美國情景喜劇在跨文化交際能力培養(yǎng)中效用研究畢業(yè)論文1

1、學(xué) 科 類：文學(xué)類 學(xué) 號：110502010143學(xué)校代碼：12795 密 級：2015屆本科生畢業(yè)論文on the effectiveness of american situation comedy in cultivating cross-cultural communicative competence美國情景喜劇在跨文化交際能力培養(yǎng)中效用研究revise the title.my suggestion:on the effectiveness of american situation comedy in cultivating cross-cultural communicati

2、ve competence院 系： 外國語學(xué)院 專 業(yè)： 英語（商務(wù)方向） 姓 名： 指導(dǎo)教師： 李 晶 答辯日期： 二一五 年 三 月 畢業(yè)論文誠信聲明本人鄭重聲明：所呈交的畢業(yè)論文美國情景喜劇在跨文化交際能力培養(yǎng)中效用研究是本人在指導(dǎo)老師的指導(dǎo)下，獨立研究、寫作的成果。論文中所引用是他人的無論以何種方式發(fā)布的文字、研究成果，均在論文中以明確方式標明。本聲明的法律結(jié)果由本人獨自承擔。作 者 簽 名： 査會云 指導(dǎo)教師簽名： 年 月 日abstracta concise and factual abstract is required (length of about 500 words).

3、the abstract should state briefly the purpose of the research, the methodology, the principal results and major conclusions. an abstract is often presented separate from the article, so it must be able to stand alone.language is the carrier of culture, and culture lies in language . there are mutual

4、 effects and promotion between culture learning and language learning. culture learning is the foundation of cultivating cross-cultural communicative competence, so we should combine culture learning with developing language competence and cross-cultural language competence. literature summarization

5、 and theoretical analysis are primarily adopted in the thesis on the effectiveness of situation comedy in cultivating cross-cultural communicative competence. the author discusses how to bond culture teaching and language teaching by appreciating the films and tv plays in class to improve learners c

6、ross-cultural communicative competence, and the author analyzes common problems of english learners and cross-cultural communicative barriers and how to avoid or even settle these problems. situation comedies are popular with a great deal of english lovers because of humorous dialogues and pure engl

7、ish. students pragamatic competence can be improved through situation comedies assistance in english teaching for promoting their cross-cultural communicative competence. justifyon both sides【key words】situation comedy; cross-cultural communicative competence; appreciation of films and tv plays摘 要語言

8、是文化的載體，文化蘊含于語言之中。語言學(xué)習(xí)和文化學(xué)習(xí)相互影響，相互促進，而培養(yǎng)跨文化交際能力的基礎(chǔ)正是文化的學(xué)習(xí)，所以在文化學(xué)習(xí)的過程中我們應(yīng)該把文化學(xué)習(xí)與語言能力發(fā)展和跨文化語言能力發(fā)展結(jié)合起來。本文主要采用文獻回顧法和理論分析法研究情景喜劇對大學(xué)生跨文化交際能力的培養(yǎng)的效用，探討英語影視鑒賞課如何把文化教學(xué)與語言教學(xué)兩者結(jié)合來提高學(xué)習(xí)者的跨文化交際能力，分析當代學(xué)生學(xué)習(xí)英語的普遍問題和跨文化交際的多種障礙以及從影視劇欣賞的角度探討如何避免甚至解決這些問題。情景喜劇因為非常精彩幽默的對白和地道純正的英語口語而深受廣大英語愛好者的青睞。因此在英語教學(xué)中，通過情景喜劇的輔助，可以有效提高學(xué)生的語

9、用能力，從而最終使得他們的跨文化交際能力得到提高。revise the chinese-english translation.【關(guān)鍵詞】 情景喜劇；跨文化交際能力；影視劇欣賞contentscontentsabstract.i摘要 .iicontents .iiichapter one introduction. 1.1 background. 1.2 significance. 1.3 structure.chapter two literature review. 2.1 situation comedy 2.2 cross-cultural communicationchapter t

10、hree language and culture.chapter four cross-cultural communicative competence .chapter five improving cross-cultural communicative competence in situation comedies.chapter six conclusionreferences.21acknowledgments.22abstracti摘 要iicontents.iiichapter one introduction11.1 background11.2 significance

11、11.3 structure2chapter two literature review22.1 situation comedy22.2 cross-cultural communication3chapter three language and culture53.1 language53.2 culture63.3 relations between culture learning and language learning8chapter four cross-cultural communicative competence104.1 communicative competen

12、ce and cross-cultural communicative competence104.1.1 communicative competence104.1.2 cross-cultural communicative competence114.2 cross-cultural communicative awareness124.3 cross-cultural communicative barriers and cultivation144.3.1 cross-cultural communicative barriers144.3.2 cross-cultural comm

13、unicative cultivation15chapter five improving cross-cultural communicative competence in situation comedy165.1 common problems of english learning165.2 appreciation of films and tv plays in cultivating cross-cultural communicative competence185.3 application of situation comedy in class20chapter six

14、 conclusion22references24acknowledgements25chapter one introductionjustify all of the following wordson both sides.1.1 background the communications between people from different social cultures and regions have been more and more frequent owning to the globalization. communicating in cross culture

15、is an obvious feature of the globalizing world where the needs for international talents with specialized knowledge and good cross-cultural communicative competence are very urgent. fiercer cultural diversity and the conflict between those cultures have been confronting among contemporary college st

16、udents. those questions how to build cross-cultural communicators quality system and how to cultivate international talents who can adapt to their national development are important issues to be urgently solved for higher education. it is important and difficult for university personnel trainers to

17、provide the country with global talents who possess specialized knowledge and intercultural communicative competence and directly participate in international exchanges and competitions, and meet new requirements for talented person proposed by international community. with more emphasis put on both

18、 language teaching and culture teaching, there are an increasing number of insiders who do not simply think language teaching as imparting language knowledge but combine language competence together with cross-cultural communicative competence for developing students competence to flexibly use cultu

19、ral knowledge in cross-cultural communicative situations.1.2 significance films are from life and can reflect the national culture and contribute greatly to understandcontribute to doinging the target language culture better. consequently appreciating films would be one key channel to input culture

20、and export culture. original movie series can make class atmosphere easy, and college english teachers should make full use of the media to boost students learning enthusiasm and expand the understanding of western culture, which is to improve students cross-cultural communicative competence. plots

21、in sitcoms are very amusing and interesting. in addition, their lines are largely classic and humorous . teaching with situation comedies can ease students anxiety, which not only buildbuildss a comfortable studying environment, arousing learning passion, but also createcreatess an occasional laugh

22、so that students fall into initiative and active studying habits so as to meet the ultimate goal to improve learners intercultural communicative competence. 1.3 structure the thesis consists of six chapters. the first chapter is introduction, including background and significance and structure of th

23、e thesis. the second chapter is literature review. the third chapter introduces language and culture and the relations between language learning and culture learning. then the fourth part indicates briefly communicative competence, cross-cultural communicative competence, cross-cultural communicativ

24、e awareness and cross-cultural communicative barriers and cultivation. the fifth chapter discusses the improvement of cross-cultural communicative competence in situation comedy, and it refers to three parts as follows: common problems of english learning, appreciation of films and tv plays in culti

25、vating cross-cultural communicative competence and application of situation comedy in class. finally, the six chapter is the conclusion of the thesis.chapter two literature review2.1 situation comedy situation comedy, also called sitcoms, is one type of comedy featuring features that shares the fixe

26、d common setting, like one coffee shop or an apartment or a house, with now and then jokes as one kind of dialogue(蘇莉杰，2012). although this type of programs has roots in radio, now situation comedies can only be found on television to a great extent. more specifically, sitcoms, involving a fixed cas

27、t of actors in one succession of episodes, are either radio set or television series of comedies. besides, frequently all these characters are dramatically various forms gathered together by situations as well as sharing the same surroundings such as a home or a particular apartment. usually situati

28、on comedies are in length half an hour, where the plot is designed to cover totaling twenty-two minutes in duration and additional eight minutes for another commercial use. furthermore, in sitcoms the story is either employing plotted applause or taping in advance of a studio audience, which is note

29、d by verbal arguments and quickly settled conflicts.william asher has been known as a great person who invents the situation comedy, in addition who has guided dozens of the major sitcoms in america. in various periods, american situation comedies show discriminating characters from 1950s to now in

30、the middle of their developing process. in the nineteen fifties family comedies and workplace comedies were two genres of initial sitcoms. more fantastic components were added into live action situation comedies by sitcoms inventor till the middle of the 1960s. whats more, before nineteen sixties am

31、erican sitcoms were not filmed in front of the live audiences but post-produced a prerecorded laughter. situation comedies get down to addressing a large amount of controversial issues in the initial 1970s as well as mostly go back to the three-camera system in front of live audience. as for america

32、n sitcoms in the 1980s, plentiful american situation comedies like growing pains returned to family; their main topics are about parents and children, nevertheless there were few political issues involved in the sitcoms. till the middle of the 1990s ongoing plot lines were applied in some situation

33、comedies. friends, a well-known sitcom, apply an element of soap opera, for example, the casts relations are built little by little over the process of the all stories. 2.2 cross-cultural communicationcross-cultural communication studies the way that people from around the world and varying in their

34、 cultural environment or backgrounds exchange and communicate each other properly, in addition to how they strive to complete it intercultural communication well(胡文仲，1999). diverse cultures will inevitably confront and then conflict, finally combine with each other with the world globalization, pecu

35、liarly the growing of world commerce. it is not only language obstacles but also cultural features will affect the process of communication among people in different areas.as is well-known, edward hall in his silent language (1959) first mentions cross-cultural communication. in the 1960s, the intel

36、lectuals in communication conceptualized cross-cultural communication. a great deal of published works reflects a quick progress in the field during the 1970s. being integrated was the right direction of its development during the 1980s. the nineties witnessed great importance to variation of ways.

37、and great efforts to right colonial and historical misbalances are witnessed by the 1990s. many cross-cultural communication basic theoretical models are come up with in the late of twentieth century. so what and when can be defined as cross-cultural communication after all? generally speaking, it i

38、s intercultural communication that is such communication among different persons coming from various nations as well as having diverse cultural backgrounds (kim, 2001). whats more, a lot of professors confine it to face to face interaction and communication. there is another definition of cross-cult

39、ural communication that the communication between human beings with distinct cultural conceptions and different cultural symbols is cross-cultural communication (samovar et al, 2000). and cross-racial communication, cross-cultural communication and cross-ethnic communication are 3 various modes of c

40、ross-cultural communication. cross-cultural communication involves extensive fields such as communication, culture and humanities, in addition to linguisticss and semilogy and many others, which is based on many related subjects results. cross-cultural communicating can be made in lots of situations

41、; generally it can be divided into 2 kinds namely verbal communication and nonverbal communication (賈玉新，1997:12).booming science and technology and advanced communication and transportation both greatly shorten the distance between those people having respectively different social and cultural chara

42、cteristics, but their estrangement on the psychological is not easily removed. people from different areas have trouble in communicating because of cultural diversity, which usually result in cultural misreading and cultural conflict. effective communication strategies should be chosen according to

43、various targets to lessen or even avoid communication failure.chapter three language and culturejustify all of the following wordson both sides.3.1 languagewith the progress of the society, it is beyond doubt that language is born at the very moment; in addition, language is one indispensable elemen

44、t of human life. because of language we can keep in touch with people around us and come in contact with them. whats more, we can also through language make our thoughts and experience shared by our friends and relatives or any others. the sentence witnesses its significant role absolutely that lang

45、uage works as the muniment room of history. we can conclude by the very sentence that only we can use language that is also an unique characteristic owned by human beings. there are several different meanings, the most frequently applied and mentioned, of the particular word “l(fā)anguage” as follows: (

46、1) all ways to exchange or communicate or express information and thoughts; (2) the special system for the signs, symbols, regulations and so on for transmitting and sending related information; (3) the competence to communicate via the tool; (4) a set of all vocal sounds and their combinations or u

47、nions of these sounds where sense is applied and used to express and communicate feelings and experience (hall, 1959). in accordance with these various methods of language research, there are several diverse and typical definitions of language. one of them is that language can be looked as a structu

48、re or a system of these signs and different meanings can be produced by these combined signs, besides, different combinations can produce different and unique meanings (saussure, 1916). chomsky (1959) holds a opinion that language is a system of sentences, with each finite length as well as construc

49、ted from a finite elements set that focuses on languages characteristics in pure structure. and practical effects of language are also attached great importance into communicative surroundings. bloomfield (1935) considers language as the interaction between stimulus and reaction. the formula, srsr,

50、summaries his opinion that means one people can have reaction (r) while another people do the stimulus (s). it is put forward by sociologists that language is considered as social behavior with its particular social function, being one way to communicate and identify social organizations or groups.

51、although there are many definitions of language, we can find their common traits in accordance with these definitions, namely language is a full set of arbitrary signs or symbols with the view of verbal and non-verbal communication with many others.3.2 cultureculture is a various, all-inclusive and

52、ubiquitous social phenomenon and we can find it almost anytime as well as anywhere (xue jiao，chinese characters and punctuation are not acceptable.2011). our ways of adapting and learning mores, customs and language and habits can be greatly influenced by various cultures. in addition, our thinking

53、way, acting way and communicating way all can be shaped by culture too. since culture is so all-pervasive that we should show great attention to its powerful influence. the number of definitions for culture is up to hundreds, and to be more accurate there are more than one hundred and sixty-four def

54、initions of culture found in the anthropology literature in the year of 1952. after that various definitions have arisen. defining culture is difficult for culture is so multidimensional and all-pervasive. these definitions of culture that contain or refer to the relations between culture and commun

55、ication are only stated in the thesis. almost all human activities contain various forms of culture and culture is defined as a comprehensive system in terms of acquired behavior models that are typical characteristics of members of society as well as that arent the outcome of human genetic inherita

56、nce. when it comes to the definition, it means that culture isnt opposed instinctively and predetermined by gene. we share our faiths and beliefs, habits and customs, in addition to our respective life values in the system of culture that can always be learnt through successive generations; due to good understanding of different cultures people know how they can communicate well and get along well.from the above, the key characteristics of culture can be easily summarized and these characteristics are helpful to how people manag