【作者】 王宁；

【导师】 王文琴；

【作者基本信息】 南京师范大学 ， 英语语言文学， 2017， 硕士

【摘要】 教师的跨文化教学能力不仅要求教师具备跨文化交际能力,更是要求他们在课堂教学中具备有效组织课堂的能力。这体现在教师的教学内容、教学方案的选取和设计以及各个教学环节的有效实施等各个方面。本文在对语言与文化的关系、跨文化教学等概念的阐述以及已有跨文化教学研究成果的基础上,采用定量与定性研究相结合的方法,运用课堂观察、调查问卷与半开放访谈的方式,力图基于某四星级中学教师的课堂教学进行个案研究,旨在对课堂教学中英语教师的跨文化教学能力进行探究。具体探究以下三个问题:(1)教师对跨文化教学能力的认知程度如何;(2)教师如何将跨文化教学意识揉进教学施教程序和课堂教学中;(3)教师在教学过程中快速捕捉并应对学生的跨文化认知需求的能力状况如何。研究发现,首先,他们在对跨文化教学的认知方面存在问题,具体表现为仅仅将跨文化教学的能力简单归为文化教学以及提高学生跨文化交际的能力,却并未将其视为整体地把握教学施教程序的方方面面的能力。其次,有些教师跨文化教学意识不强,很少明确而有意识地将其与教学程序和课堂教学结合起来进行文化教学。并且,在课堂教学过程中,对语言形式与文化内涵的密切关系不够重视从而对学生的“语用失误”处理不当。对学生在学习中存在的跨文化方面的问题捕捉不足,处理上也比较笼统模糊,缺少细致具体的应对策略。由此可见,无论是教师自身的职业能力发展还是有效的英语教学,跨文化教学能力都是一个令人堪忧的问题。为此,教师在职培训和师范教育均该从以下两个方面做思考:教师应该改变对跨文化教学的传统观念,提高自身的跨文化教学意识;全方面地提高跨文化教学能力,把握语言形式与文化内涵的内在关系,更好地捕捉并应对学生的需求。更多还原

【Abstract】 Teachers’ intercultural teaching competence not only requires them to have good intercultural communicative competence but also enables them to carry out effective classroom teaching. This ability is usually reflected in various aspects, such as the selecting and designing of teaching content and teaching plan, and effective teaching procedures.Based on the theories of correlation between language and culture, intercultural teaching,and with the approach of intercultural teaching research, this thesis adopts the method of quantitative and qualitative research, combined with classroom observation, questionnaire and semi-open interviews to collect data. It is a case study based on the English teachers’classroom teaching of a four-star high school, aimed at exploring high school teachers’intercultural teaching competence in classrooms. Following three questions are explored:(1) What is the teachers’ general cognition of intercultural teaching competence? (2) How do the teachers integrate their intercultural awareness into the instructional process and classroom teaching? (3) To what extent are the teachers capable of both capturing and coping with students’ intercultural needs in foreign language cognition.The answers to these three questions are briefly as follows: firstly, they regard intercultural teaching in the simplistic way to teach culture and cultivate students’intercultural communicative competence but not consider the instructional process in a holistic way; secondly, teachers, intercultural awareness is relatively vague. They are not able to teach culture explicitly and purposefully with integrating intercultural awareness into the instructional process and classroom teaching; finally, roughly they do not take the relationship between language form and cultural connotation substantially and quite often unable to handle students’ pragmatic failure properly. Some of them have difficulties in capturing students’ intercultural needs and feedback, and their guiding and mentoring is usually vague and general. Therefore, it can be inferred that teachers’ intercultural teaching competence is a big concern both for teachers’ professional development and effective language teaching. To lessen the concern, both the in-service training of teachers and pedagogical education should consider the following two aspects: teachers should update their conception of intercultural teaching and improve their intercultural teaching awareness; they should horn their intercultural teaching ability in all aspects and grasp the inherent correlation between the language form and cultural connotation to better capture and respond to the needs of the students.更多还原