在外语教育中融入目语社会文化维度——对非英语专业一年级新生社会文化能力调查.pdf

ENGLlSH ABSTRACT Since the 1980s，Chinese EFL teaching community began noticing the importance of sociocultural teaching in EFL instruction．According to the results of previous studies (Wang，1994；Zhang，2001；Zhong,FanQin，2001)，soeiocuitural learning and teaching under Chinese EFL context is far from satisfactory．Their studies target mainly at English majors who have passed TEM-4 or non-English majors who have passed CET-4．Previous research findings indicate EFL learners’sociocultural competgnce fails to develop side by side with their linguistic competence．This thesis attempts to explore whether socioeultural competence lags behind their linguistic competence among non—English major freshmen as well．If SO．what may be the causes for this?And how can this situation be improved? Those are the questions this thesis aims to address． This thesis starts from the discussion of two important categories-··culture and communication，and then analyzes the relationship between culture learning and language learning,and that between culture and communication．Then it presents a theoretical construct--sociocoltural competence for the whole thesis．Celce·Murcia et a1．(1 995) holds that the following four components are involved in this construct：social contextual factors，stylistic appropriateness factors，cultural factors，and nonverbal communicative factors．In communication，these components arc implicitly or explicitly demonstrated either in verbal or nonverbal behaviors．Based on this theoratieal construct,this thesis USeS the self-constructed SOciocultural competence test to measure non—English major freshmen students’sociocultuml competence．The selected three aspects to be tested arc verbal behavior,nonverbal behavior and culture knowledge．The results of the teSt indicate that the subjects’sociocultural competence fails to develop evenly along with their linguistic competence as well．Besides,it is found that students’sociocultural competence of nonverbal behavior lags behind that of th