英漢文化雙向導入與高中生跨文化交際能力的培養(yǎng)--一項基于中學英語課文化教學的調查研究.pdf

1、學位論文獨創(chuàng)性聲明本人鄭重聲明：所提交的學位論文是本人在導師指導下進行的研究工作和取得的研究成果。本論文中除引文外，所有實驗、數(shù)據(jù)和有關材料均是真實的。本論文中除引文和致謝的內容外，不包含其他人或其它機構已經發(fā)表或撰寫過的研究成果。其他同志對本研究所做的貢獻均已在論文中作了聲明并表示了謝意。學位論文作者簽名：彳多位日期：洲鄉(xiāng)、zf學位論文使用授權聲明研究生在校攻讀學位期間論文工作的知識產權單位屬南京師范大學。學校有權保存本學位論文的電子

2、和紙質文檔，可以借閱或上網(wǎng)公布本學位論文的部分或全部內容，可以采用影印、復印等手段保存、匯編本學位論文。學?？梢韵驀矣嘘P機關或機構送交論文的電子和紙質文檔，允許論文被查閱和借閱。(保密論文在解密后遵守此規(guī)定)保密論文注釋：本學位論文屬于保密論文，密級：絲保密1期限為——年。學位論文作者簽名：珂夕臣指導教師簽名：日期：2刁愀多、鞏日期：孑螟，矽1杉緲勿Withpeoplefromalloverthewordcommunicatingfr

3、equentlyinterculturalawarenessandinterculturalcompetencebecomemoreandmoreimportantIn2003curriculumcriterionforseniorhighschool，curriculumaimmentionsthatstudentsshouldformtheinterculturalawarenessandinterculturalcompetenc

4、eIntoday’SEnglishteachinginseniorhighschool，howeverteacherswhoattachtoEnglishculturearelittleandwhopayattentiontoChinesecultureteachingarelessTocultivatestudents’interculturalcompetence，Englishteachingshouldbebasedonthec

5、omparisonbetweenEnglishcultureandChinesecultureOnlyinthiswaycanstudents’interculturalcompetencebeimprovedAccordingtothetheoriesofFantini，interculturalcompetenceincludesattitudeaspect，knowledgeaspectandbehavioraspectThere

6、fore，thisstudytriestostartfromthesethreeaspectstOinvestigatethesituationofstudents’interculturalcompetenceinseniorhighsch001Ascultureteachingisanimportantwaytocultivatestudents’interculturalcompetence，thisstudyadoptsthew

7、aysfromtheperspectiveofbidirectionalinputofcultureThisresearchisaninvestigativeonewhichemploysquantitativeandqualitativeresearchapproachesItfocusesontwoquestions：11what’Sthecurrentsituationofbidirectionalinputofculturete

8、aching2)what’Sthecurrentsituationofstudents’interculturalcompetenceinseniorhighschoolInordertofindouttheanswers，onequestionnaireisusedtoinvestigate40EnglishteachersintwoseniorhighschoolsinNanjingandonequestionnaireandone

9、interculturalcompetencetestarecarriedoutforstudents’interculturalcompetence。SPSSl80isappliedtoanalyzethedataItshowsthattheinterculturalcompetenceofseniorhighschoolstudentsisnothighanddiffersfromstudentstostudentsTheyperf

10、ormedbadlyinsocialvaluesandsocialprincipleandconversationprincipleandcouldn’tchooserightcommunicativebehaviorWhat’Smore，thefeedbackofcultureteachingisnotgoodTeachers’teachingdoesn’tmeanstudents’learning，whichimpliesthatt

11、eachershasalreadytaughtstudentsaboutEnglishandChinesecultureatclassbutstudentscouldn’ttakeinWealsocanseethispointfromtheresultofinterculturalcompetencetestBothteachersandstudentsagreetheimportanceofcultureteachingandthel

12、ackofculturematerialintextbookTheyalsothoughtthatinrealteaching，languageteachingvaluesmorethancultureteachingBasedontheresearchresults，severalsuggestionsarementionedasfollowed：1)formcompleteandreasonableteachingsystemofi