论文题目：初中英语教师的跨文化素养的调查研究
摘要：随着基础教育改革的不断深入,培养高素质外语人才成为英语教学的最终目标。英语教师作为知识的传播者,在推动英语教学方面起着至关重要的作用,并且教师的跨文化素养必然影响着学生的跨文化素养。此外,跨文化素养是当代英语教师专业素养的核心内容,教师的跨文化素养培养是我国教育国际化的要求,是教师专业性的体现,是教师发展的内在需求。本文从语言素养、跨文化知识素养和跨文化交际能力素养三个维度对初中英语教师的跨文化素养现状进行调查研究,目的在于了解当前地区教师跨文化素养的现状,从而为加强初中英语教师跨文化素养培养提供合理化建议。本研究将西安市新城区的177名初中英语教师作为研究对象,通过对教师们发放调查问卷,对初中英语教师的跨文化素养展开调查,旨在回答下列问题:（1）初中英语教师的跨文化素养现状如何?（2）初中英语教师的跨文化素养在人口学变量上是否存在差异?（3）影响初中英语教师跨文化素养的因素有哪些?研究结果表明:（1）目标地区初中英语教师的跨文化素养总体水平较高,但还有一定的进步空间;从三个维度层面来看,教师们的跨文化交际素养水平最高,跨文化知识素养处于中等水平,语言素养相对较低。（2）初中英语教师的跨文化素养水平在性别、教育背景和出国研修经历方面没有显著性差异,然而在年龄和教龄方面存在显著差异。（3）影响初中英语教师跨文化素养的主要因素有:教师自我认知不足;学习动机不充分;各年龄跨文化素养水平的适应力不同;此外,学校与社会的重视程度及提供学习资源的程度与培训途径以及教学压力也会对教师的跨文化素养产生一定的影响。鉴于此,笔者从教师、学校和社会等角度提出了一些建议。教师应当树立正确的就跨文化观念,培养交际策略,不断提升自身的跨文化交际能力,拓宽跨文化信息的获取渠道;学校要完善教师的培养体系,为教师们提供多元文化环境,重视教师们跨文化素养的培养;教育部门要加强教育管理,加大教育投入,重视跨文化资源的整合,从各个角度,共同推动教师跨文化素养的培养,提高我国文化教育的质量和成效。
关键词：初中英语教师;跨文化素养;现状;影响因素
学科专业：学科教学（英语）（专业学位）
中文摘要
Abstract
Chapter1 Introduction
1.1 Research Background
1.1.1 Requirements of the New English Curriculum Reform
1.1.2 Requirements of the International Development
1.1.3 Requirements of Discipline Ability of English
1.2 Research Purpose
1.3 Research Significance
1.4 Layout of the Thesis
Chapter2 Literature Review
2.1 Relevant Definitions
2.1.1 Definitions of Culture Literacy
2.1.2 Definitions of Cross-cultural Literacy
2.2 Dimensions of Cross-cultural Literacy
2.3 Theoretical Foundation of the Present Study
2.3.1 Intercultural Communication Theory
2.3.2 Schumann’s Acculturation Model
2.4 Brief Reviews of Researches on the Cross-cultural Literacy
2.4.1 Relevant Studies of the Cross-cultural Literacy of Teacher Abroad
2.4.1.1 Studies on Language Literacy Abroad
2.4.1.2 Studies on Cross-cultural Knowledge Literacy Abroad
2.4.1.3 Studies on Cross-cultural Communication Literacy Abroad
2.4.2 Relevant Studies of the Cross-cultural Literacy of Teacher at Home
2.4.2.1 Studies on Language Literacy at Home
2.4.2.2 Studies on Cross-cultural Knowledge Literacy at Home
2.4.2.3 Studies on Cross-cultural Communication Literacy at Home
Chapter3 Research Design
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Questionnaire
3.3.1.1 Sources and Reliability of the Questionnaire
3.3.1.2 Structure of the Questionnaire
3.3.2 Interview
3.4 Data Collection and Analysis
Chapter4 Results and Discussion
4.1 Overall Description of Middle School Teachers' Cross-cultural Literacy
4.1.1 Descriptive Analysis of Language Literacy
4.1.2 Descriptive Analysis of Cross-cultural Knowledge Literacy
4.1.3 Descriptive Analysis of Cross-cultural Communication Literacy
4.2 Demographic Analysis
4.2.1 Gender
4.2.2 Age
4.2.3 Qualification
4.2.4 Years of Teaching
4.2.5 Overseas Experience
4.3 Influential Factor's on Teacher's Cross-cultural Literacy
4.3.1 Internal Factors
4.3.1.1 Insufficient Self-awareness and Lack of Self-reflection
4.3.1.2 Low Motivation to Study and Lack of Career Planning
4.3.1.3 Different Levels of Literacy and Adaptability from Different Ages Groups
4.3.2 External Factors
4.3.2.1 Too Much Pressure on Teachers
4.3.2.2 Lack of Access to Learning and Training
4.3.2.3 Lack of Attention from the School and Society
Chapter5 Implications
5.1 Implications for Junior Middle School Teachers
5.1.1 To Establish Cross-cultural Concepts and Enhance the Awareness ofCross-cultural Literacy Training
5.1.2 To Improv Novice Teachers' Cross-cultural Knowledge and Cultivate Communication Strategies
5.1.3 To Summarize Communicative Experience and Reflecte on Communicative Behavior
5.1.4 To Broaden Access to Getting Cross-cultural Information
5.2 Implications for Junior Middle Schools
5.2.1 To Improve In-service Teacher Training System
5.2.2 To Pay More Attention to Novice Teachers and Offer More Opportunities
5.3 Implications for Society
5.3.1 To Promote Resource Sharing and Provide Learning Materials to Teachers
5.3.2 To Increase Education Investment and Management
Chapter6 Conclusion
6.1 Summary of Major Findings
6.2 Limitations of the Study
6.3 Suggestions for Future Study
Bibliography
Appendix Ⅰ 初中英语教师跨文化素养调查问卷
Appendix Ⅱ 初中英语教师跨文化素养访谈问卷
Acknowledgement