中职商务英语教学中跨文化交际意识的培养
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摘要
商务英语作为专门用途英语,蕴含着丰富的商务文化,包括不同国家的商务传统习俗,商务礼仪习惯等。商务英语教学的最终目标是培养学生在商务环境下的跨文化交际能力。本论文强调了培养学生商务文化意识的重要性,通过分析商务活动中常见的商务文化冲突和母语文化负迁移导致的语用失误,探讨了如何在商务英语教学中培养学生的跨文化交际意识。
首先,本文通过对中职商务英语学生需求分析调查以了解商务英语学生的跨文化交际能力以及他们对商务英语教学中文化教学的看法。调查结果显示,商务英语教学中文化教学非常必要。本论文通过比较东西方价值观,分析了价值观的不同对言语行为和非言语行为形成的影响,从而提出要消除东西方文化差异导致的障碍,提高学生的跨文化交际能力。本论文以中美文化差异为例,分析了价值观的不同导致的思维方式的差异,如谈判方式,以及言语行为的差异,如邀请,礼貌,赞扬,拒绝,对隐私的态度等方面和非言语行为的差异,如对沉默的态度,对空间的使用等方面表现出明显的差异。这种差异给人们的跨文化交际中带来了障碍。但对待文化差异我们应有正确的态度,即文化没有优劣之分,有的只是差异,我们应该认同文化差异。
本论文通过对文化差异的分析,提出培养学生的跨文化交际意识的重要性,也探讨了一些培养学生跨文化交际意识的教学方法,从价值观高度让学生不仅知其然,还能知其所以然。
Business English contains rich business culture as a type of ESP.Business English teaching finally aims at cultivating students’intercultural communication competence in business situations.This thesis emphasizes the significance of the cultivation on business cultural awareness in Business English teaching.Through analyzing the common cultural shocks in international business operation and pragmatic failures resulting from negative transfer of Chinese culture,the author probes into the teaching strategies of the cultivation on business cultural awareness.
Through three questionnaires, it finds out students’intercultural communicative competence and understands their attitude to Business English culture teaching. This thesis analyzes value's dominant effect in intercultural communication by comparing the different values between the East and the West and value's impact on people's speech and non-speech acts. It aims at clearing up some of the obstacles caused by different values and promoting the development of the students' intercultural communicative competence. The thesis contrasts some main different values between the East and the West, especially that between China and the U.S. from two main aspects: oneness vs. dividedness, collectivism vs. individualism. Because of the different values and world views, people have different modes of thought, different speech acts, such as in invitation, politeness, compliment, refusal, attitude to privacy, etc; different non-speech acts, such as in the attitude to silence. These differences have brought a lot of obstacles to our intercultural communication. Yet, we should admit the culture diversities and adopt a correct attitude to it.
Therefore, this thesis goes through the impact by culture on the elements in intercultural communication process to explore the teaching approach of cultivating intercultural communicative awareness in Business English teaching.
首先,本文通过对中职商务英语学生需求分析调查以了解商务英语学生的跨文化交际能力以及他们对商务英语教学中文化教学的看法。调查结果显示,商务英语教学中文化教学非常必要。本论文通过比较东西方价值观,分析了价值观的不同对言语行为和非言语行为形成的影响,从而提出要消除东西方文化差异导致的障碍,提高学生的跨文化交际能力。本论文以中美文化差异为例,分析了价值观的不同导致的思维方式的差异,如谈判方式,以及言语行为的差异,如邀请,礼貌,赞扬,拒绝,对隐私的态度等方面和非言语行为的差异,如对沉默的态度,对空间的使用等方面表现出明显的差异。这种差异给人们的跨文化交际中带来了障碍。但对待文化差异我们应有正确的态度,即文化没有优劣之分,有的只是差异,我们应该认同文化差异。
本论文通过对文化差异的分析,提出培养学生的跨文化交际意识的重要性,也探讨了一些培养学生跨文化交际意识的教学方法,从价值观高度让学生不仅知其然,还能知其所以然。
Business English contains rich business culture as a type of ESP.Business English teaching finally aims at cultivating students’intercultural communication competence in business situations.This thesis emphasizes the significance of the cultivation on business cultural awareness in Business English teaching.Through analyzing the common cultural shocks in international business operation and pragmatic failures resulting from negative transfer of Chinese culture,the author probes into the teaching strategies of the cultivation on business cultural awareness.
Through three questionnaires, it finds out students’intercultural communicative competence and understands their attitude to Business English culture teaching. This thesis analyzes value's dominant effect in intercultural communication by comparing the different values between the East and the West and value's impact on people's speech and non-speech acts. It aims at clearing up some of the obstacles caused by different values and promoting the development of the students' intercultural communicative competence. The thesis contrasts some main different values between the East and the West, especially that between China and the U.S. from two main aspects: oneness vs. dividedness, collectivism vs. individualism. Because of the different values and world views, people have different modes of thought, different speech acts, such as in invitation, politeness, compliment, refusal, attitude to privacy, etc; different non-speech acts, such as in the attitude to silence. These differences have brought a lot of obstacles to our intercultural communication. Yet, we should admit the culture diversities and adopt a correct attitude to it.
Therefore, this thesis goes through the impact by culture on the elements in intercultural communication process to explore the teaching approach of cultivating intercultural communicative awareness in Business English teaching.
引文
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[2] Brown, G.. Cultural Values: The Interpretation of Discourse [J]. ELT Journal, 1990 (1)
[3] Brooks, N. Teaching Culture in the Foreign Language Classroom [J]. Foreign Language Annals, 1968(1).
[4] Brown, p. & Levinson, s. Politeness: Some Universals in Language Usage. Cambridge: Cambridge University Press. (1997)
[5] Byran, M., Morgan, C., & Colleagues. Teaching- and- leaning Language- and- culture [M]. Clevedon, Avon: Multilingual Matters,1994.
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[18] Mark Ellis and John Christine. Teaching Business English. Shanghai: ShanghaiForeign Language Education Press, 2002.
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[29] 戴炜华。言语行为和事件的跨文化语用研究《外国语》1998年第6期。
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[31] 杜学增。中英文化习俗比较[M]。北京:外国教学与研究出版社,1999。
[32] 辜同清。试论英汉礼貌用语的语用差异。 四川师范学院学报,1998年3月。
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[35] 胡文仲。跨文化交际概论[M]。北京:外语教学与研究出版社,1999。
[36] 胡文仲。不同文化间的交际语外语教学。外语教学与研究,第 4 期,1985。
[37] 胡文仲,高一虹。外语教学与文化[M]。 长沙:湖南教育出版社,1997。
[38] 方保军。英语教学中的跨文化教育素质[M]。上海:上海教育出版社,2004。
[39] 范蕴华、李杰群编著。《实用体态语》,北京出版社,1991年。
[40] 顾嘉祖等。语言与文化[M]。 上海:上海外语教育出版社, 1999。
[41] 桂诗春。应用语言学。长沙:湖南教育出版社,1988。
[42] 贾玉新。跨文化交际学[M]。上海:上海外语教育出版社,1997。
[43] 刘慧莉。外语教学中的文化教学:发展、现状与研究趋势[J]。广西教育学院学报,2004,(3)。
[44] 刘润清,胡壮麟。语言文化差异的认识与超越[M]。北京:外语教学与研究出版社,2000。
[45] 张安德、张翔。论外语教学的文化意识培养与文化导入[J]。基础教育外语教学研究, 2003, (4), 25-27。
[46] 芦有珍。商务英语教学与跨文化交际-浅论跨文化交际能力的培养。 第五届全国国际商务英语研讨会文集。 北京:高等教育出版社,2004。
[47] 浦小君。外语教学与跨文化交际能力,1994。
[48] 苏承志。英语交际能力与策略。上海:复旦大学出版社,2004。
[49] 束定芳、庄智象。 现代外语教学---理论、实践与方法 [M]。 上海: 上海外语教育出版社,2002。
[50] 谭云杰。英语方法论。长沙:中南大学出版社,2002。
[51] 俞富林。商务英语翻译:英译汉[M]。北京:中国商务出版社,2003。
[52] 阮绩智。大学商务英语课程目标与教学原则[J]。外语界,2005,(3)。
[53] 王兴孙。商务英语教学探索[M]。上海:上海交通大学出版社,1997。
[54] 赵伟华。张艳敏.实用商务英语写作[M]。大连:大连理工大学出版社,2003。
[55] 张佐成。试论商务用途英语的发展模式[J]。广东外语外贸大学学报,2003,(13)。
[56] 张占一。试议交际文化和知识文化, 语言教学与研究 [J]。 1990, (3),15-23。
[2] Brown, G.. Cultural Values: The Interpretation of Discourse [J]. ELT Journal, 1990 (1)
[3] Brooks, N. Teaching Culture in the Foreign Language Classroom [J]. Foreign Language Annals, 1968(1).
[4] Brown, p. & Levinson, s. Politeness: Some Universals in Language Usage. Cambridge: Cambridge University Press. (1997)
[5] Byran, M., Morgan, C., & Colleagues. Teaching- and- leaning Language- and- culture [M]. Clevedon, Avon: Multilingual Matters,1994.
[6] Canale, M, & Swain, M. Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing [J]. Applied Linguistics, 1980 (1)
[7] Charles Mitchell. International Business Culture [M]. Shanghai: Shanghai Foreign Language education Press,2000.
[8] Fasold, R. The Sociolinguistics of Language. [M]. Beijing: Foreign Language Teaching and Researching Press, 2000. [9 ] Firth, J. R. Papers in Linguistics. London: OVP, 1951.
[10] George Yule. “Pragmatics” [M]. Shanghai: Shanghai Foreign Language Education Press, 2001.
[11] Hall, E.T. The silent Language .New York: Doubleday & Co, 1959.
[12]Hymes, D. On Communication Competence [M]. Harmondsworth: Penguin,1972.
[13]Johnson, C. Business English: Language Teaching,1993.
[14]Kramsch, C. Language and Culture. Oxford: Oxford University Press, 1998.
[15]Lado, R. Language Teaching: A scientific approach [M]. New York: McGraw-Hill(1964 )
[16]Leech, G. N. Principles of Pragmatics. London: Longman. (1993)
[17]Leech, G.. Semantics [M]. London: Penguin, 1987.
[18] Mark Ellis and John Christine. Teaching Business English. Shanghai: ShanghaiForeign Language Education Press, 2002.
[19] Nemni, M., Mefiez-vous Du. Discourse Intercultural [J]. Canadian Modern Language Review, 1992 (1) [20 ] Nostrand, H. Describing and Teaching the Socio-cultural Context of A Foreign Language and Literature [A ]. In A .Valdman (Ed.),Trends in Language Teaching [C] .New York:McGraw-Hill,1 966. [21 ] Nunan, David. Designing Tasks for the Communicative Classroom. Cambridge University Press. (1989a.)
[22] Sapir, E. Language. New York: Harcourt Brace, 1921.
[23] Stern, H.H. Fundamental Concepts of Language Teaching [M]. Oxford: Oxford University Press (1983a)
[24] Wolfson, N.& Judd, E .(eds.) Sociolinguistics and Language Acquisition. Newburry House Publishers, 1983.
[25] 毕继万译。中国和英语国家外语言交际对比。北京语言学院出版社,1991年。
[26] 毕继万。跨文化非语言交际。外语教学与研究出版社,1999 年。
[27] 陈夏芳。跨文化交际中称呼语的使用与语用失误。 《东北师大学报》1997年第 4 期。
[28] 陈俊林、 樊成藏。跨文化交际与外语教学《华中理工大学学报》1998 年第 3 期。[17]
[29] 戴炜华。言语行为和事件的跨文化语用研究《外国语》1998年第6期。
[30] 邓炎昌、刘润清。语言与文化---英汉语言文化对比 [M]。北京: 外语教学与研究出版社, 2003。
[31] 杜学增。中英文化习俗比较[M]。北京:外国教学与研究出版社,1999。
[32] 辜同清。试论英汉礼貌用语的语用差异。 四川师范学院学报,1998年3月。
[33] 何自然。语用学与英语学习[M]。上海: 海外语教育出版社,1999。
[34] 胡文仲。跨文化交际与英语学习 [M]。北京: 外语教学与研究出版社, 1998。
[35] 胡文仲。跨文化交际概论[M]。北京:外语教学与研究出版社,1999。
[36] 胡文仲。不同文化间的交际语外语教学。外语教学与研究,第 4 期,1985。
[37] 胡文仲,高一虹。外语教学与文化[M]。 长沙:湖南教育出版社,1997。
[38] 方保军。英语教学中的跨文化教育素质[M]。上海:上海教育出版社,2004。
[39] 范蕴华、李杰群编著。《实用体态语》,北京出版社,1991年。
[40] 顾嘉祖等。语言与文化[M]。 上海:上海外语教育出版社, 1999。
[41] 桂诗春。应用语言学。长沙:湖南教育出版社,1988。
[42] 贾玉新。跨文化交际学[M]。上海:上海外语教育出版社,1997。
[43] 刘慧莉。外语教学中的文化教学:发展、现状与研究趋势[J]。广西教育学院学报,2004,(3)。
[44] 刘润清,胡壮麟。语言文化差异的认识与超越[M]。北京:外语教学与研究出版社,2000。
[45] 张安德、张翔。论外语教学的文化意识培养与文化导入[J]。基础教育外语教学研究, 2003, (4), 25-27。
[46] 芦有珍。商务英语教学与跨文化交际-浅论跨文化交际能力的培养。 第五届全国国际商务英语研讨会文集。 北京:高等教育出版社,2004。
[47] 浦小君。外语教学与跨文化交际能力,1994。
[48] 苏承志。英语交际能力与策略。上海:复旦大学出版社,2004。
[49] 束定芳、庄智象。 现代外语教学---理论、实践与方法 [M]。 上海: 上海外语教育出版社,2002。
[50] 谭云杰。英语方法论。长沙:中南大学出版社,2002。
[51] 俞富林。商务英语翻译:英译汉[M]。北京:中国商务出版社,2003。
[52] 阮绩智。大学商务英语课程目标与教学原则[J]。外语界,2005,(3)。
[53] 王兴孙。商务英语教学探索[M]。上海:上海交通大学出版社,1997。
[54] 赵伟华。张艳敏.实用商务英语写作[M]。大连:大连理工大学出版社,2003。
[55] 张佐成。试论商务用途英语的发展模式[J]。广东外语外贸大学学报,2003,(13)。
[56] 张占一。试议交际文化和知识文化, 语言教学与研究 [J]。 1990, (3),15-23。