“渗透式”跨文化交际能力培养模式研究
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摘要
在全球化背景下，跨文化交际日益增多，跨文化交际能力已成为现代人才必备的一种素质；培养学生的跨文化交际能力是高校外语教学的主要目标之一。本研究聚焦我国高校外语教学中跨文化交际能力的培养，旨在通过研究，在跨文化交际能力培养的理论和实践上有所发现。
“渗透式”跨文化交际能力培养模式是研究者构建的一种适用于高校外语/英语专业和公共英语教学的跨文化交际能力培养模式。研究者在文献综述的基础上，首先对跨文化交际能力框架进行了研究，之后进行了“渗透式”培养模式的构建，并对该模式在高校外语教学中的应用进行了探讨。研究者进行了跨文化交际人士深度访谈和问卷调查，开展了高校教师和学生问卷调查；采取实证研究与理论研究结合的方法进行研究和论证。有以下发现。
研究者构建的跨文化交际能力框架由知识、能力、态度、素养四部分构成。跨文化交际能力的知识部分不仅包括文化知识和语言知识，还包括社会知识和专业知识；能力部分包括交际能力、社会能力、学习能力和专业能力；态度部分包括交际态度和个人态度；素养部分是指与跨文化交际密切相关的个人素质、素养。此框架强调跨文化交际能力构成的全面性和整体性；指出专业知识、专业能力、素养是跨文化交际能力的组成部分；强调能力部分中的学习能力的重要性，强调非语言交际能力的重要性。
本研究构建了“渗透式”跨文化交际能力培养模式，探讨并明确了该模式下跨文化交际能力培养的理念、目标、原则、培养内容和培养涉及环节。首先，“渗透式”模式的培养理念包含了两个层面的渗透：一是将跨文化交际能力培养主线渗透至高校外语教学，形成完整的跨文化交际能力培养体系；二是将跨文化交际能力培养渗透到学生的个体发展之中，以学生为主体，充分调动学习者的主观能动性。其次，高校外语教学中跨文化交际能力培养旨在通过高校外语教学，使学生的跨文化交际能力得到发展和提升，能够有效、得体地进行跨文化交际，逐步成为跨文化人，最终实现跨文化交际能力的自主性培养和可持续发展。再者，跨文化交际能力培养应遵循的原则包括：培养内涵明晰化，培养实施体系化，培养方式多样化，培养过程循序渐进，以能动发展应对变化。另外，高校跨文化交际能力培养有特定的培养内容；应注重跨文化交际能力中显性和隐性要素的共同培养，使学生跨文化交际能力的各个方面均衡发展。最后，跨文化交际能力培养对外语教学的课程设置、教学方法和手段、教材、师资、测试和评估等环节和要素均提出了相应的要求。
本研究探讨了“渗透式”模式在外语教学中的应用，聚焦课堂教学、课外活动与实践、师资、教材以及现代信息技术应用。主要有五点发现。其一，课堂教学的理念和方式方法应适应跨文化交际能力培养；课堂文化教学包括知识、意识、态度和能力四方面内容，不能仅局限于文化知识范畴；文化教学的主要方式包括：提供文化信息、构建跨文化语境、进行文化活动、开展文化体验；应将文化教学和语言教学紧密融合。其二，课外活动与实践有助于学生增强跨文化交际意识、提升跨文化交际能力，应将课外活动与实践和课堂教学有机结合，学习、实践、研究三者合一，校内活动与校外实践结合，开展多种形式的跨文化课外活动与实践。其三，外语教材的文化内容应满足跨文化交际能力培养的需要、应注重教材的真实性、加强立体化教材建设，对教材的选择和使用应考虑和满足跨文化交际能力培养的需要。其四，外语师资需具备跨文化交际能力培养的观念、提升自身的跨文化交际能力和跨文化外语教学能力；师资发展和师资结构应满足跨文化交际能力培养的需要。其五，应将外语教学和现代信息技术整合，应用现代信息技术构建跨文化语境、建设立体化教学资源、丰富教学方式方法、助推学生的自主学习。
With the increasing intercultural communication (IC) against the background ofglobalization, intercultural communicative competence (ICC) has become an essentialquality of modern talents; developing students’ ICC is one of the main objectives offoreign language teaching (FLT) of higher education. This study focuses on thedevelopment of ICC in FLT of Chinese higher education; it aims to present somefindings in theory and practice of ICC development.
The comprehensive model of ICC development is a model proposed by theauthor for ICC development in both foreign (English) language teaching and collegeEnglish teaching in China. Based on a literature review, the dissertation first exploredthe framework of ICC, and then it proposed comprehensive model of ICCdevelopment, finally the dissertation discussed this model’s applications in FLT ofhigher education. In-depth interviews and questionnaires on people with rich ICexperiences were conducted; questionnaires on university teachers and students werecollected. Based on the empirical and theoretical research, an in-depth analysis of theresults was carried out. The findings are as follows.
According to the author’s framework of ICC, different components of ICC arepresented under four headings; namely knowledge, skills, attitudes and personalqualities. The knowledge of ICC includes cultural knowledge, language knowledge,as well as social knowledge and professional knowledge. Skills consist ofcommunicative skills, social skills, learning skills and professional skills. Attitudesfall into communicative attitudes and personal attitudes. Personal qualities refer tocharacter and personality that are closely related to IC. This framework emphasizescomprehensiveness and integrity of ICC; it states that professional knowledge,professional skills and personal qualities are components of ICC; it also addresses theimportance of learning skills and non-verbal communication skills.
The author built a comprehensive model of ICC development by exploring andclarifying the concept, objectives, principles, content and elements of ICCdevelopment. Firstly, the comprehensive model contains two dimensions of penetrating. One is to form a complete development system by penetrating the coreline of ICC development into FLT. The other one is to combine ICC developmentwith students’ individual development, regard students as the center of ICCdevelopment and fully mobilize their subjective initiative. Secondly, the objectives ofICC development of FLT in higher education include: students could conductintercultural communication effectively and appropriately by developing their ICCthrough FLT; students could gradually become intercultural men; finally, their ICCcould be developed in an autonomic and sustainable way. Thirdly, principles of ICCdevelopment include: clarifying the development nature, implementing ICCdevelopment systematically, applying diverse development methods, cultivating ICCgradually and coping with change by dynamic development. Furthermore, ICCdevelopment in higher education has specific content; it is crucial to cultivate bothexplicit and implicit elements of ICC; components of students’ ICC should bepromoted in a balanced way. Last but not least, ICC development also proposescorresponding requirements on components of FLT, including curriculum, teachingmethods and techniques, teaching materials, teaching staff, test and evaluation, etc.
The present study explored applications of the comprehensive model in FLT byexamining five components, i.e. classroom teaching and learning, extracurricularactivity and practice, teaching staff, teaching materials, and applications of moderninformation technology. Five key findings were obtained. Firstly, concept andmethods of classroom teaching and learning should correspond with ICC development;culture teaching includes cultural knowledge, awareness, attitude and skills, instead ofbeing limited to cultural knowledge category; suggested ways of culture teachinginclude offering cultural information, creating intercultural context, conductingcultural activities and carrying out cultural practice; it is necessary to closely integrateculture teaching with language teaching. Secondly, extracurricular activity andpractice contribute to strengthen students’ IC awareness and promote their ICC, thereare urgent needs to combine extracurricular activity and practice with classroomteaching, integrate learning, practice and research together, combine on-campusactivity with off-campus practice, and conduct various intercultural activity and practice. Thirdly, culture content of FLT materials should satisfy requirements of ICCdevelopment. It is necessary to strengthen the authenticity and multi-dimensionalconstruction of teaching materials; the selection and use of teaching materials shouldconsider and fulfill the requirements of ICC development. Fourthly, ICC developmentrequires foreign language teachers to possess their perspectives of ICC developmentand promote their own ICC and skills of intercultural FLT; meanwhile, teachers’professional development and teachers’ structure should meet the needs of ICCdevelopment. Fifthly, ICC development calls for the integration of FLT and moderninformation technology. Modern information technology could be applied to buildintercultural context, construct three-dimensional teaching resources, enrich teachingmethods and boost students’ autonomic learning.
“渗透式”跨文化交际能力培养模式是研究者构建的一种适用于高校外语/英语专业和公共英语教学的跨文化交际能力培养模式。研究者在文献综述的基础上，首先对跨文化交际能力框架进行了研究，之后进行了“渗透式”培养模式的构建，并对该模式在高校外语教学中的应用进行了探讨。研究者进行了跨文化交际人士深度访谈和问卷调查，开展了高校教师和学生问卷调查；采取实证研究与理论研究结合的方法进行研究和论证。有以下发现。
研究者构建的跨文化交际能力框架由知识、能力、态度、素养四部分构成。跨文化交际能力的知识部分不仅包括文化知识和语言知识，还包括社会知识和专业知识；能力部分包括交际能力、社会能力、学习能力和专业能力；态度部分包括交际态度和个人态度；素养部分是指与跨文化交际密切相关的个人素质、素养。此框架强调跨文化交际能力构成的全面性和整体性；指出专业知识、专业能力、素养是跨文化交际能力的组成部分；强调能力部分中的学习能力的重要性，强调非语言交际能力的重要性。
本研究构建了“渗透式”跨文化交际能力培养模式，探讨并明确了该模式下跨文化交际能力培养的理念、目标、原则、培养内容和培养涉及环节。首先，“渗透式”模式的培养理念包含了两个层面的渗透：一是将跨文化交际能力培养主线渗透至高校外语教学，形成完整的跨文化交际能力培养体系；二是将跨文化交际能力培养渗透到学生的个体发展之中，以学生为主体，充分调动学习者的主观能动性。其次，高校外语教学中跨文化交际能力培养旨在通过高校外语教学，使学生的跨文化交际能力得到发展和提升，能够有效、得体地进行跨文化交际，逐步成为跨文化人，最终实现跨文化交际能力的自主性培养和可持续发展。再者，跨文化交际能力培养应遵循的原则包括：培养内涵明晰化，培养实施体系化，培养方式多样化，培养过程循序渐进，以能动发展应对变化。另外，高校跨文化交际能力培养有特定的培养内容；应注重跨文化交际能力中显性和隐性要素的共同培养，使学生跨文化交际能力的各个方面均衡发展。最后，跨文化交际能力培养对外语教学的课程设置、教学方法和手段、教材、师资、测试和评估等环节和要素均提出了相应的要求。
本研究探讨了“渗透式”模式在外语教学中的应用，聚焦课堂教学、课外活动与实践、师资、教材以及现代信息技术应用。主要有五点发现。其一，课堂教学的理念和方式方法应适应跨文化交际能力培养；课堂文化教学包括知识、意识、态度和能力四方面内容，不能仅局限于文化知识范畴；文化教学的主要方式包括：提供文化信息、构建跨文化语境、进行文化活动、开展文化体验；应将文化教学和语言教学紧密融合。其二，课外活动与实践有助于学生增强跨文化交际意识、提升跨文化交际能力，应将课外活动与实践和课堂教学有机结合，学习、实践、研究三者合一，校内活动与校外实践结合，开展多种形式的跨文化课外活动与实践。其三，外语教材的文化内容应满足跨文化交际能力培养的需要、应注重教材的真实性、加强立体化教材建设，对教材的选择和使用应考虑和满足跨文化交际能力培养的需要。其四，外语师资需具备跨文化交际能力培养的观念、提升自身的跨文化交际能力和跨文化外语教学能力；师资发展和师资结构应满足跨文化交际能力培养的需要。其五，应将外语教学和现代信息技术整合，应用现代信息技术构建跨文化语境、建设立体化教学资源、丰富教学方式方法、助推学生的自主学习。
With the increasing intercultural communication (IC) against the background ofglobalization, intercultural communicative competence (ICC) has become an essentialquality of modern talents; developing students’ ICC is one of the main objectives offoreign language teaching (FLT) of higher education. This study focuses on thedevelopment of ICC in FLT of Chinese higher education; it aims to present somefindings in theory and practice of ICC development.
The comprehensive model of ICC development is a model proposed by theauthor for ICC development in both foreign (English) language teaching and collegeEnglish teaching in China. Based on a literature review, the dissertation first exploredthe framework of ICC, and then it proposed comprehensive model of ICCdevelopment, finally the dissertation discussed this model’s applications in FLT ofhigher education. In-depth interviews and questionnaires on people with rich ICexperiences were conducted; questionnaires on university teachers and students werecollected. Based on the empirical and theoretical research, an in-depth analysis of theresults was carried out. The findings are as follows.
According to the author’s framework of ICC, different components of ICC arepresented under four headings; namely knowledge, skills, attitudes and personalqualities. The knowledge of ICC includes cultural knowledge, language knowledge,as well as social knowledge and professional knowledge. Skills consist ofcommunicative skills, social skills, learning skills and professional skills. Attitudesfall into communicative attitudes and personal attitudes. Personal qualities refer tocharacter and personality that are closely related to IC. This framework emphasizescomprehensiveness and integrity of ICC; it states that professional knowledge,professional skills and personal qualities are components of ICC; it also addresses theimportance of learning skills and non-verbal communication skills.
The author built a comprehensive model of ICC development by exploring andclarifying the concept, objectives, principles, content and elements of ICCdevelopment. Firstly, the comprehensive model contains two dimensions of penetrating. One is to form a complete development system by penetrating the coreline of ICC development into FLT. The other one is to combine ICC developmentwith students’ individual development, regard students as the center of ICCdevelopment and fully mobilize their subjective initiative. Secondly, the objectives ofICC development of FLT in higher education include: students could conductintercultural communication effectively and appropriately by developing their ICCthrough FLT; students could gradually become intercultural men; finally, their ICCcould be developed in an autonomic and sustainable way. Thirdly, principles of ICCdevelopment include: clarifying the development nature, implementing ICCdevelopment systematically, applying diverse development methods, cultivating ICCgradually and coping with change by dynamic development. Furthermore, ICCdevelopment in higher education has specific content; it is crucial to cultivate bothexplicit and implicit elements of ICC; components of students’ ICC should bepromoted in a balanced way. Last but not least, ICC development also proposescorresponding requirements on components of FLT, including curriculum, teachingmethods and techniques, teaching materials, teaching staff, test and evaluation, etc.
The present study explored applications of the comprehensive model in FLT byexamining five components, i.e. classroom teaching and learning, extracurricularactivity and practice, teaching staff, teaching materials, and applications of moderninformation technology. Five key findings were obtained. Firstly, concept andmethods of classroom teaching and learning should correspond with ICC development;culture teaching includes cultural knowledge, awareness, attitude and skills, instead ofbeing limited to cultural knowledge category; suggested ways of culture teachinginclude offering cultural information, creating intercultural context, conductingcultural activities and carrying out cultural practice; it is necessary to closely integrateculture teaching with language teaching. Secondly, extracurricular activity andpractice contribute to strengthen students’ IC awareness and promote their ICC, thereare urgent needs to combine extracurricular activity and practice with classroomteaching, integrate learning, practice and research together, combine on-campusactivity with off-campus practice, and conduct various intercultural activity and practice. Thirdly, culture content of FLT materials should satisfy requirements of ICCdevelopment. It is necessary to strengthen the authenticity and multi-dimensionalconstruction of teaching materials; the selection and use of teaching materials shouldconsider and fulfill the requirements of ICC development. Fourthly, ICC developmentrequires foreign language teachers to possess their perspectives of ICC developmentand promote their own ICC and skills of intercultural FLT; meanwhile, teachers’professional development and teachers’ structure should meet the needs of ICCdevelopment. Fifthly, ICC development calls for the integration of FLT and moderninformation technology. Modern information technology could be applied to buildintercultural context, construct three-dimensional teaching resources, enrich teachingmethods and boost students’ autonomic learning.
引文
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