跨文化交际英语论文大全11篇

绪论：写作既是个人情感的抒发，也是对学术真理的探索，欢迎阅读由发表云整理的11篇跨文化交际英语论文范文，希望它们能为您的写作提供参考和启发。

篇（1）

语言是文化的重要载体，随着当前跨地区、跨国以及跨民族交流的日益频繁，英语作为通用语言成为了国际交流中重要的工具之一。学生跨文化交际意识的培养不仅涉及到英语语言本身的知识与理论，同时也涉及到了英语文化，因此，重视推动文化教学与英语教育的整合，是提高学生跨文化交际意识的有效途径。教师在英语教育中来合理的选取英语文化内容并融入教学活动中，不仅可以让英语教学本身具有更加丰富的素材，同时能够在促进学生英语素养提高的基础上为英语教育创设良好的分为。在此方面，教师应当注意，英语文化教学内容的选取应当以学生的学习需求以及认知水平为出发点，并根据学生的学习需求以及认知水平来在不同的阶段开展具有不同侧重的教育教学活动。如在高校大一阶段，教师应当侧重于语言教学，从而确保学生具有良好的英语语言基础，而在大二以及之后的阶段，教师则应当有意识的融入英语文化教学内容，从而较好的实现文化教学与英语教育的整合。

2)在重视学生主体地位的基础上引导学生开展自主学习

在高校英语教育过程中，学生是教学活动开展的重要参与主体，无论是教学内容的选择还是教学方法和教学模式的设计，都应当以学生的英语基础和知识接收能力为出发点。在以培养学生的跨文化意识为重要教学任务的英语教育中，虽然教学的内容得到了扩展，但是高校英语的教学课时却没有响应的增加，在此背景下，教师只能够在传授给学生合理科学的学习策略与学习技巧的基础上来让学生自主的完成教学任务与教学目标，因此，为了实现学生跨文化交际意识的有效提高，教师有必要在教学过程中承认并尊重学生的主体地位，并在此基础上引导学生开展自主学习，在此过程中，教师有必要通过了解学生的学习策略、学习风格等来对学生进行有针对性的指导，从而促使学生在自主学习中对英语文化作出体验、对提高跨文化交际意识的重要性做出认识，同时推动学生英语知识的自主构建并使学生树立终身学习的英语学习观念。

3)使用多元化的教学渠道来挖掘学生潜能

随着信息技术的发展以及在社会各个领域中的广泛应用，信息技术的价值以及优势已经得到了社会各界的广泛肯定，而在高校英语教育中，通过实现英语教学和信息技术的整合，不仅能够让英语教学具有更加丰富的教学素材和更加直观、生动的教学内容呈现形式，同时能够为学生学习英语文化创造良好的条件。如通过在培养学生跨文化交际意识的过程中运用信息技术来辅助教学活动，教师可以利用网络搜索一些英语电影和英语歌曲对英语文化进行展现，这些内容可以让学生对英语文化进行亲身体验，并提升学生开展跨文化交际能力的兴趣，从而对学生的跨文化交际潜能进行有效的挖掘。

4)体验式教学与说教式教学并重

在英语教育过程中，相对于学生而言，教师在英语专业知识以及英语文化知识方面的素养优势更加明显，所以教师可以通过说教式的教学方式将自身对跨文化交际的体会讲授给学生，虽然在这种教学方式中，学生出于被动接受的地位，但是这种教学方式在培养学生跨文化交际意识方面所产生的成效是不容忽视的。另外，体验式教学也是培养学生跨文化交际意识的有效路径，在此过程中，教师可以通过组织各类参观活动或者在课堂中进行角色扮演来促使学生对英语文化进行体验，使学生在实践中不断积累知识与经验，从而让学生对英语知识以及英语文化作出更加深刻的认知。

5)引导教师对母语文化和英语文化进行对比

在汉语环境中，学生本身无论是在语言知识方面还是文化认知方面都具有着一定的思维定式，并且学生在学习英语的过程中也很少对这种思维定式做出反思，并且也经常出现将汉语语言知识和汉语文化套用到对英语语言知识和英语文化的理解中。因此，教师有必要引导学生对母语文化和英语文化作出比对，并使学生在了解文化差异的基础上深化对英语文化的认知并提升学生的跨文化交际意识与跨文化交际能力。通过引导学生对母语文化与英语文化进行比较，可以在教学过程中构建一种跨文化交际的氛围，并在提高学生学习积极性的基础上使学生对英语语言知识以及文化知识作出更加牢固的记忆。同时通过这种比较，可以让学生认识到文化是多元化的，并且文化之间并没有优劣之分，只有在承认每一种文化的合理性基础上，才能够与更好的开展跨文化交际，这不仅有利于学生跨文化交际意识以及跨文化交际能力的提升，同时能够培养学生开放且包容的文化观。

6)在认识学生差异的基础上因材施教

在高校英语教学中，包括培养学生的跨文化交际意识在内的所有教学活动都应当承认并尊重学生的个体差异性，并对学生差异性做出了解的基础上进行人才视角。由于学生生活背景、学习历程的不同，所以无论是在文化体验、思维方式还是价值观方面，每个学生都会存在差异，而这些内容恰恰又是文化教学的基础，所以在培养学生的跨文化交际意识过程中，教师有必要从学生的文化体验、思维方式以及价值观出发来对母语与英语文化作出比较，从而促进学生跨文化意识的强化。

2重视提高教师的跨文化素养

在高校英语教学过程中，高校英语教师是学生跨文化交际能力提高过程中的主要引导者，同时是连接学生与英语文化之间的桥梁，教师本身所具有的跨文化综合素质对学生跨文化交际能力的培养产生着决定性的作用，因此，作为高校英语教师，要具备强烈的跨文化意识，并重视对自身的英语文化知识结构进行完善，在充分了解母语文化与英语文化差异的基础上推动自身跨文化修养的提高。语言是文化的重要载体，如果教师与学生不能充分了解英语文化准则与英语文化模式，则将难以对英语语言专业知识作出真正的掌握。虽然当前大部分教师都对学生跨文化交际能力的培养给予了高度重视，但是由于自身欠缺跨文化素养或者欠缺跨文化教育经验，针对学生开展的跨文化交际能力培养也往往难以取得良好的教学成效。

所以，在高校英语开展跨文化教育的过程中，教师需要做到以下两点内容：一是教师有必要对自身的文化修养进行提高。作为高校英语教师，在不断丰富自身英语专业知识的基础上，有必要通过阅读英语文学作品、鉴赏优秀的英语原声电影、欣赏高雅的英语歌曲以及结交外国朋友来对英语文化作出全面深刻的了解。另外，教师要在掌握英语文化知识和文化特点的基础上具备较好的汉语文化认知与教学能力，通过在课堂教学中向学生展示汉语言文化与英语文化的差异来加深学生对英语文化的理解与认知，从而促使学生的文化洞察力以及文化敏感性得到提高，并在此基础上提高学生的跨文化交际能力；其次，在高校英语教师的跨文化素质提升过程中，高校有必要对教师的继续教育内容作出改革，从而让教师提高自身跨文化能力的提高得到进一步的拓展。在教师培训以及继续教学方面，培训内容以及继续教育内容有必要涉及到民俗学、历史、文学以及地理等多种知识，从而让教师深刻的理解英语文化产生的根源，并在此基础上对英语文化作出理解与认知。另外，在教师的培训以及继续教学方面，有必要增加多远文化教育以及跨文化教育内容。从而在使教师树立开放且包容的文化馆基础上，对英语文化进行接纳与吸收。

3解决跨文化交际能力培养过程中的阻碍

篇（2）

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.

篇（3）

1.1跨文化交际在语用教学中的运用跨文化的语用问题是不同文化的人使用同样一种语言会产生不一样的效果。在英语教学中应了解不同语言中语用规则，否则就会出现将不同语言的语用规则混用的语用失误，失去了跨文化交际目的。语言失误和社交语用失误都属于语用失误。语言失误是二语习者把汉语词语的语用意义用在英语上造成的语用失误。如问题Haveyoubroughtthebook?回答Yes,Ihavebroughtit.这样的回答虽然在语法没有问题，但是英语使用者会觉得这是不耐烦的回答，会引起沟通的不愉快。因文化背景差异而引起的语用错误就是社交语用失误，它与人们对人际关系、权力和义务等观念有关。如在传统的文化中，学生和教师对话要用尊敬的口吻，但这种方式不适合用在和英国教师的交流。又如在参加国际学术活动时，中国学者会说一些表示谦虚的话语，这不仅得不得好感反而让人信以为真，达不到预期的效果。因此教师应重视跨文化的语用问题，对比不同的语言使用规则使学生准确地使用语言知识。

1.2跨文化交际在篇章结构的教学应用语篇是语言整体，由连续的句子或语段构成，包含书面语和口语。中、西方人思维的模式不同，对篇章的结构的认识有很大差别。中国人的思维带有直觉性和整体性，常用的问候语会让我们感的友好、亲切，如：你去哪里、吃饭了吗、去做什么。若这些用在英语表达，欧美人则是不能理解，甚至不知道如何进行这样的对话。我们的人际关系较为复杂，在彼此交际中大多带有言外之意，但是西方人以直线逻辑进行推理、演绎，表达直截了当，文章段落结构也是直线发展。要准确理解文章所要表达的意义，就必须了解目标语中篇章结构的特点。培养跨文化交际能力可以帮助我们更好地掌握篇章结构特点。因此教师必须将相关文化背景融入教学中，使学生更好地掌握篇章结构，准确理解文章的意思。

1.3跨文化交际在修辞教学中的应用修辞学研究的是如何把文章写得更好，把话说得更好的问题。文化背景不同的人们采用的修辞手段相似，如比喻。在英汉文化里都有比喻这种修辞，用一种物体来比喻另一种物体，但是由于文化传统、社会习俗等方面存在不同，比喻的主体与客体之间所象征的意义不同。如对于dog这个喻体，在英语国家它是好的喻体有luckydog的说法，但是在中国“狗”是不好的比喻，如：走狗、狗奴才、狗腿子等。同一种修辞的手法，同一个喻体，但是所指的含义却是大相径庭。修辞在所有的教材和阅读材料中均会体现，这使得跨文化交际的功能尤为重要，让学生掌握修辞在不同文化背景中的差异、更好地理解文章的意思，进行有效的阅读是英语教学的重要部分。

1.4跨文化交际在翻译教学中的应用翻译是一种语言用另一种语言的语义来表达，同时也是一个文化信息的转换。它涉及多种因素包括语言、文化等。翻译教学不仅要掌握两种语言，还要掌握其文化差异。王佐良先生指出：“如果不了解语言中的社会文化，谁也无法真正掌握语言。”翻译的存在是因为人类有很多的共同之处，但缺乏对文化差异的掌握，翻译就会出现问题。在教学中，教师要引导学生多进行文化间比较，不能以已存在的文化思维来翻译，而是多考虑不同文化的内涵、渊源、历史背景、风俗习惯等。在翻译时，就要正确地了解其异同，进行对比分析才能做出地道如实的翻译。如greenhand是新手的意思；givemefive是击掌；而aunt是所有与母亲同辈的女性亲戚的称呼等。跨文化交际知识在翻译教学中是至关重要的，没有对文化背景的了解是达不到翻译的完美效果。跨文化交际理论渗透在英语教学过程中的各个环节，因此要习得地道的英语，用英语正确地交际，就必须重视跨文化交际理论在英语教学中的应用。

2.如何培养跨文化交际能力

2.1重视课堂教学中对跨文化交际的引导在二语的学习环境中，课堂教学是学生接受知识的主要来源，高效率地利用课堂教学的优势来培养学生的跨文化交际能力是可形之道。语言离不开文化，在课堂上，除了讲授语言知识，也要渗透文化知识，用文化指导语言教学活动，深化文化背景知识的教学，把两者合二为一，让学生既学习了语言知识也理解了文化的异同。当然，教师可以深入的讲解中西在价值观、人生观、生活观等方面的差异，让学生知其然并知所有然。通过学生对文化差异的理解，语言知识掌握得更深入，在运用上更加得心应手。如教授人教版必修三Unit1时，教师在讲解各国节日不同的庆祝活动之外，可以补充这些节日的来历，历史渊源，这样不仅使学生获得更多课本上没有的知识，也使课堂更有趣味性，在以后的交际中，学生可以自如地谈论这一方面的话题。

2.2合理利用教材资源提高跨文化交际能力英语教材中，不管是初中的教材还是高中的教材无不渗透西方文化。这么多选材广泛的英语教材都涉及英语国家的文化背景知识，为学生提供了生动鲜明的材料。在英语教学中，我们不但要讲解语言知识、提高阅读能力、语言技能，更要引导学生挖掘渗透在材料中的文化知识，在学习语言知识的同时，学会跨文化交际的能力，了解英语国家的文化习惯，更好地把所学的语言知识运用到实际。所以合理地利用教材是提高跨文化交际能力的重要途径。

篇（4）

在国际间交流与合作不断密切的背景之下，不同文化相互的交流与碰撞也更加频繁。语言作为文化交流与沟通的重要载体，必须在国际化、全球化的趋势下，对教学手段与方法做出适当的改进及调整。在大学英语教学过程当中，必须结合学生专业的特点，创设各种有利的条件，让学生在英语学习的过程当中尽量多的接触不同的文化，培养学生对中西方文化差异的敏感性，使跨文化交际能够顺利有效的展开。

1、跨文化交际论的内涵

大学英语教学区别于其他阶段英语教学最显著的一项特点就是英语教学从词汇、语法等角度上来说都具有非常突出的专业性特征，与学生的专业方向相契合。培养学生交际能力的教学方法必须以学生作为教学（也就是课堂）的主体，教师则作为课堂的组织者，重点调动学生在语言学习中的积极性与潜能，通过对交际活动以及交际情景进行设计的方式，将学生融入实际的交际活动当中，培养学生应用英语语言进行社会交际沟通的能力，从而达到大学阶段英语教学的最终目标。

有关交际能力内涵的阐释虽然有非常多的类型，但归纳起来仍然有一些共同之处。具体来说，语言的交际能力主要侧重以下几个方面的内容：首先是语言形式是否符合语法要求;其次是语言形式是否能够被交际双方所接受;再次是语言形式的使用是否得体妥当;最后是语言形式在交际运用中是否存在现实性问题。从现代语言功能学的角度上来说，认为语言作为一种特殊的社会现象，交际、交流是其最主要的功能之一，语言的构成包括了词汇系统、语义系统、语法系统、以及音位系统这几个方面。从这一角度上来说，在大学英语教学过程当中，引入跨文化交际论对学生语言交际能力进行培养的重点就在于：以扎实的语法基础为前提，全面提高学生语言听、说、读、写的综合能力，并且在特殊语言环境下，能够根据交际双方的社会地位、身份角色的得体的进行跨文化交流。

2、大学英语教学与跨文化交际论的关系

在大学英语教学中，学生需要将所掌握的丰富的语言材料知识正确应用于语言交际环节当中。传统意义上的语言教学侧重于语言形式，无法提高学生在真正交际环境下的语言运用能力。而在语言运用的过程当中，学生常常会忽略交际双方所处的社会文化以及语言交际环境的特殊性，在跨文化交际中出现语言应用不得体的问题。而以交际为目的的跨文化交际论则很好的解决了这一问题，其通过培养学生跨文化交际能力的方式，以满足不同文化背景人们的交流。在语言交际的学习与训练过程当中，必然会涉及到两种不同的文化形式。大学英语教学中除了需要向学生传授英语用语国家在民族文化方面的特点，掌握其在价值观、生产方式、生活、风俗、宗教、以及礼仪等多个方面的知识，同时还需要将本民族的文化内涵通过交际的方式传输出去。受到这一因素的影响，使得英语教学自然而然地涉及到的跨文化的影响与制约。大学英语教学中，学生除了需要吸收西方文化中优越的素质因素（如创造性思维，明确的目标，突出的个性，以及勇于创新的精神等），还应当尽全力摆脱只重视语言结构形式，学习目标空洞，语言交际能力差的问题，从而促进自身跨文化交际能力的不断提升。

3、大学英语中跨文化交际论的教学策略

1）课堂融入：在大学英语教学过程当中，教师可以通过课堂融入的方式引导学生学习相关文化知识。教师可以利用课前五至十分钟的时间进行练习，练习的主要内容是与英美国家相关的文化知识，特别是注意对文化差异知识的传授，然后引导学生们通过讨论的方式来比较中西方在文化上的差异性。

2）专门讲解：教师可以在大学英语教学过程当中结合教材教学内容，对涉及到文化知识的部分进行专门注释，在语言知识的教授过程当中同步进行文化知识的分析与引导，通过这种方式，能够使跨文化交际更加的灵活与有效。例如，在涉及到与英美国家历史知识相关的内容时，教师除了需要向学生介绍相关的语法语句外，还可以利用一定的时间介绍与之相关的历史事件以及历史背景，使学生能够加深认识。以新闻专业的学生英语教学为例，不同国家由于国情不同，因此在进行新闻报道时常常会出现冉的专业词汇。政治报道方面，西方国家常见单词有“Parliament（议会）”，“Congress（国会）”、“senator（议员）”等。而在对中国国内事务的报道中，常见的词汇与短语则有：“invigorate China through science end education（科教兴国）”，“place equal emphasis on materiel and spiritual civilizations（两个文明一起抓）”等等。学生在学习中必须了解这些专用词汇所代表的含义，更需要通过教师专门的讲解，了解其所对应的机构构成以及作用，以便在脑海中形成联系，加强对上下文的理解。

3）系统介绍：在大学英语教学过程当中，往往会根据专业领域的不同，开设一些与西方国家文化相关的课程。这些课程的学习能够使语言学习的中心自传统意义上的语言结构方向向语言功能方向转变，避免学生对语言形式的掌握过于孤立，而能够在社会环境中掌握语言形式的具体使用方法。

4）对比讲解：在大学英语教学中，为了能够培养学生跨文化交际的思想，还可以对中西方两种文化的差异进行对比，通过对比比较的方式引入文化特点。通过这种方式，能够使学生同时了解本民族与其他国家在风俗习惯或其他方面的差异。例如，在《冰河世纪》中，有原文为“Burn，Double burn”，如果采取直译的方式，则译为“燃烧，加倍燃烧”。但结合英语用语习惯，该俚语可以解释为“糗，太糗了”，所表达的是对某人的不尊重。这种翻译上的差异是学生必须通过跨文化交际学习而掌握的。再以新闻专业英语教学为例，英文中在表达数字概念时可以采取的表达方式非常多，而中文则以直接的方式进行表述。即中文中所表达的数字概念“75%”在英文中可以表达为“three quarters”，也可以表达为）“seventy-five percent”。除此以外，英文在日常生活中所出现的某些特殊句型也是影响英文语音转换为汉语语义的重要因素之一。即使是在所用词语在两种文化中有对应物时，也会由于思维局限性使意义的传达产生偏差。例如：It is the last straw that breaks the camel's back。在该句中，“straw”一词与汉语中的“稻草”一词相对应，而在英文中所指的则是”会使人超出承受能力的最后的事情或事物“。两者之间的联系“稻草”能联想至“最后的希望”，如“救命稻草”。

4、结束语

在新时期，大学英语教学大纲中进一步突出了交际作为语言本质功能，在语言教学中的重要意义，认为学生需要通过对所学语言知识的综合应用来表达自身思想，同时进行情感上的交流。为了能够增加学生对不同文化差异的敏感性，就需要积极改进大学英语的教学方法，采取多种教学策略来调动学生的学习积极性，引导学生有步骤，有重点，有计划的对本国以及英语国家文化知识的综合学习，促进自身知识面的扩展，使跨文化交际能够更好的在大学英语教学中实施并开展。

参考文献

[1]邓炎昌，刘润清.《语言与文化----英汉语言文化对比》.外语教学与研究出版社，1989.

[2]黎土旺.跨文化交际与英语教学[J].西南民族大学学报（人文社科版），2003，24（12）：276-277.

篇（5）

［2］ 拉里•A•萨默瓦(Larry A.Samovar),查理德•E•波特(Richard E.Porter).跨文化传播(第4版)［M］.闵惠泉,王纬,译.北京:中国人民大学出版社，2010.

［3］ 陈晓云.电影理论基础［M］.北京:中国电影出版社，2009.

篇（6）

任何一个国家或民族都有自己的文化及独特的文化传统，其中包括人生价值观、风俗习惯、社会礼仪等，这一切就构成了各民族之间的文化差异。英语教学的目的，不仅要使学生掌握英语知识和语言技能，而且还要使他们了解英语所依附和产生的英语文化。目前，中国对各类具有跨文化交际能力人才的迫切需求使得跨文化交际能力的培养不可避免地成了当前外语界的主要任务。怎样在英语教学中培养学生跨文化交际能力呢?

一、跨文化交际能力的含义

跨文化交际(cross culture communication)指本族语言者与非本族语言者之间的交际，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。跨文化交际涉及到不同的文化背景、宗教信仰、社会环境以及由此所形成的不同的语言习惯、社会文化、风土人情。

二、文化差异对跨文化交际的影响

不同文化背景的人在交际过程中遵守着不同的交际原则，这些交际原则是人们在日常生活中逐渐形成的，它们蕴含着文化意义。在跨文化交际中，人们遵循什么样的交际原则上，常常会受到他们所依附的文化背景的干扰。

1.价值观念的差异：每个社会都有其自身的价值体系，它影响着生活在该社会的人们的思维模式及交际原则。比如说中国人提倡集体主义，相反，西方人更强调个人主义。例如英语某些单词既有褒义色彩，又有贬义色彩，由于中西两种价值观的不同就有了不同的看法。如ambitious一词，我们常取其贬意，表示野心勃勃，而美国人多取其褒义，表示有雄心壮志。

2. 礼仪习俗的差异：社会习俗是人们在长期的历史发展过程中沿袭下来的一种生活方式，习俗文化一般包括称呼、问候、道谢、打电话、告别等。例如，中国人常用“吃饭了吗？”作为吃饭前后打招呼的常用语，如按字面译成“Have you eaten？”外国人听起来就觉得很奇怪，有时会误以为你要请他吃饭。

中国学生学英语没有学习母语的那种环境，这就要求教师在教语言的同时一定要培养他们的跨文化意识、提高他们的交际能力。

三、培养跨文化交际能力的必要性

由于世界上每一种文化都具有其他文化所没有的特质，任何一种文化都不能替代另一种文化本身的功能。全球化带来的跨文化交际遇到文化障碍是必然的。胡文仲教授认为：只注意语言的形式， 而不注意语言的内涵是学不好外语的。因此，要获得跨文化交际的最佳效果，我们不仅要掌握语言本身的规律，而且还需要了解语言所承载的文化内涵。

四、在教学中培养跨文化交际能力

1.教师应不断提高自身的跨文化交际意识和文化素养。英语教师的素质直接影响到学生跨文化交际能力培养的效果。许多英语教师对传授语言知识，讲解语法结构驾轻就熟。但涉及到跨文化交际能力时，就会感到自身的文化知识不够丰富，语用能力不强，因而对英语语言文化教学有畏难情绪。因此，在可能的情况下，英语教师应到国外进修学习，亲临所学语言的民族文化氛围，耳濡目染，亲身感受英美国家的语言与文化差异。

2.作好文化背景知识的介绍。在英语课堂上，教师应适当穿插有关英语国家的文化背景知识，诸如这些国家的历史、地理、宗教信仰、风俗习惯、生活方式及风土人情等等。要让学生明白， 在交际中，不能死死抱住本民族的思维方式和文化习惯。因为， 即使使用的语法词汇都正确， 也会导致交际的失败。

3.充分利用现代多媒体技术网络，发挥第二课堂的作用。课堂时间是有限的，仅靠课堂教学远远不能满足学生学习和掌握外语的需要。适当、合理、有序的课外活动是课堂教学的补充和延伸，是帮助学生提高英语交际能力的辅助手段。在教学中，教师应充分利用多媒体设备，给学生创造一个真实的语言环境。如播放一些专门介绍社会情况的记录片等，让学生直接感受英语国家的文化、习俗。

培养当代大学生的跨文化交际能力对于提高外语人才的素质以及综合能力具有重要意义，而提高跨文化交际能力是一项艰巨而又复杂的任务，需要我们广大外语工作者认真探索，努力尝试。

参考文献

篇（7）

中国英语教学长期以来一直以提高学生的语言技能为中心，在实践中也已取得了巨大的成就。但是对英语教学在培养学生语言基本技能之外的跨文化交际能力却没有给予足够的重视。中国与世界的交往日益密切，这一英语教学的大环境要求我们在英语教学中进行跨文化交际教学，提高学生的跨文化交际能力。

一、英语教学中培养跨文化交际能力的原因

英语教学之所以要注重对学生跨文化交际能力的培养是因为中西文化存在着差异。中西方文化的差异体现在生活的各个方面，比如称谓、问候、介绍、询问等各个方面。具体来讲，有以下几个方面：

1.价值观念的差异。价值观念是文化的核心，不了解一个民族的价值观念，就不会充分理解该民族的语言表达方式和行为模式，很容易造成跨文化交际中的语用失误。

2.伦理道德观念的差异。伦理道德的差异也是造成跨文化交际失误的重要原因之一。中国人习惯透明生活，个人的行为和意志常受到周围无数有形无形的制约，不太在意隐私权。相比之下，西方社会在价值观念上十分重视个人的权利与自由，重视法律上的人人平等。

3.民族习惯和思维方式的差异。民族习惯是指一民族在长期的历史发展过程中逐渐形成、反复出现并世代相习的生活方式。民族习惯生动地体现一个民族的生活习惯、行为方式、伦理观念等方面的传统特点，是构成民族文化历史的主体。民族习惯一旦产生，会对该民族成员的思想和行为产生极大的约束作用。

可见，中西文化的差异是无处不在的。所以，如果在英语教学中不注重跨文化交际的教学，在实际交往中就会出现尴尬的局面，造成交际失误，影响交际质量。

二、英语教学中导入跨文化交际教学的重要性

如前所述，中西文化在交往的各个领域都存在或多或少的差异，那么在教学中进行跨文化交际教学就十分重要了。在教学中伴以文化的导入，会使英语学习多姿多彩，能提高学生的学习兴趣。跨文化交际是发生在两个不同文化负担者之间的，所以双方只有充分了解彼此的文化，了解文化的异同，才能成功地交流。因此，在实践中，通过将语言和文化相结合，增强学生的文化差异和跨文化意识，培养学生的跨文化交际能力就十分必要。

三、如何在英语教学中培养学生的跨文化交际能力

在英语教学中，跨文化交际的教学也是有章可循的。如教师可以根据教科书上的内容讲解与其相对应的背景知识，把文化知识的介绍自始至终贯穿于整个教学活动之中；也可以用比较法，在重视所学语言国家的文化习俗的同时，引导学生学习自己的民族文化，关注不同文化的差异，从而更好地把握和运用所学的语言比较母语文化与目的语文化之间的异同，分析“同”，增强语言习得中的“正迁移”，指出“异”，防止“负迁移”，使学生充分了解母语和目标语文化的异同，在交际实践中尽可能地避免“负迁移”。教师还可利用辅助教学设备，如录像、电影等，使学生直观生动地了解英语国家的文化，增强学生对文化差异的敏感性。同时，教师还可以组织一些英语活动，如表演话剧、英语角、外教课等，尽量给学生提供能运用语言的环境，使学生在轻松愉快的气氛中学到文化知识。

此外，因为单词是英语语言的“细胞”，所以教师对学生跨文化交际意识的培养必须从单词、短语入手。单词、短语的含义常因说话人的年龄、性别、社会地位、方言、说话目的等不同而有所变化，所以在遣词造句上要注意以下情况：

1.语域。语域指在具体条件下习惯应用的语言形式。如，在与人打招呼时，何时用“How are you？”何时用“How do you do？”或“Hello！”“Good morning！”等。再如，表示女孩漂亮用“nice”，表示男孩英俊用“handsome”，要避免用错。

2.搭配。英语中有些单词搭配力强，应熟练掌握、正确理解和运用。如学到“man”就可以扩大学习policeman，postman及词组play the man 等。

3.同义词和反义词。英语单词的意义往往可以运用同义词和反义词来表达。要想尽可能地运用英语进行交际，就应该重视同义词和反义词的运用。例如，在谈到“不同的”这个概念时，如果一时忘了“different”这个词，还可用“not the same”来表达，同样可以达到交际目的。

随着中西文化交流不断扩大，跨文化交际越来越被人们所重视。不同语言、不同文化背景的人要成功地进行交流，语言是基础，而跨文化交际能力和意识更为重要。成功的跨文化交际不仅需要我们具备良好的语言能力，而且也需要了解彼此文化间的差异，增强对目的语文化的领悟力，提高社会文化能力。中只有这样，才能避免因文化差异而带来的跨文化语用失误。教师在英语教学中，应以培养学生的语言实际运用能力和跨语言交际能力为基本出发点，在实际教学中注重文化的导入，切实提高学生的能力。

参考文献：

[1]高远.对比分析与错误分析[M].北京：北京航空航天大学出版社，2002.

[2]胡文仲.文化与交际[M].北京：外语教学与研究出版社，1994.

[3]张公谨，丁石庆.文化语言学教程[M].北京：教育科学出版社，2004.

篇（8）

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

篇（9）

中图分类号：H319 文献标识码：A

世界经济一体化的今天，人们越来越多地与来自世界各国的人进行联系，正在接受高等教育的大学生们是学习英语的主力军，他们在毕业后就要运用英语进行工作或者在相关行业工作，因此，大学英语教学起着至关重要的作用，既要使大学生们不但能够用语言与外国人进行交流与沟通，同时能够理解该国的文化和习俗，不至于在交往中产生误解和纠纷。这就要在大学英语教学中引入跨文化交际的内容，提高学生在实际交往中的能力。

1　跨文化交际教育在大学英语教学中的意义

跨文化交际指的是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。通俗来说就是如果你和外国人打交道（由于存在语言和文化背景的差异），应该注意什么问题，应该如何得体地去交流。本文中所论及的跨文化交际主要指以英语为母语的国家和我国之间的跨文化交际。

大学英语教学要以跨文化交际为重点。王佐良先生说：“不了解语言当中的社会文化，谁也无法真正掌握语言。”很多人认为学习语言就是学习他们的语法单词，学习说好这门语言的规律，但是如果不能很好地了解这门外语的文化背景，是很难达到有效的交流这样一个学习语言的目的的。大学生在经过多年英语学习之后，掌握的词汇和语法知识已经远远超过交流所需的量，但真正能利用外语进行交流的学生却是凤毛麟角。这就要求我们的大学英语教学要进行相应的改革，不能只侧重笔试的成绩，而要以学生能否进行有效的跨文化交流为侧重点，大学英语教学要以跨文化交际为重点。

2　提高高校教师跨文化交际意识的必要性与方法

2.1　提高高校教师跨文化交际意识的必要性

英语教师是进行跨文化交际教育的主体，除了教授学生语言知识外，还应传播所教授语言国家的历史、文化、政治、经济的背景知识。因此，教师本人应该具备这些知识，并且掌握传播这些知识的工具和方法。但如今的大学英语课堂，还是以教师讲，学生记为主要教学方式，考试也是以记忆课本上的内容为主要方式，即使是考试得高分的学生在日常交际中也经常出现错误或不知如何表达，而其实很多教师对跨文化交际的概念也不是很清楚，很多人都只是以教材为依据进行相关文化的讲解。然而，可以说，在当前全球化经济贸易日趋广泛的影响下，各行各业都要求加强对英语国家文化，尤其是对政治经济生活方面的了解，高校毕业生也是这些行业的骨干分子，因此提高高校教师跨文化交际意识的必要性已经提上日程。

2.2　提高高校教师跨文化交际意识的方法

（1）引入跨文化教学，加强平时自我学习；（2）提高本土文化修养，理解多元文化现象；（3）发挥教师合作精神，实践跨文化交流。

3　培养大学生跨文化交际意识的必要性与方法

3.1　培养大学生跨文化交际意识的必要性

学生从小在应试教育的指挥下，在学习英语时，重视音标、单词和语法的记忆，句子结构的分析和语篇的理解。到语言能力提高到一定程度后，在进行真实的语言交流时，就会出现很多文化障碍，很多课本上没有学过的东西阻碍了成功的交际。很多人认为只要在交际中注意礼貌礼仪就不会出现麻烦，但礼貌礼仪在不同的国家有不同的表达方法，如果一味地用本国的常识和风俗去套用，就会出现套错的现象，出现交际障碍。在不同的场景下与不同的人打交道要用不同的说法，仅仅学会单词语法，而不会灵活运用，是达不到交际的目的的。所以，必须要树立起大学生跨文化交际的意识。

3.2　培养大学生跨文化交际意识的方法

（1）在课堂上导入本土文化，很多教师和学生对中国文化的英语对应语都不是很熟悉，在与外国人的交际过程中只好使用音译法，从而产生误解。学习如何用英语表达中国特色的社会现象是跨文化交际教育中重要的组成部分，师生都应该加大对本土文化的重视力度。

（2）搜索相关中西方文化方面的电影和视频进行教学，可以以不同方法欣赏，边看边讨论或看完讨论或看完表演等，要注意在日常生活中不同情境下的相关用语，或同一场景下的各种不同的说法。这需要学校提供相关设施。

4　结束语

大学英语教学中引入跨文化交际教育需要按步骤有计划地实施，要进行教育教学的改革，教材的改革，教育理念的改革以及教师培训的改革等。教学主管部门应该在教学大纲和教材的选择上进行改革和试点，逐步推进外语教学中跨文化交际内容的推广；组织专家学者编写出适合不同层次需要的，以不同国家文化背景以及语言文化的对比为资料的新型教材，来适应外语教学改革的需要；加大对教育教学改革的力度，在教育理念、教学目的、评估手段和方法上进行大刀阔斧的改革和创新，从应试教育逐渐转变为能力教育，以适应未来职业的需求；增加教师培训、师资培养的计划，鼓励英语教师多参加培训，多进行海外交流，进一步提高教师的跨文化交际意识和能力。总之，大学英语教学中的跨文化交际教育在现代教育理念的推动下会逐步得到重视，这同时也是职业及社会的需求，希望这种需求会逐渐转化为整个外语教学界的改革，并不断使之进一步扩展。

参考文献

[1]　胡文仲.跨文化交际学概论[M].北京：外语教学与研究出版社，1999：196.

[2]　王海英.论英语教学中的文化导入[J].教育理论与实践，2007（2）：61-　62.

篇（10）

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.

References

[1] Byram, M. Cultural Studies in Foreign Language Education[M]. Multilingual Matters Ltd (1989)

[2] Byram, M. & Morgan, C. Teaching-and-Learning Language-and-Culture[M]. Clevedon，England：Multilingual Matters (1994)

[3] Ciccarelli, A. Teaching Culture through Language: Suggestions for the Italian Language Class.[A]. Italica，(1996)

[4] Crookes, G. & Schmidt, R. Motivation: Reopening the Research Agenda[A]. Language learning (1991)

[5] Falk, J. Linguistics and Language: A survey of Basic Concepts and Implications (2nd Ed.) [M] John Wiley and Sons (1978)

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[7] Herron, C., Cole, S. P., Corrie, C., & Dubreil, S. The Effectiveness of Video-based Curriculum in Teaching Culture[J]. The Modern Language Journal, (1999)

[8] Kramsch, C. Context and Culture in Language Teaching[N]. Oxford University Press (1933)

[9] Stephens, J.L. Teaching Culture and Improving Language Skills Through A Cinematic Lens. A Course On Spanish Film in The Undergraduate Spanish Curriculum[J]. ADFL Bulletin, (2001)

[10] Tylor, E.B. Primitive Culture[N]. Gordon Press (1981)

[11] Samover,larryA.2000. Communication between, cultures. Beijing:Foreign Language Teaching and Research Press

[12] Kramsch, Claire..Shanghai Foreign Language Education Press, 2000.

[13] 胡文仲. 跨文化交际学概念[M]. 北京：外语教学与出版社，1999

[14] 胡文仲. 文化与交际[M]. 外语教学与研究出版社，1997

[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

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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。

 

篇（11）

跨文化交际，即intercultural communication，指的是来自于不同文化背景下的交际者运用语言或非语言的方式进行有效、得体的互动交流的过程，涉及到语言学、传播学、文化学、传播学等诸多学科的内容。不同的国家或地区有着多样化的文化或历史传承，有着不同的风俗习惯和语言文化，这些都会对跨文化交际造成不同的影响。

语言学习的目的就是为了更好的交流和沟通，因此我们在大学英语的教学实践中，除了英语的基本技能，如听力、口语、阅读、写作之外，必须重视将英语国家文化背景知识融入课堂，培养学生对英语国家社会文化的积极理解与欣赏，比较我们的文化和英语国家文化的差异所在，加强学生跨文化交际的技能，减少学生在跨文化交际时遇到的文化障碍和受到的文化冲击，从而进行有效得体的互动交流。

2 培养跨文化交际意识的意义

2.1 有效消除交流障碍，防止交际摩擦

如上文所述，不同国家地区，其文化、历史、习俗都有很大不同，甚至在世界观、人生观、价值观取向上也存在差异。我们运用语言进行跨文化交际时，如果不了解对方的文化背景，不了解对方的风俗习惯，不了解对方的俗语谚语等，有可能会无法正确解读对方语言所包含的信息，也无法向对方准确表达自己想要表达的内容造成误解，形成交流障碍，严重者甚至会升级为交际摩擦，以致出现冲突。培养学生跨文化交际意识，能有效的防止这种情况的发生。

2.2 开拓学生视野，增加语言知识储备

培养学生的跨文化交际意识，要求学生自发自觉的去了解英语国家社会制度、历史文化背景、语言运用习惯等方面的内容，了解我们的文化和英语国家文化的区别所在，接受人生观、世界观、价值观的种种差异，学着用native speaker的思维方式去进行思维，学习对方文化的精华，摒弃其糟粕，有助于学生知识面的拓宽和英语相关知识的储备。

3 存在的问题及对策分析

3.1 存在的问题

我国的大学英语教学模式，一直没有摆脱教师处于权威主体地位，学生被动接收的情况，大部分学生学习英语，主要目的仍是为了应付大学英语四、六级考试或是研究生入学英语测试。这就导致我们的学生学习英语，其重点重心放在词汇和语法的学习上，自动忽略了对文化背景知识的了解与吸收。我们的大学英语教学工作者，也没有对大学英语教学中文化知识的传授有足够的重视。这种情况的出现，有其客观原因。首先，大多数学校因客观条件限制，大学英语的教学通常采用大班授课的方式，大的授课班级人数甚至达到八九十人，这使得任课教师与学生在课堂上一对一，或是学生们之间用英语进行会话训练的机会大大减少。其次，大学英语课程设置不甚合理，课时少，教学任务重。在有限的课时内，教师要完成繁重的教学任务，不得不有所取舍。再次，我们的大学英语教学，缺乏良好的语言环境。受几十年来英语教学传统的影响，学生们只注重英语基本能力的培养，学习活动发生的主要区域局限于教室，学习活动的对象局限于大学英语课本，离开了英语课堂，立刻回归母语世界，所以学生们的思维方式无法转变，仍然是汉语式的思维。

3.2 如何在教学中培养学生的跨文化交际意识

首先，教师应当转变传统的英语教学理念，认识到跨文化交际意识对我们的重要意义，通过接受系统、专业的训练，通过自身的不断努力与积累，扩充自身的英语知识层面，以适应跨文化交际教学对于教学者的要求。在课堂教学中，教师不能仅仅局限于英语基础知识如词汇、语法等的教学，还应结合教材，恰当、适时引入相关背景知识，引导学生克服母语带来的思维障碍，培养学生主动进行文化对比的意识，引导学生了解文化差异，使学生既能接受对方不同的文化，也能在语言中包含我们自己的文化，减少文化冲击给学生带来的理解障碍。