【摘要】 多元文化和跨文化交流与互动是外语学习的一个基本特征。外语学习不仅要着眼于语言基本技能的培养和提高,也要着重于培养学生的跨文化意识和能力,因此外语教师必须具备实施跨文化教学的知识和技能。本文采用实证研究方法,以上海某高校32名大学英语教师为研究对象,根据Brain Spitzberg跨文化交流能力模型,对跨文化交流框架下的个人系统、情景系统和关系系统三方面进行了分析,探讨了培养和提高外语教师跨文化交际能力和跨文化教学能力的构建方法,进而为跨文化外语教学提供一些启示。更多还原

【Abstract】 Inter-cultural communication and interaction is the fundamental feature of foreign language learning. Based on the fact that foreign language learning should focus not only on training and improving language skills, but also on cultivating learners’ intercultural awareness and competence, language teachers should have the motivation, knowledge and competence to implement teaching with inter-cultural characters. Based on Brain Spitzer’s integrative model of intercultural competence, with 32 college English teachers in one university in Shanghai as its subjects, the paper uses the empirical method to analyze those teachers’ individual system, episodic system and relational system of their intercultural communication competence, and explores the ways of developing and enhancing teachers’ interculutral communicative competence and teaching competence, intending to provide some enlightenment to intercultural language teaching in China.更多还原