OnCultivationofInterculturalCommunicativeCompetenceinTertiaryEducation-最新資料

1、On Cultivation of Intercultural Communicative Competence in Tertiary Education： Culture and language are closely related and it is necessary for university students to obtain the intercultural communicative competence by teaching of culture in the curricula. This paper clarifies the importance of cu

2、ltural introduction in the target language and Chinese ， and tries to present the methods in application.I. IntroductionAs globalization continues apace， the ability tocommunicate in foreign languages has become a valuable asset in modern society ， which is also a requirement for tertiary education

3、to meet. There is a difference，however ， between learning the language and being able to communicate effectively. Students do not communicate with a foreign language ， but communicate with the people who use that language. Knowledge of words and phrases is not enough to communicate adequately. Under

4、standing culture provides that link. Communication in real situations is never out of context and culture is part of most contexts.Without the study of culture ， foreign language instruction is inaccurate and incomplete. For foreign language learners ， language study seems senseless if they know not

5、hing about the people who speak it or the country in which it is spoken. To prevent foreign language learners from making cultural mistakes or to help them reduce such mistakes ， educators must take measures to increase the learners cultural awareness in foreign lan guage teaching and learning.II. F

6、actors influencing the intercultural communicationLanguage is the means for communication among members of a culture and it is the most visible and available expression of that culture. Therefore a persons worldview， self-identity， and systems of thinking ， acting ，feeling and communication can be d

7、isrupted by a change from one culture to another. During the foreign language education ， teachers should convey the knowledge of culture existed in the target language to the learners in order that the learners can develop the ability of making comparison between the target language and their nativ

8、e languages and can at last use the target language freely and skillfully.Since intercultural communication is bidirectional language learning aiming at intercultural communication should not be one-side learning. At the same time ， Chinese culture needs to be transmitted in English to foreigners.So

9、 it is necessary for teachers to input Chinese culture in college English teaching. It is true that traditional Chinese cultural notions influence foreign language learners class interaction. Learners respond to teacher or peer only when they are confident about their performance ， which is owing to

10、 Confucian doctrine of self-cultivation. They are afraid of making mistakes and losing face. Perfection of performance is alarming in their mind. Many students prefer to listen to others rather than voicing their own opinionsbecause they consider learningas self-development ， not showing-off. And it

11、 is unnecessary for students to practice oral English in class when they are primarily motivated by passing written tests.In general ， most students have a fixed attitude towards different cultures defined as cultural stereotype which refers to the oversimplified pictures people form about other cul

12、tures in the bias of their own culture-bound worldview. For example， people think that the British aregentle ， polite and reserved while Americans are informal ， materialistic and overly friendly. This phenomenon may have positive and negative effects. If students recognize and understand different

13、worldviews， they will usuallyadopt a positive and open-minded attitude towards intercultural communication. But a close-minded view of such differences often leads to the maintenance of stereotype of oversimplification and blanket assumption and this negative effect of stereotyping can cause misunde

14、rstanding of the target culture and hinder communications between people of different cultural backgrounds. Students can benefit a lot from positive attitudes and negative attitudes may result in decreased motivation.In order to cultivate students interculturalcommunicative competence ， the teacher

15、must be a qualified language teacher at first. Second， teachers should knowthe necessity of cultural teaching in class. Teachers must take culture-consciousness seriously in their mind. Third ， teachers should have rich cultural knowledge in the target language and Chinese. Finally， teachers should

16、beinnovative in conveying the cultural knowledge into theclass and generally makes the learners accept it positively.As for the effects of attitudes towards different cultures ， the teachers need to be aware that students have both positive and negative attitudes but the negative attitudes can be ch

17、anged， often by exposure to reality，for instance ， by encounters with actual persons from other cultures and so on. On the other hand ， the language teachers should treat the classroom use of textbooks as a resource that they can exploit selectively and attempt to involve students in class activitie

18、s and discussions by the aid of multimedia. Teachers should stimulate studentsparticipation ， including critical evaluation of texts which reveals students independent thinking. And asking questions about the cultural content of the textbooks is also very useful for teachers， which will encouragestu

19、dents to grasp more cultural knowledge in order to lay the groundwork for intercultural communication. III. ConclusionLanguage is deeply embeddedi n a culture ； language and culture are inseparable and closely interwoven with each other. With the globalization ， it is urgent to make China known by t

20、he world. The university students should become excellent messengers. The international status of English in terms of cultural dimension in English language teaching will help students become successful bilingual and intercultural individual who are able to function well in both local and international setting. Just as Sifakis （2004） maintains that when teachers teach international English ， they should also teach intercu