论文题目：初中英语教学中跨文化交际能力培养的实证研究
摘要：英语作为一门世界通用语,是各国人民进行交际往来的重要工具。依据世界主要国家的课程标准,皆指出跨文化交际能力是学生面向未来的重要能力,并且认为跨文化能力的培养主要存在于外语教学中。随着全球一体化进程的加快,中国倡议共建“一带一路”,与各国合作促进更高水平的对外开放,这进一步催生了中国对跨文化交际人才的需求。2017年国内颁布各学科基于核心素养的新课程标准,英语学科的核心素养要求提升学生的文化意识,其中的重要组成部分就是跨文化交际能力。近年来,在义务教育阶段,尤其是初中阶段,新课标对学生的跨文化交际能力提出了明确的要求——了解文化差异,形成跨文化意识。而当下初中英语教学中,由于繁重的学业负担、师生缺乏跨文化意识、教师教学方式等存在诸多问题,导致初中生跨文化交际能力的培养流于形式。基于以上原因,找到切实可行的培养初中生跨文化交际能力的策略势在必行。本研究使用混合研究法,运用定性研究与定量研究相结合,通过问卷对中部某省会城市一所公立中学的232名学生的跨文化交际能力进行问卷调查,通过访谈法对该校6位老师进行访谈,研究初中跨文化交际能力培养的现状及问题,厘清影响因素,并提出可能提高学生跨文化交际能力的方法。之后,将可能提升学生跨文化交际能力的方法进行为期半年的教学实验。最后通过课堂观察、教学反思及问卷调查前后测数据对比得出结论,以期为提升初中生跨文化交际能力的教学方法提供借鉴与参考。研究发现,学生的跨文化交际能力水平在年级有显著差异,在性别上以及是否有出国经历上无显著差异;跨文化交际能力的元认知、认知、动机和行为四个层面都具有显著相关性。受中英语言间的文化差异、英语教师文化品格、英语课程文化环境和英语教学评价方式的影响,英语教学中跨文化交际能力的培养难度大,落实情况不佳。在跨文化交际能力培养教学实验后发现,采用以话题为单元、以任务为驱动、以解决问题为目的、以学生合作为核心的培养策略,能够有效提升中学生跨文化交际能力。
关键词：跨文化交际能力;初中生;英语教学
学科专业：学科教学（专业学位）
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
1.1 Research Background
1.2 Purpose and Significance of the Study
1.3 Structure of the Thesis
CHAPTER TWO LITERATURE REVIEW
2.1 Intercultural Communication Competence
2.1.1 Definition of ICC
2.1.2 Components of ICC
2.1.3 Assessment of ICC
2.2 The Cultivation Model of ICC
2.2.1 Current Situation of Overseas Research
2.2.2 Current Situation of Domestic Research
CHAPTER THREE RESEARCH DESIGN
3.1 Research Questions
3.2 Research Subjects
3.3 Research Methods
3.3.1 Interview
3.3.2 Questionnaire
3.3.3 Classroom Observation
3.4 Research Procedures
3.5 A Teaching Case in Experimental Class
CHAPTER FOUR RESULTS AND DISCUSSION
4.1 Results and Discussion of the Interview
4.1.1 Information Collection of the Interview
4.1.2 Discussion of the Interview
4.1.2.1 Cultural Differences between Chinese and English
4.1.2.2 The Cultural Literacy of English Teachers
4.1.2.3 The Cultural Environment of English Teaching
4.1.2.4 Evaluation of English Teaching
4.2 Results and Discussion of the Questionnaire
4.2.1 Results and Discussion of the Pre-questionnaire
4.2.1.1 Basic Information of Students’ICC
4.2.1.2 Results for ICC of Middle School Students in DifferentGender
4.2.1.3 Results for ICC of Middle School Students in DifferentGrades
4.2.1.4 Comparison of Middle School Students with OverseasExperience and Those without on ICC
4.2.1.5 Pearson Correlations among Each Dimensions and ICC
4.2.2 Results and Discussion of the Post-questionnaire
4.3 Analysis of Classroom Observation
4.4 Strategies for Improving Students’ICC in Middle School English Teaching
4.4.1 Enhancing Cross-cultural Knowledge and Attitudes with Themes
4.4.2 Improving Language Competence with Communication Tasks
4.4.3 Improving Pragmatic Competence with Communication Problem-solving
4.4.4 Improving Strategic Ability with Cooperative Learning
4.4.5 Application in Class
4.4.5.1 Dividing Different Topics According to CommunicationNeeds
4.4.5.2 Activating Students’Interest and Designing Real Tasks
4.4.5.3 Putting Students in Real Context and Solving Practical Problems
4.4.5.4 Dividing Learning Groups and Promoting CooperativeLearning
CHAPTER FIVE CONCLUSION
5.1 Major Findings
5.2 Limitations of the Research
5.3 Recommendations for Further Study
REFERENCES
APPENDIXⅠ
APPENDIXⅡ
APPENDIXⅢ
APPENDIXⅣ
ACKNOWLEDGMENTS