跨文化10.docx
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跨文化10.docx
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跨文化10
《大学英语跨文化交际》教案第十章
Chapter10InterculturalCommunicationCompetence
I.TeachingObjectives
Inthischapter,theteachershouldenablethestudentsto:
1.Understandinterculturalcommunicationcompetence.
2.Summarizethevariouscomponentsofinterculturalcompetence.
3.Distinguishthedimensionsofinterculturalcompetence.
4.Masterthestrategiesandskillsforimprovinginterculturalcompetence
II.Contents
1.Keywords
(1)Competentcommunication:
Itisinteractionthatisperceivedaseffectiveinfulfillingcertain
rewardingobjectivesandisalsoappropriatetothecontextinwhichtheinteractionoccurs.(有能
力的交际:
有能力的交际被视为能够有效完成预期交际目标同时适合于具体交际语境的交
际。
)
(2)Interculturalcommunicationcompetence:
Itreferstotheabilitytoaccomplisheffectiveand
appropriateinterculturalcommunicationbetweencommunicatorsofdifferentcultures.(跨文化
交际能力:
跨文化交际能力是指一种在不同文化的交际者之间能够完成有效且得体的交际的
能力。
)
(3)Interculturalcompetence:
Itreferstotheabilitytobecomeeffectiveandappropriatein
interactingacrosscultures”.Itistheabilitytounderstandandadapttothetargetculturewithout
ignoringthenativeculture.Italsoreferstothesensitivitytoculturaldiversity.(跨文化能力:
跨
文化能力是指在跨文化互动交际中能够变得得体有效的能力。
它是种在不忽视自身文化的同
时能够理解和适应目标文化的能力,也是对文化多样性的一种敏感性)。
2.KeyPoints
(1)thedefinitionofinterculturalcommunicationcompetence.
(2)thevariouscomponentsofinterculturalcompetence.
(3)thedimensionsofinterculturalcompetence.
(4)thestrategiesandskillsforimprovinginterculturalcompetence
3.DifficultPoints
(1)Thevariouscomponentsofinterculturalcompetence
(2)Thedimensionsofinterculturalcompetence
(3)Thestrategiesandskillsforimprovinginterculturalcompetence
III.TeachingMethods
1.Pair/Groupwork
2.Discussion
3.Task-basedapproach
4.Communicativeapproach
5.Questionsandanswers
6.Caseanalysis
7.Interview
-1-《大学英语跨文化交际》教案第十章
IV.TeachingProcedures
1.Lead-incase:
LetstudentsdoLead-inCase“What’sthematterwiththegift?
”anddiscussthe
followingquestions:
(1)Whydoyouthinktheoldwomanappearedtobeangry?
(2)Howdoyourelatetheoldwoman’sbehaviortoherculture?
2.TextA
a.Presentation:
Pre-readingtask
Letstudentsdopre-readingtaskandthinkoftherealmeaningofinterculturalcommunication
competence.
b.Practice:
Theexplanationofthetextandactivities
(1)SignificanceofCompetentInterculturalCommunication
Letstudentsread“SignificanceofCompetentInterculturalCommunication”andthenexplain
themainidea.
(2)TheImperativeforInterculturalCompetence
Theneedtounderstandtheroleofcultureininterpersonalcommunicationisgrowing.Teacher
willletstudentsknowtheimportanceofinterculturalcompetencefromeconomic,
technological,demographic,andsocialjusticeconcerns.
c.Production:
after-readingcheck
Letstudentsanalyzetheculturalphenomenoncanbereflectedinthecase“SignsinAnother
Language”.Andthenteachersummarizesthekeypointsshowninthiscase.
3.TextB
a.Presentation:
Pre-readingtask
Letstudentsdopre-readingtaskanddiscussthequestionsprovidedbytheactivity.
b.Practice:
Theexplanationofthetextandactivities
(1)CommunicationCompetenceDefined
Letstudentsdiscusswhatcommunicationcompetenceiswiththeirgroupmembers,andthen
readthetexttocomparetheirswiththeonegiveninthetext.Atthesametimetheyalso
shouldfindthedefinitionofcompetencecommunication.Thenteachersummarizethetwo
definitionsandtellthedifferences.
(2)InterculturalCompetenceandInterculturalCommunicationCompetenceDefined
LetstudentsreadthetextandfindthedefinitionsofInterculturalCompetenceand
InterculturalCommunicationCompetence,andthenaskthemtodothequestiononthe
textbook.
c.Production:
after-readingcheck
Letstudentsdothebriefanalysisofthecase“DemographicAnalysisinUSA”andthen
teacherprovidestheanswertothem.Andsuggeststudentstowatchthefilmsshowonthe
textbook.
4.TextC
a.Presentation:
Pre-readingtask
Letstudentsdopre-readingtaskanddiscussthequestionsprovidedbytheactivity.
b.Practice:
Theexplanationofthetextandactivities
(1)IndividualComponentsofInterculturalCompetence
TeacherwillletstudentsknowtheIndividualComponentsofInterculturalCompetencefrom
-2-《大学英语跨文化交际》教案第十章
thefollowingfouraspects:
▲Motivation
LetstudentsdothequizaboutInterculturalWillingnesstoCommunicateScaletochecktheir
willingnesstocommunicateinterculturally,thentheywillunderstandmotivationisan
importantaspectofdevelopinginterculturalcompetence
▲Knowledge
Letstudentsthinkofthemeaningofknowledge,andthenchecktherealmeaningof
knowledgeinthetextbook.
▲Attitudes
Teacherexplainsattitudesfromthreeaspects--toleranceforambiguity,empathy,and
nonjudgmentalness,letstudentsfinishtheactivitiesinthetextbooktofurtherunderstandthe
aspectofattitudes.
▲Behaviorsandskills
Teacherexplainsthedifferentlevelsofinterculturalcommunicationcompetencewiththehelp
ofmetaphors.Andthentellwhatthelevelsofinterculturalcommunicationcompetenceare.
(2)ContextualComponentsofInterculturalCompetence
Letstudentsreadthetextandfillinthediagramonpage10tograspthemainideaof
contextualcomponentsofinterculturalcompetence.
c.Production:
after-readingcheck
Letstudentinterviewanyclassmateaccordingtothediagramonthetextbookandexchange
someinformationwiththeclassmate,andthenheorshecanknowthecomponentsof
interculturalcompetence.
5.TextD
a.Presentation:
Pre-readingtask
Letstudentsdopre-readingtaskanddiscussthequestionsprovidedbytheactivity.
b.Practice:
Theexplanationofthetextandactivities
(1)TheKnowledgeDimension
Teacheranalyzesthecomponentsoftheknowledgedimensionwiththehelpofthefigureon
textbook.
(2)TheAffectiveDimension
Dividestudentsintosomegroupsandletthemdiscusstheirexperienceofmeetapersonthat
theydislike,thenasktheirrepresentativestoexpresstheirideatocheckwhethertwo
communicators’affectivedimensioncaninfluencenegativelyontheactualinteraction.
(3)ThePsychomotorDimension
Letstudentsreadthetextandfindthekeywordsoftheelementsofthepsychomotor
dimension.
(4)TheSituationalFeaturesDimension
Letstudentsreadthetextandgivesomeexamplesofsituationalfeaturesaffectthe
interculturalcompetence.Thenteachergivessomecomment.
c.Production:
after-readingcheck
Letstudentsdotheanalysisofthecase“John’sProblem”andthenteacherprovidestheanswer
tothem.
5.TextE
a.Presentation:
Pre-readingtask
-3-《大学英语跨文化交际》教案第十章
Letstudentsdopre-readingtaskanddiscussthequestionsprovidedbytheactivity.
b.Practice:
Theexplanationofthetextandactivities
(1)StrategiesforImprovingInterculturalCompetence
Letstudentslistsomeusefuladvicethattheycangivetoastudentthatplanstostudy
overseas.Thengotothetextbooktochecktheresult.
(2)SkillsforImprovingInterculturalCompetence
Takealltheskillsasthewholetoconductstudents’learning.Letstudentsread“killsfor
ImprovingInterculturalCompetence”andthendiscusswhattheycanbenefitfromeachskill
separately.Basedonthedeepunderstandingoftheskills,teachersummarizestheskillsingeneral.
▲WorktoEmphasizeAreasofSimilaritywithOthers
▲TrytoAcceptDifferingOpinions
▲MakeYourVerbalMessagesConsistentwithYourNonverbalMessages
▲AvoidDominatingConversations
▲AvoidBeingSubmissiveinConversations
▲BeanAffirmer
c.Production:
after-readingcheck
Letstudentsfillinthediagramonthetextbooktochecktheiractualunderstandingoftheskills
toimprovetheirInterculturalCompetence.
V.Assignments
1.LetstudentsdotheChecklistandAssessment.
2.Dotherestexercisesandactivitiesin“After-readingCheck”ofeachtext.
3.Reviewwhathasbeenlearned.
VI.Reference
1.CulturalBackground:
如何提高跨文化交际能力HowtoAcquireInterculturalCommunicationCompetence
第一节跨文化交际能力解说
从1966年美国社会语言学家海姆斯(DellHymes)提出“交际能力”(communicative
competence)概念至今,少说也有几十种交际能力或跨文化交际能力的模式。
然而,迄今为
止,没有哪种模式能尽如人意。
本节旨在说明出现这种状况的原因,并在此基础上对跨文化
交际能力进行重新解说与建构。
首先需要说明的是,探讨跨文化交际能力完全可以与探讨普
通交际能力同步进行,因为跨文化交际(interculturalcommunication)与普通交际(intercultural
communication)的差别,就在于交际双方来自不同的文化背景,除此之外,跨文化交际与普
通交际的运作程序和运作机制是一样的。
为了对交际能力能有个全面的认识,有必要简要地
回顾一下交际能力的产生背景。
一、交际能力的产生背景
20世纪50年代布龙菲尔德(LBloomfield)结构主义描写语言学盛极一时。
这一学派长于
语言描写,而没有顾及句子的生成,哲学力量单薄(许国璋,见祝畹瑾,1985:
1)。
1957年,
当代思想大师乔姆斯基(N.Chomsky)出版的《句法结构》(SyntacticStructures)一书,不仅
使语言学领域发生了“革命性”变化,而且其“革命性”也波及哲学、心理学、逻辑学、计算机
科学、生物学、神经生理学等领域(见陈维振等,1993:
2)。
乔姆斯基语言学理论的核心内
容是:
-4-《大学英语跨文化交际》教案第十章
1)一个正常儿童到一定年龄就会自然而然地习得其本族语,而且能理解和创造出无数个
他以前从未听过或说过的句子。
2)儿童之所以能有此表现,是因为人具有天生的习得和生成语言的大脑机制。
3)撇开各种语言的表层差异,所有正常人头脑中的这种机制是共同的,即存在有一种普
遍语法结构。
4)研究生成无数语句的普遍语法规则,能够进一步认识人的认知结构,从而认识人的本
质。
乔姆斯基将人的这种内在机制叫做“语言能力”(1inguisticcompetence)或“语法能
力”(grammaticalcompetence),即说本族语者所拥有的有关自己语言的知识(同上:
14)。
针对“语法能力”说,1966年美国著名社会语言学家海姆斯提出社会语言学的一个基本
概念,即“交际能力”(communicativecompetence)。
海姆斯(见Loveday,1982;60)认为:
…anormalchildacquiresknowledgeofsentences,notonlyasgrammatical,butalsoas
appropriate.Heorsheacquirescompetenceastowhentospeak,whennot,andastowhattotalk
aboutwithwhom,when,where,inwhatmanner…
简而言之,交际能力包括乔姆斯基的语言能力以及影响语言使用的社会文化意识能力
(socioculturalcompetence),既包括言语行为的语法正确性,又包括言语行为的社交得体性。
海姆斯的交际能力说出台时,并没有像乔姆斯基的生成语言学理论那样,能够引起“一
石激起千层浪”的轰动效应。
这是因为当时乔姆斯基的生成语言学声势极大,使得社会语言
学理论羞羞答答,零乱无序,难成气候。
然而,1971年,海姆斯的“论交际能力”发表时
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