优化英语教学环境,提高中学生的跨文化交际能力Optimizing the Atmosphere of English Learning to Improve the Intercultural Communication Competence of the Students in Middle Schools [2]
论文作者:时德生论文属性:硕士毕业论文 thesis登出时间:2007-12-02编辑:点击率:6919
论文字数:7637论文编号:org200712022132284459语种:英语 English地区:中国价格:$ 66
关键词:
hange with the Outside World......................19
4.3 Optimizing the Atmosphere of English Learning by Introducing the
Original English Textbooks and Developing the School-Based Curricula..................19
4.4 Encouraging Teachers to Improve Themselves in Cultural Accomplishments............20
4.4.1 Teachers Should Have a Good Master of Theory on Intercultural Communication...20
4.4.2 Teachers Should Keep on Reading Original English Works................................20
4.4.3 Teachers Should Carry on a Lifetime Study to Improve Self-cultivation.................20
V. Conclusion.................................................................................................21
Bibliography....................................................................................................22
Appendixes......................................................................................................23
Part I
Introduction
Hymes (1972) pointed out four parameters about communicative competence: grammaticality, feasibility, appropriateness and acceptability. The essence of appropriateness and feasibility is social cultural competence. The first parameter is related to linguistics competence (Chomsky, 1957). It puts emphasis on "accuracy". The other three are called "pragmatic competence". Many people agree on that communicative competence involves five aspects: four skills (listening, speaking, reading and writing) and social cultural competence. The concept of communicative competence makes a great influence on foreign language teaching. Many textbooks are edited based on it and view it as the endmost goal. Hence the Notional-Functional syllabus or Communicative Approaches. Since Hymes put forward the concept Communicative Competence, there emerge lots of foreign languages teaching approaches. Most of them are set up on the basis of Communicative Approaches. And pragmatics and Intercultural Communication have been developing at their climaxes at present.
There are two sorts of errors in communication: one is language error, the other culture error. And the latter is much more dangerous in communication. As Wolfson
notes(indirect from Zhang Weiyou, 1991): "In interacting with foreigners, native speakers tend to be rather tolerant of errors in pronunciation or syntax. In contrast, violations of rules of speaking are often interpreted as bad manners since the native speakers are unlikely to be aware of sociolinguistic relativity." Here, the rules of speaking means more or less the aspects of intercultural communication, which involves much the same as culture awareness. It is really an issue for teachers to teach culture and diminish the cultural barriers. For quite a long time, culture teaching and learning have been puzzling teachers.
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