跨文化交际 Bennett的DMIS理论模型和语言教学.pptx

;本文出现的专业术语;Bennett的DMIS理论模型和语言教学;;Introduction;一、INTRODUCTION;Intercultural Competence and Language Learning;语言与文化之间的关系;跨文化交际能力;According to Lustig and Koester [7] Intercultural Competence refers to ‘a symbolic, interpretative, transactional, contextual process in which people from different cultures create shared meanings’, or at least attempt to. Intercultural communicative competence may break down, for example ‘when large and important cultural differences create dissimilar interpretations and expectations about how to communicate competently’ [7]. 跨文化能力指的???“一个象征性的、解释性的、事务性的、语境性的过程，在这个过程中，来自不同文化的人创造了共同的意义”，或者至少是试图这样做。跨文化交际能力可能会中断（失败），例如“当既重大的又重要的文化差异导致人们对如何才能胜任交流时有不同的解释和期望时” [7]。 ;Interculturally informed language teaching and learning is becoming well established in education systems across the globe and has attracted increasing government and intergovernmental support, mainly in Europe [8-11], North America [12, 13] and Australia [5, 14, 15]) and through intergovernmental agencies such as UNESCO. According to Byram [16,17], these policies reflect a growing awareness of the role that education and languages education in particular, needs to play in developing tolerance and understanding between people from different cultural backgrounds who live together in increasingly multicultural and multilingual societies. 跨文化的语言教学和学习在全球的教育体系中已经得到了良好的建立，并吸引了越来越多的政府和政府间的支持，主要是在欧洲[8-11]、北美[12,13]和澳大利亚[5,14,15])以及政府间机构，如联合国教科文组织。根据Byram，这些政策反映出人们日益意识到教育尤其是语言教育，在促进来自不同文化背景的人们之间的包容和理解方面应发挥的作用.;语言和文化之间的交互作用;Newton et al. [18] explain that at the far left of the model, culture informs understandings of the world and knowledge types and sources that are valued within a particular cultural context.This knowledge in turn informs the shape and nature of genre within a culture. Culture also informs and constructs pragmatic and interactional norms, including, in particular, the ways in which politeness and appropriateness are realized through choice of communication strategies and s