浅谈语言教学中跨文化交际能力培养.docVIP

浅谈语言教学中跨文化交际能力培养 　　【摘要】跨文化交际能力是所有外语老师所普通关注的问题,但它在中国环境下又是比较困难得以实现,本文从回顾跨文化交际能力的主要定义和构成因素入手,探讨了一些在培养学生跨文化交际能力中比较实用、渐进的原则,希望对其它英语教师有所裨益 　　【关键词】 跨文化交际能力 语言教学 培养原则 　　 　　On cultivating intercultural competence (IC)in English language Teaching (ELT) 　　Zhang Mei 　　The school of Foreign Languages and Cultures in Beifang Ethnic University, Yinchuan, Ningxia, 750021 　　【Abstract】IC is a central concern to all EFL teachers but it is difficult to achieve in the Chinese context.The paper gives an overview of the main definitions of IC and its components first and discusses the practical and progressive principles to cultivate learners IC. Hopefully, it is helpful to other English teachers. 　　【Key words】IC; ELT; cultivating principles 　　 　　1Introduction 　　 　　The ultimate goal of ELT is not so much native speaker competence but rather an intercultural communicative competence (Byram, 1997; Guilherme, 2002). Thus, the focal point of the following part will be an overview of the main definitions of IC and its components, then a discussion on how to cultivate learners IC in ELT will be given. 　　 　　2 What is intercultural competence (IC)? 　　 　　As a central concern of in IcLET, IC is more than learning about and contrasting cultures, rather, it involves the individuals ability to understand culture as a broad organizing and socially constructed concept (Social Sciences Education Consortium, 1999, cited in Phillips, 2001). Thus, there are diverse definitions of it: it is the ability to communicate with people from diverse cultures in a mutually appropriate and effective manner (Song, 2004); the ability to create for oneself a comfortable third place between ones first linguaculture and the target linguaculture. (Kramsch, 1993); the degree to which an individual is able to 〔deal or〕 communicate effectively and appropriately with individuals who are culturally dissimilar (Lustig Koester, 2003). 　　Based on the above definitions, it is clear that IC entails an understanding