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浅谈跨文化交际在小学英语教学中的重要性 东方市第三小学符将娇 “跨文化交际”教学在英语教学中占有非常重要的地位，在小学阶段更是如此。在小学英语教学中，英语教师可根据小学生的认知水平、思维特点，以课堂教学作为“跨文化交际”教学的主要途径，在课堂教学过程中灵活运用各种教学方法；把课外活动作为实现文化教学的重要途径，充分利用生活中的各种资源来开展“跨文化交际”教学。 一、小学英语“跨文化交际”教学的重要性 传统的小学英语教学一般侧重于语音、词汇、语法的传授和机械的句型练习，往往忽视英美国家文化背景知识的渗透。重语言轻文化的教学方式导致学生不能灵活地运用英语语言。小学生只能记忆单词，了解课文内容，完成课后练习，但不理解其文化背景知识。语言是文化的载体，学习一个国家的语言，必须学习这个国家的文化背景知识。《英语课程标准》明确指出：语言有丰富的文化内涵。接触和了解英语国家文化有益于对英语的理解和使用，有益于加深对本国文化的理解与认识，有益于培养世界意识。因此，在教学中，教师应根据学生的年龄特点和认知能力，逐步扩展文化知识的内容和范围。 小学英语“跨文化交际”教学势在必行。因为我们必须要在小学这个打基础的重要阶段就把“跨文化交际”教学放在突出的地位，让学生从一开始就在有文化背景的环境下学到地道的英语。在小学英语教学中进行“跨文化交际”教学，也是新英语课程对小学英语教师提出的一个新要求。
二、小学英语“跨文化交际”教学的实现方式与途径 教学实践及理论告诉我们，小学英语“跨文化交际”教学的主要实现方式与途径应以课堂教学为主，而课外活动则可作为其重要的实现途径。 1.课堂教学是进行文化教学的主要方式 就目前而言，课堂教学依然是教学活动的主要方式，而且学生和教师在课堂上的时间也最长。课堂教学是进行文化教学的主要阵地，教师应把英语语言教学置于跨文化的环境中，把跨文化交际列为英语教学的一个不可或缺的重要组成部分。 (1)对比差异，激活教材。教材是学生学习英语的重要资源，然而小学英语教材的编撰对文化项目没有作分门别类系统的介绍，在教材中只是以零星、不完整的形式出现，这就需要教师结合具体教学内容，将教材中那些有关英语国家文化背景知识和社会风俗习惯的典型实例挖掘出来，让学生领会英汉文化的差异，以提高学生的语言交际能力。如课文中经常出现的打招呼用语，中西方的差别相当大。中国人通常用“去哪啊？”“忙吗？”“吃了吗?” 等等表示友好的问候，并不关心答语的实质内容。而在英国人看来，这些问题是非常奇怪的，也容易产生歧义甚至文化冲突。英国人见面问好通常用Hello / Hi / Good morning /How are you？等等。在教学过程中，教师应努力激活教材内容，进行文化比较，及时点拨学生领会文化异同现象。通过这样的教学方法，才能真正让学生了解语言背景知识，培养其跨文化交际，学以致用，有效地提高其在真实场景下的语言运用和交际能力。 (2)巧设悬念，激起探究。学源于思，思起于疑。教师要巧妙设疑，创设悬念，使学生产生求知欲和探索欲。在小学英语教学中，教师通过巧设悬念，能让学生更加深刻地理解中外文化的差异。
跨文化考试总结 考试构成： 一、单选1*10=10分。（Choose the one that）其中有一部分是书中的概念。 二、判断1*10=10分。（A—>true,B—>false)课后习题第二大题，其中某些题是变动的。要注重理解。 三、搭配1*20=20分。matching四组搭配，概念的对应，每一章课后的summary中的黑体字。 四、阅读理解1*20=20分。四篇。与课文中的专有词有关。 五、完型填空1*10=10分。 六、案例分析3*5=15分。五个案例。书中案例有四个，课外一个。 七、写作15分。150+words。可以准备一些跨文化、交际的文章。四十分钟的写作时间。8:00——8:40.作文提前收！ 注：前六大题是客观题即选择，只有写作是主观题。 课后题： （课后题第一第二大题老师也让多多关注，我这里就不多写啦，除了课后第一第二大题，我这里都全啦） 1、P28——P30 2、P58——P61 3、P95——P97 4、P124——P126 5、P159——P162 6、P194——P197 7、P237——P240 8、P270——P272 9、P304——P306
所有概念关键词+考试范围内的CASE： Chapter1Culture Keywords (1)Culture(from intellectual perspective):Culture is“the arts and other manifestations of h uman intellectual achievement regarded collectively”（从知性角度定义文化：作为整体的人类智力成就的艺术和其他表现。） (2)Culture(from anthropologic perspective):Culture consists of patterns,explicit and impli cit,of and for behavior acquired and transmitted by symbols,constituting the distinctive ac hievement of human groups,including their embodiments in artifacts;the essential core of culture consists of traditional ideas and especially their attached values”.（从人类学角度定义文化：文化由清晰和模糊的行为模式构成，这些模式通过符号获得并传播，这些符号由人类群体的特别成就构成，包括具体的人工制品。文化的基本核心由传统思想和与其相关的价值观构成。） (3)Culture(from psychological perspective):culture is the collective programming of he m ind which distinguishes the members of one category of people from another。（从心理学角度定义文化：文化是使一个人类群体成员区别于其他人类群体的思维的总体规划。） (4)Culture(from socialogical perspective):Culture is defined as a pattern of learned,group -related perception—including both verbal and nonverbal language,attitudes,values,belie f system,disbelief systems,and behavior.(从社会学角度定义文化：文化是一种可习得的、基于群体的认知模式——包括言语与非言语符号、态度、价值观、信仰和非信仰系统以及行为。) (5)Culture(from intercultural communication perspective):is the deposit of knowledge,ex perience,belief,values,actions,attitudes,hierarchies,religions,notions of time,roles,spati al relations,concepts of the universe,and artifacts acquired by a group of people in the co urse of generations through individual and group striving.（从跨文化交际学角度定义文化：文化是个人和群体在种族发展过程中所获得的知识、经验、信仰、价值观、行为、态度、阶级、、时间观、角色、空间观、宇宙观和艺术品的集合。） (6)Culture Identity:refers to one’s sense of belonging to a particular culture or ethnic gro up.（文化身份：认为自己归属于某一文化或民族群体的感觉。） (7)Subculture： refers to a culture that exists within dominant culture,and is often based on economic or s ocial class,ethnicity,race,or geographic region.（亚文化：指存在于主流文化中的文化，其划分通常基于经济地位、社会阶层、民族、种族或地理区域。） Subcultures exist within dominant culture,and are often based on economic or social class, ethnicity,race,or geographic region.
英语知识 一、导论 20 世纪90 年代,语篇分析开始在翻译研究中占主导地位。语篇分析法侧重于描述语言意义交流及建立社会和权力关系的运作方式。翻译研究中, 最具影响力的语篇分析模式当数礼德的系统功能语篇分析。语篇分析模式引入翻译研究后,对翻译研究那种众说纷纭,莫衷一是的混乱局面无疑注入了一塘清水,尤其对中国翻译界挥之不去的语文学式的翻译研究产生了重要影响。西方翻译研究者把语篇分析引入翻译研究后,已经取得了重要进展,出版了几部重要作品,主要有:J uliane House 的《翻译质量评估模式:一种重访模式》( Translation QualityAssessment : A Model Revisited ) ,[ 1 ]Mona Baker 的《换言之: 翻译教程》( In Other Words : A CourseBook on Translation ) ,[ 2 ] Bell 的《翻译的理论与实践》( Translation and Translating ) ,[ 3 ] Basil Hatim和Ian Mason 合著的《语篇与译者》( Discourse andthe Translator ) [ 4 ] 和《作为交际者的译者》(The ranslator as Communicator ) ,[ 5 ] Basil的《跨文化交际—翻译理论与对比篇章语言学》(Communication across Cultures : Translation Theoryand Cont rastive ) 。[6 ] J uliane House 通过对原文和译文进行语域对比分析以确定译作评估模式,并分析了显性翻译(overt translation) 和隐形翻译(coverttranslation) 。显性翻译自称不是翻译,隐形翻译则被定义为在译语文化中享有和源语文本平等的地位。Baker 探讨了翻译中语言各层次尤其是语篇和语用层次上的对等。Basil Hatim 和Ian Mason 将符号层上的语篇融入其翻译研究模式,代表了更广泛意义上的话语观。在我国,将语篇分析模式引入翻译研究的应首推黄国文和美芳二教授。黄国文在《外语与外语
《跨文化交际》试题（附答案） Paper 1 Communication Analysis ? The following are three different cases of cross-cultural communication. In each of the cases there is something to be improved upon. Write an analysis on what is to be desired for more successful communication or cultural understanding.? ? Question 1 Case 1: Chen Bing, a Chinese tour guide, is talking to a Canadian tourist, Luke Baines, who has no knowledge of Chinese at all. They are having dinner in a restaurant. Chen: This is Beijing duck, one of China's most famous dishes. You'll love it! Luke: No, thanks. I don't like duck. I prefer chicken.? ? Question 2 Case 2: Feng Li and Tom have been working on a scientific experiment at a British university for some months. It has not been totally successful. They are discussing the situation in the laboratory. Feng Li: I don't know where it went wrong! Tom, Don't feel so bad. Cheer up, you've done your job. Feng Li: But our experiment has turned out to be a failure. Tom: Relax for a couple of days. I'll face the music. Feng Li: Tom, we are not playing children's games here. This is a scientific experiment. Tom, I've never taken the experiment as child’ s play, and I'm playing the game. Feng Li: You say you're playing the game! It's a rather important experiment! Feng Li walks out of the Laboratory angrily. Tom is puzzled.? ? Question 3 Case 3: This is a more complex situation where there are several things that require more informed cultural analysis. Find the cultural problems and explain the cultural differences. Jim and Li Zhen were students together at Leeds University in Britain. A year later, after graduating, Jim went to Shanghai as a visiting scholar on a year’s exchange.
跨文化交际(胡超版)期末试题
Test Paper Ⅰ. Filling the blanks: 1.G enerally speaking, in terms of contextuality, the communication in the West is low-contextual while that in the East is high-contextual 2.G enerally speaking, in terms of world views, the We st adopts Dualistic view, while the East adopts holistic view 3.G enerally speaking, in terms of thought patterns, the West follows Analytic and abstract thinking, while the East follows synthetic and concrete thinking 4.Generally speaking, in terms of discourse patterns, the West uses Deductive pattern, while the East uses inductive pattern 5In the Axial Age, the great thinkers in China are Confucius, Lao Tze, Mo Tze, and the great thinker in India is Siddhartha Gautama, the great figure in Palestine are Hebrew prophets, and the great thinkers in the West are Plato, Homer and Archimedes Ⅱ. Choose the best answer: 1.Non-verbal messages are classified into two comprehensive categories: those that are primarily produced by the body, such as_________,________,_______; and those that the individual combines with the setting, such as _______, _______, _______.D A.physical contact, eye contact, paralanguage; space, time, man B.facial expression, touch, taste; space, time, silence C.appearance, movement, gesture; surrounding, occasion, man D.movement, smell, paralanguage; space, time, silence 2.In Chinese writing, there are usually more adjectives, proverbs and allusions than in English writing. Some Western scholars name this style “flowery”, stating that its aim is to give a more fanciful impression than information, and the information is usually of beauty, fragrance, happiness, and any other “goodness”aspects so as to attract people. We may term this style as_______-oriented. Western writing is more direct with objective inform ation. To them, much-repeated words may mean less after a while. We may term the Western writing as ________-oriented.C A. adjective, objective B. Chinese, Western C. impression, information C. indirect, direct 3. As to the human nature orientation, the traditional Western belief holds that _______, while the Asian people believe that_______.B A. basically good; basically bad B. evil but perfectible, basically good C. the mixture of good and evil; the mixture of good and evil; D. unknown 4. As to the Man-Nature orientation, the traditional Western belief holds that _______, while the Asian people believe that_______.D A. subjugation to nature; harmony with nature B. harmony with nature; mastery over nature
教师公开招聘考试小学英语-英美文学、跨文 化交际 https://www.doczj.com/doc/1018348170.html,work Information Technology Company.2020YEAR
教师公开招聘考试小学英语-英美文学、跨文化交际 一、单项选择(总题数：55，分数：100.00) 1.The Canterbury Tales , a collection of stories told by a group of pilgrims on their way to Canterbury, is an important poetic work by ______. A.William Langland B.Geoffrey Chaucer √ C.William Shakespeare D.Alfred Tennyson 解析：The Canterbury Tales (《坎特伯雷故事集》)是Geoffrey Chaucer(杰弗雷·乔叟)的代表作。 2.Francis Bacon is best known for his ______. A.essays √ B.novels C.paintings D.poetry 解析：弗朗西斯·培根(1561—1626)，英国散文作家、哲学家、政治家，是古典经验论的始祖。他在1624年出版的《论说文集》文笔非常优美，是值得一读的佳作。 3.John Dryden was an English ______. A.poet and dramatist √ B.novelist C.playwright D.essayist 解析：考查英国文学知识。约翰·德莱顿(John Dryden)是英国古典主义最杰出的代表，是17世纪后期一位享有盛名的桂冠诗人，也是一位杰出的戏剧家。他所处的时期被称为“德莱顿”时代。 4.Robert Burns was a ______ poet. A.English B.Scottish √ C.Welsh D.Irish 解析：罗伯特·彭斯是一位苏格兰诗人。他有名的抒情诗有A Red，Red Rose《一朵红红的玫瑰》和Auld Lang Syne《往昔时光》。 5."If winter comes, Call spring be far behind" is all epigrammatic line by. A.Keats B.Wordsworth C.Blake D.B. Shelley √ 解析：题目问“如果冬天来了，春天还会远吗”是由哪位诗人所写。此句出自雪莱的《西风颂》，故选D。 6.The novel Oliver Twist is written by ______. A.Charles Dickens √ B.William Shakespeare C.Henry James D.Henry 解析：Oliver Twist (《雾都孤儿》)是英国作家查尔斯·狄更斯的著名作品。他的著名代表作还有David Copperfield (《大卫·科波菲尔》)，A Tale of Two Cities (《双城记》)，Great Expectations (《远大前程》)等。 7.The play Pygmalion later adapted to the musical comedy My Fair Lady was written by ______. A.Charles Dickens
Part ⅠDecide whether the following 10 statements are True or False. Write the answers in the blanks. (2% for each, 20%) 1. People do not exchange greetings with people almost every day. 2. If you want to know where a person was born, you can ask “Where are you originally from?” 3. For women, in more informal business situations, should dress in a conservative suit or a well tailored dress. 4. Conversations about children and family usually do not have their place in “networking ” situations for business. 5. At conventions, it is absolutely necessary to participate or at least make an appearance at most organized functions. 6. If you are the hostess, don ’t insist that someone else drink and don ’t over serve. 7. There are enough people in the world who have problems mastering vehicles and phones individually. 8. It is advisable not to wear the earpiece when we are not on the phone. 9. Overdrinking alcohol can lower a person ’s inhibitions and alter his judgment. 10. Most meetings are unnecessary; they are just a way of making people feel important. Part Ⅱ Translate the following sentences into English. (3% for each, 15%) 1. 在地球村里，国家就像一个大家庭，各大洲就像是邻居。 ________________________________________________________________________________________________________________________________
如何培养英语跨文化交际能力 中宁五中张永宏 摘要：本文通过分析我国英语教学现状，探索英语教学中培养跨文化交际能力的必要性，具体分析“跨文化交际能力”的三大组成，思考培养英语跨文化交际能力的具体方法。 关键词：跨文化交际语义文化语用文化 多年来，我国的英语教学主要采用传统的教学方法，即传统的听说法“with its end less and mind-numbing repetitive drills”和古老的以教师为中心的语法—翻译法。教师往往只注重学生语言形式的正确与否或使用是否流畅，而较少注重结合语言使用的场合来培养学生综合运用的能力。学生在这种教学模式下，经过十几年的英语学习，即使是有些成绩很好的学生也不能用所学的英语同外国人进行有效地交流。为了改变这种现状，人们必然对英语教学提出新的要求。而跨文化交际能力的培养却能在一定程度上弥补传统教学的这种缺陷。 首先，何为跨文化交际呢？“跨文化交际”的英语名称是“intercultural communication”或“cross-cultural communication”，它既指本族语者与非本族语者之间的交际，也指任何在语言和社会文化背景方面有差异的人们之间的交际。由于不同的民族所处的生态、物质社会及宗教等环境的不同，因而各自的语言环境产生了不同的社会文化、风土人情和语言习惯等诸语境因素，造成人们不同的说话方式或习惯话语。这就可能使交际双方对对方的话语做出不准确地推论，从而产生冲突、误会或交际的故障。 跨文化交际能力就是针对文化冲突提出来的，它是一种在理解、掌握外国文化知识与交际技能的基础上，灵活处理跨文化交际中出现的实际问题的能力。 一、英语教学中培养跨文化交际能力的必要性。 1、近年来, 随着改革开放步伐的加快, 对外交往日益频繁, 国与国之间的交流也越来越 广泛, 特别是社会信息化提高, 国际互联网的开通使更多的人足不出户便涉及到跨 文化交际。中国成功地加入WTO后，国际市场对能用英语熟练有效地交际的复合型人才的大量需求给外语教学提出了新的挑战，所以培养跨文化交际能力有其现实意义。 2、培养跨文化交际能力有助于我们要打破以往“就语言教语言”的模式，把交际因素引 进到英语教学中来，在英语教学过程中揭示那些隐伏在语言背后的，易引起误会和冲突的文化因素。掌握语言不只是掌握语法、音位和语义规则，还必须考虑到外国社会文化背景造成的语言之外的规则。 3、培养跨文化交际能力有利于处理好语言和文化的关系。语言和文化是不可分割的，二 者相互依存、相互影响。语言是文化的载体，又是文化的重要组成部分，也是文化的
中央广播电视大学2003--2004学年度第二学期“开放本科”期末考试 英语专业跨文化交际试题 注意事项 一、将你的学号、姓名及分校(工作站)名称填写在答题纸的规定栏内。考试结束后，把试卷和答题纸放在桌上。试卷和答题纸均不得带出考场。 二、仔细阅读题目的说明，并按题目要求答题。答案一定要写在答题纸指定的位置上，写在试卷上的答案无效。 三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。 Information for the Examinees： This examination consists of FOUR sections．These are： Section I：Listening(20 points，30 minutes) Section II：Language Appropriacy and Accuracy(30 points，20 minutes) SectionⅢ：Reading Comprehension(20 points，30 minutes) Section lV：Communication Analysis(30 points，40 minutes) The total marks for this examination are 100 points．Time allowed for competing this examination is 2 hours(1 20 minutes)allowed for completing this examination is hours (120 minutes)． Section I：Listening [20 points] You are going to listen to an interview．Then choose the best answer from A，B，C and D to answer each question．Write your answers on the Answer Sheet． 1．Concerning the issue of maternity，what ideas prevail among Chinese women? A．The modern concept． B．The traditional concept． C．The responsibility to the society．’ D．The responsibility to the family． 2．According to the passage，raising children——． A．is an unbearable burden to women B．is a significant part of a woman’s life C．is the permanent task of women D is the task 0f both a man and a woman 3．Giving birth ． A．brings great pleasure to women B．differs men from women physically and spiritually C．makes the women’s life complete D．all the above 4．Those oppose giving birth think that ． A．giving birth is something rather primitive
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C. determined, reflects D. shaped, influences United States continues to welcome a large number of immigrants each year and has referred to as a melting-pot society. This trend can reflect the theory of . A. macroculture B. microculture C. globalization D. modernization Ⅱ. True or False (10 Points in all, 1 points for each) ( )11. Values refer to rules for appropriate behaviors, which provide the expectations people have of one anther and of others. ( )12. The similarity of the original culture to the new host culture is one of the most important factors in successful acculturation. ( )13. The symbols human beings use are objective. ( )14. Four values fundamental to western ethics are autonomy, responsibility, care, justice. ( )15. Different from the belief “subjugation to nature”, western people believ e they are the masters of the nature. ( )16. The United States can clearly be seen as collectivism. ( )17. Although stereotypes are considered as being negative judgments, they can also be positive. ( )18. In the Russian states, the “bear hug” may follow a strong, firm handshae between good male friends. ( ) 19. All words can find the counterparts in another language. ( )20. People in the United States like the body ’s natural smell so they seldom wear fragrance. Ⅲ. Please explain the denotational and connotational meanings of the following words from the Western and Eastern perspectives. (20 points in all, 10 points for each.) 22..intellectual Ⅳ.Please answer the following questions (30 points in all, 15 points for each)
跨文化判断对错（checklist第二题） 1.T The iceberg model of culture implies that it is very difficult to understand a culture thoroughly. 2.F Culture is innate as soon as a person is born. 3.T People may sometimes get confused about his or her cultural identity. 4.F Scholars prefer the term subculture to co-culture in describing a culture which exists within a dominant culture. 5.T A person could be a member of several different subgroups at the same time. 6.F Intercultural communication occurs when the sender and the receiver exchanging messages are from different races. 7.T Communication and culture are inseparable and strongly connected. 8.F The sender must choose certain words or nonverbal methods to send an intentional message. This activity is called decoding. 9.T The process of communication has nine components:sender,encoding,message, channel, noise, receiver, decoding, feedback, and context. 10.T No two of us can assume that our sensations are the same.Different stimuli can produce the same sensations. 11.T The same stimuli can produce very different sensations. 12.T Our perception are influenced by who we are, including the accumulation of our experience. 13.F We give meanin g to or “decode”the information that we have selected and organized during the selection stage. 14.T The psychological filters refer to the psychological factors, including the attitudes, beliefs, and dispositions of the individual. 15.T Ethnocentrism, stereotyping, prejudice and racism are learned. 16.T Although stereotypes are considered as being negative judgments,they can also be positive. 17.T When communicating with people from other cultures,an individual sometimes is likely to treat them as”his people”and to assume there is only one way of doing things:that is”his way”. 18.F Assumption of superiority may lead to assuming similarity instead of difference. 19.F Industrialization is not the reason for the persistence of ethnocentrism,stereotyping,prejudice and racism. 20.F An exacting style of communication can be found in Japan,China,and some Native American cultures. 21.F The self-effacement verbal style emphasizes the importance of boasting about one’s accomplishments and abilities. 22.T The elaborate,exacting,or succinct communication style deals with the quantity and/or volume of talk that is preferred across cultural groups. 23.T Dialect refers to geographic variation,while sociolect refers to variation in terms of social group. 24.T An elaborate style of communication can be seen in Arab cultures. 25.F Speaking is the only mode of effective communication.