合的场合，说适合的话。

5.结语

时代的进步和发展对跨文化交际能力的要求越来越高。改革传统教育模式势在必行。我们应该清醒地认识到语言学习和文化学习同等重要。只学习语言不学习文化，必定使学生成为“哑巴英语”，造成交际失误。因此在学习英语听、说、读、写能力的同时，应更加重视语言中的文化因素。这就要求教师在课堂上植入文化教育，有意识培养学生的跨文化交际意识。学生也应该主动地通过书籍、电影或者出国留学等方式学习英美文化，把语言和文化有机地结合起来。只有这样，我们才能受得住挑战，把交际失误降低到最小。

参考文献：

[1]Guo-Ming Chen， William J. Starosta.跨文化交际学基础[M].上海：上海外语教育出版社，2007.

[2]陈俊森，樊葳葳，钟华编著.跨文化交际与外语教育[M].武汉：华中科技大学出版社， 2006.

篇10

关键词：语言、文化、跨文化意识、跨文化交际

中图分类号：H319 文献标识码：A 文章编号：1006-026X（2013）10-0000-02

每个民族都有自己的发展史，语言是历史发展的产物。该民族的价值观，审美观，风俗习惯，风土人情等都可以从语言中找出痕迹。它是历史的体现者。语言教学必须结合文化。该论点早在上世纪的四五十年代就由西方语言学界提出，到了八十年代，我国语言学家对这个问题也已进行了深入的讨论和研究。

笔者认为，就第二语言教学中的文化而言，可分为两个层面：一是文化因素，二是文化知识。前者为语言教学的内容，后者为文化教学的内容。所谓文化因素，是从共时的角度出发，指出那些跟语言理解和语言表达密切相关的文化因素。在传授语言知识和训练语言技能时，只有把语言的文化因素有机的结合起来，才能有效的生成与提高学生的语言交际能力。其中，是否应该有专门的第二语言教学的文化课程，文化与语言教学的比重应该是怎么样，以及第二语言教学如何才能达到最好的教学效果和目的，这些都是始终非常热门的话题。但总体而言，第二语言教学离不开跨文化交际，两者相辅相成、密不可分，这是达成的一个核心主旨。如何来认识这两者的关系，笔者认为应该从以下进行认识：

一、语言与文化的关系

何谓语言，何谓文化，这似乎是学习语言的人都应该能够了解和意识到的问题，每一种语言都有其相应的文化作为其存在的依托和条件。美国语言学家萨丕尔说过，“语言的背后是有东西的，而且语言不能离开文化而存在。所谓文化就是社会遗留下来的习惯和信仰的总和，由它可以决定我们的生活组织。”每个民族都有自己的发展史，语言是历史发展的产物。该民族的价值观，审美观，风俗习惯，风土人情等都可以从语言中找出痕迹。它是历史的体现者。

我们的母语与我们所生活的环境是互为衬托的，他们的关系以及习得第一语言时，文化的影响是长期的潜移默化的，在学习第二语言之前，语言学习者所生活的社会文化背景对其母语习得的影响，是难以被主体所察觉的。我们常常都知道语言与文化是有联系的，但它们的联系的特点体现在哪里，也是很难意识到的。直到我们在尝试学习第二语言的时候，不自觉的便受到了文化的冲突，在每一次的错误与究其原因之后，学习者以及教学者也都会意识到文化与语言的微妙而重要的关系，同样也是在这样的时候，才让我们不得不正视这个问题。这也是我们所意识到的，只有在充分了解语言背景后的文化，我们才能真正的运用好第二语言。也只有了解文化，才能在目的语的环境下，进行正常的沟通交流。也就是我们所说的进行成功的“跨文化交际”。

二、第二语言教学的重要目标之一是培养学生的跨文化交际能力

跨文化交际指的是来自不同文化背景的人们之间所发生的相互作用。从心理学角度来讲，信息的编码、译码是来自不同文化背景的人所进行的交际就是跨文化交际。“当一种文化信息必须被另一种文化加以解释时，跨文化交际就发生了。

第二语言教师除了要教给学生完整的第二语言发音、词汇、语法等，更重要的是要培养学生的良好的运用第二语言进行沟通的能力。第二语言教师实际上也是扮演着沟通中外交际的“桥梁”这样的角色，他们在教学工作中应该不断的进行两种语言和文化的转化工作。教师需要在教第二语言本身的同时，要融汇该语言的背景文化知识，以各种形式对学生进行有效地灌输，给学生以正确的途径培养其跨文化交际的能力。

在跨文化交际中，人们在使用第二语言时必须注意语言规则，从语音、词汇，语法等诸方面都要尽量符合第二语言，否则只能是“洋泾兵”似的第二语言。这是最直观的表现形式，语用正确与否，别的人一听就可以做出判断；另一方面，交际规则的转化也应当引起足够的重视。交际规则的正确而又得体的转化更为重要。这是因为在跨文化交际中，第二语言说的不好，该语言为母语的人们还容易接受，因为他知道，对你来说做到语音词汇语法完全正确又地道是很不容易的，但是，如果你说的第二语言既正确又流利，却违背了该语言文化的交际规则，该语言为母语的人们就会产生本能的方案，这就产生了文化误解或者也叫做文化冲突。

由于在不够了解第二语言为母语的人的使用语言的习惯，那么即使在第二语言语言本身水平较高的基础上，造成各种各样的沟通障碍也是很常见的。比如说，笔者所遇到的一位美国大学生，已学习汉语三年，基本的语法学习已经差不多，并且词汇量也算可以，但当来到中国后，每天与笔者白天见面，晚上也会联系，但到第二天清早，他就会问“你今天怎么样？”这样的问题，前两次笔者觉得非常奇怪，因为不知道该学生是想问什么，以为是有口误或者有别的想了解的。直到后面才知道，学生只是认为这是一种打招呼、表示关心的方式。无疑，这在中国人看来，其实是非常奇怪的问法。笔者后来有了解到，有很多别的美国人也会有同样的用法。他们有一部分人是觉得也许这跟“How do you do”所表达的是相同的。那么这也是跨文化交际的问题。因为第二语言学习者并不了解中国人在一些场合正常的对朋友表示关心或者打招呼的用法，他们则会以英语的思维方式创造性的，或者通过非专业官方途径的模仿，来进行试探性对话。这是跨文化沟通失败的表现之一。而笔者认为，造成这种问题的，主要是由于教师的教学没有涉及这一块，让学习者有一部分的语言空白区。

三、跨文化交际教育进入第二语言课堂教学

笔者认为，在第二语言教学的时候，文化的介绍是非常必要的，但是对于第二语言文化的介绍或者教育职能是为辅的，我们教授第二语言背后的文化知识，目的并不在于让学生真正实在的掌握文化内容，而在于培养学生的跨文化意识，将其所学的文化知识感知在语言交流与表达上，内化于其对第二语言的更深层理解，以助于第二语言学习者能有效地进行跨文化交际，能熟练地并且不产生文化冲突的进行顺畅交流。

首先，何谓“跨文化意识”，这是Hanvey提出的概念，值得是理解和成人人类具有各自创造其独特文化的基本能力，社会不同，人们的观念和行为各异。他认为，获取跨文化意识并非易事，关键在于能否做到尊重第二语言者的文化和乐于深入该文化。能否做到尊重、参与、移情饼愿意做出必要的自我改变，是获取跨文化意识成败的关键。不了解第二语言文化，不愿意提高跨文化意识，要想学好第二语言，是绝对不可能的。帮助学生不断提高跨文化意识，是语言教师的重要任务。

笔者认为，跨文化交际教育应该是贯穿在整个教学的，而并非独立出来的一块。比如，我们在教授英美国家学生词汇的时候，应该在有文化差异的词汇之处进行比较和阐释，如果教师不在课堂说清楚，学生则会在课后进行自己的错误试探练习，笔者认为这一类的错误是可以规避的。有一个非常常见的例子，“龙”在中华语境中是一种图腾形象。在我国古代传说中，龙是能行云降雨的神奇动物。在封建时代，龙作为皇帝的象征。汉民族素以“龙的传人”自称。在汉语中，“龙”总是机箱的意思，如龙飞凤舞、龙凤呈祥等。而在西方神话传说中，dragon是一直巨大的蜥蜴，长着翅膀，身上有麟，拖着一条长长的蛇尾，通常代表罪恶、邪恶，令人感到恐怖，所以很早就被用来作为战争的旗帜。实际上，词汇与文化的关系最为密切，不同民族由于生存境遇的不同对词汇的理解也不尽相同。就语言要素与文化的关系而言，语音与文化的关系最不密切，语法次之，而关系最密切反映最直接的是词汇。在从事跨文化交际中不仅要注意词的概念，更重要的是需要随时随地注意词的内涵意义。这一部分是教师可以在普通的课上讲解的一部分文化内容，我们可以简单提到文化的这个特点，让学生知道它们明晰的区别就可以，点到即止。

笔者有去旁听过独立出来的关于中国文化的课，主要是讲一些简单的古代名句，然后穿插着介绍一些中国文化知识，教学对象为中文学习四年左右水平的美国大学生和研究生。老师的备课和讲解都是可圈可点的，这也是一类选修课，但其实两周之后，学生人数锐减，他们最开始听课大部分是由于好奇，但两周之后都认为对他们学习中文没有太大帮助，并且古代文化以及古文的这一部分内容他们也觉得非常乏味和难记，即使在课堂上当堂记住了，课后也不会再用到，很快就忘记了。笔者认为这类课堂只能是针对对中国文化非常有兴趣的学生，以及专业学生，对于大部分学习汉语的学习者来说，这类课堂是不需要的，而且讲授这类知识容易造成学生的混淆，不知道什么时候该用什么，而在当代，很多惯用语或者俗语或者古文，当用的时候，会让普通的中国青年觉得非常奇怪。此外，这本来就是作为很多中国人都不能用得很好的一部分文化知识。因此，笔者认为，专门的文化课是不需要的，作为对外汉语教师，需要考虑的是怎样将文化之间的差异与语言教学联系起来，进行深刻而不刻板的教学。这主要是需要教师的专业语文知识素养以及营造良好的学习氛围和环境。

总的来说，笔者认为，跨文化交际因素是内嵌于对外汉语教学之中的。在某种意义上，它甚至决定着对外汉语语音、词汇、语法以及句子的内在结构与构成原则。因此，既作为语言文化知识外部体现的、又作为掌握这些知识前提的跨文化能力，就是他们所应具备的最基本和最核心的能力。在对外汉语教学中，应当培养学生树立起文化习惯的意识，站在目的语国家人们文化背景的角度去进行语言学习和交际，积极利用母语文化的正迁移作用，克服其负迁移作用。对外汉语应该自始至终把文化知识的教育贯穿于整个语言教学的过程之中。跨文化交际与第二语言教学密切相关，在对外汉语教学中必须重视跨文化的语言交流，将文化因素渗透到语言教学的每一个环节中去。

参考文献

[1]刘，《对外汉语教学引论》，北京语言大学出版社，2000

[2]周小兵，《对外汉语教学中的跨文化交际》，中山大学学报

[3]杜道明，《汉语作为第二语言教学文化概说》，北京大学出版社，2008