跨文化交际视角下中职生英语学习中中国文化失语现象的研究

发布时间：2024-05-07 04:08

　　根据《中等职业学校英语教学大纲》中对文化教学及跨文化交际的要求,中等职业学校的英语教育要培养学生在日常生活和职业场景中的英语应用能力,引导学生了解、认识中西文化的差异,培养正确的情感态度和价值观,同时培养学生的文化意识,提高学生的思想品德修养和文化素养。文化意识是学生在全球化背景下表现出的跨文化认知,态度和行为取向。文化意识也体现英语学科核心素养的价值取向。文化意识的培育有助于学生增强国家认同和家国情怀,坚定文化自信,成长为有文明素养和社会责任感的人。然而,在我国长期的英语教学中,虽然文化教学对学生跨文化交际能力的培养受到了广泛的重视和深入的研究,目的语文化的导入增强了学生跨文化交际的意识和能力。跨文化交际具有双向性,母语文化在中等职业院校英语教学中却没有得到足够的重视。“中国文化失语”现象依然严重。“中国文化失语”这一概念在外语教学中最早是由南京大学的从丛教授(2000)提出来的,是指“由于缺乏中国文化知识储备和中国文化英语表达能力低下,无法用英语表述或准确表述与中国文化相关的内容,造成文化交流障碍的现象”。本文在跨文化交际的视角下,以跨文化交际理论、文化图式理论和霍斯夫泰德的文化维...

【文章页数】：86 页

【学位级别】：硕士

【文章目录】：
中文摘要
abstract
Chapter ⅠIntroduction
    1.1 Research Background
        1.1.1 The requirements of English syllabus for secondary vocational schools
        1.1.2 The need to promote intercultural communication
        1.1.3 The present situation of secondary vocational school students' English learning
        1.1.4 Chinese Cultural Aphasia in Students'English Learning
    1.2 Research purpose
    1.3 The Significance of the Research
    1.4 Layout of the thesis
Chapter Ⅱ Literature Review
    2.1 Definitions of Key Terms
        2.1.1 Definition of culture
        2.1.2 Definition of cultural teaching
        2.1.3 Definition of Intercultural Communication
        2.1.4 Definition of“Chinese Cultural Aphasia”
    2.2 Theoretical Foundations
        2.2.1 Intercultural Communication Theory
        2.2.2 Cultural Schema Theory
        2.2.3 Geert Hofstede's cultural dimensions theory
    2.3 Relevant research at home and abroad
        2.3.1 Relevant research abroad
        2.3.2 Relevant research at home
Chapter Ⅲ Research Methodology
    3.1 Research Questions
    3.2 Research subject
    3.3 Research methods
        3.3.1 Culture Test
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 The research process
    3.5 Data Analysis
Chapter Ⅳ Results and Discussion
    4.1 Chinese culture aphasia in English learning of secondary vocational school students
    4.2 Findings and discussion of teachers' questionnaire
        4.2.1 Teacher's attitude to Chinese culture and Chinese culture aphasia
        4.2.2 Teachers' cultural competence and teaching contents in textbooks
        4.2.3 Teachers' Chinese culture teaching methods
        4.2.4 The reasons for students' Chinese culture aphasia
    4.3 Findings and discussion of students' questionnaire
        4.3.1 student's attitude to Chinese culture and Chinese culture aphasia
        4.3.2 Students' usage of Chinese culture and learning methods
        4.3.3 Students' suggestions on how to teach cultural content in class
        4.3.4 students' opinions on their Chinese cultural aphasia
    4.4 Analysis of teachers' interview
        4.4.1 Teachers' attitude towards Chinese culture in English learning
        4.4.2 Teachers' knowledge of Chinese culture and teaching methods
        4.4.3 The reasons of students' Chinese culture aphasia
        4.4.4 Chinese culture content in English textbook
        4.4.5 The proportion of Chinese culture content in the examination
    4.5 The analysis of students' interview
        4.5.1 Students' attitude to Chinese culture
        4.5.2 Students' current situation to the expression of Chinese culture in English and the reasons
        4.5.3 Students' learning methods and contents to Chinese culture
        4.5.4 Chinese culture content in English textbook
        4.5.5 The proportion of Chinese culture content in the examination
Chapter Ⅴ Conclusions and Suggestions
    5.1 Major Findings
    5.2 Suggestions for Improving "Chinese Cultural Aphasia"
        5.2.1 Arranging textbooks reasonably
        5.2.2 Increasing Chinese cultural contents in exams
        5.2.3 Enhancing teachers' culture competence and teaching methods
        5.2.4 Improving students' intercultural awareness
        5.2.5 Establishing an equal culture view
    5.3 Limitations and Further Study
        5.3.1 Limitations of the study
        5.3.2 Suggestions for further study
References
Appendix 1 Test
Appendix 2 Questionnaire for Teachers
Appendix 3 Questionnaire for Students
Appendix 4 Interview for Students
Appendix 5 Interview for Teachers
Acknowledgements



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