《新视野大学英语》中的中美跨文化交际

Causes of Sino-US Cultural Values DiversityGeographical environmentThe natural environment plays a crucial role in the process of a culture formation. To a large extent, human activities rely on and are limited by the environment. Different geographical location between China and the western world creates different cultural characteristics.There are four major characteristics to Chinese geographical environment: the large land area ranking as the third of all countries in the world, the great population accounting for a quarter of the worlds, the most diverse terrain symbolizing by great mountains and rivers, and the most complex climate varying in all kinds. Therefore China owns inland culture combined with magnificent mountains-image and beautiful water-image, grand unification and colorful specialties.The main features of the natural environment of the western culture, however, are just the opposite. The ocean has become the cradle of Europe, the Americas and the Oceania, as well as Western culture. The Europe is the birthplace of Western culture. There are two major characteristic features of European geographical environment. One is that most of European countries border on the sea. More than four-fifths of European boundary line is bounded by the sea. Another is that the mainland terrain is mainly plain. The European average height is the lowest in the world, and the climate is mild and humid. The rich land had raised various ethnic groups who became powerful and frequently migrating and endlessly fought against others. The Westerners had to combat the natural environment surrounded by the sea and poor living conditions. They were eager to conquer the sea and nature which create the features of expansion, adventure and openness of Western culture. Historical causes of China Cultural ValuesAs one of the four ancient civilizations, agriculture plays an important role in Chinese culture. Ancient Chinese got together to farm on the fertile land and were more likely to believe in collectivism. For very little migration, they tended to live a stable family life. Therefore, Chinese culture was established on the foundation of agricultural family system and treated the parents as the center. Thus, Chinese always combine the individual value with family, collectivity and even nation. From a historical perspective, in the Western Zhou Dynasty, China has established a unified state and produced the initial collectivism –“Every inch of ground across the country belongs to the king. Every general commanding troop s has to serve the king.” Then Emperor Wu in the Han Dynasty carried out a policy of proscribing all non-Confucian schools of thought and espousing Confucianism as the orthodox state ideology, which made Confucianism become the core of Chinese culture. Confucianism advocates that “one must first cultivate oneself and put family in good order before he can govern the country and bring peace to the world” and stresses individual capacity of moralcriterion. People show their individual values by examining themselves in three ways each day, thus resulting in Chinese introversive type of character. Confucianism also emphasizes on “the three cardinal guides and the five constant virtues” which establish some strict rules for people’s behavior and obsession of hierarchy in daily life. Therefore, Chinese culture values focus on authority rather than on facts, and on collectivism rather than on individualism, which embodies the thought of great unification in ancient China.Historical Causes of American Culture ValuesAmerican culture came from the ancient Greek and Roman culture. Ancient Greece and Rome had experienced a long history of national migration, which led to the loose kinship of family and the early appearance of interpersonal contractual relationship in European society. After the establishment of Christianity, the religion had had great effects on people’s belief and encouraged people to pay attention to the individual. Many people believed in the credo -- “Every man for himself and God for us”.After the discovery of the American continent, many European people from different countries flooded into it and everyone reserved the equal right. Only did they work hard, some of them would made their “American Dream”come true. They would become millionaires and even presidents finally. As for people’s social status, the racial hierarchy makes very little sense. After the independence of America, the belief of freedom and equality had won the heart and mind of the people. Economic BackgroundEvery value has its own economic background, including American individualism and Chinese collectivism. During the early time of American capitalist economy, the vibrant commodity economy succeeded in the competition with natural economy and occupied the market for almost 100 years. Under the effects of commodity economy, every American had to pursue and expand individual value so as to survive. And then the individualism came. However, Chinese had been bound in lands of the natural economy for several thousands of years. They had lost the chance to self-improve and could not get rid of the circumstances of relying upon collectivism even after the decades of planned economy. Chinese needed to communicate with others and rely on the relationship to improve itself, and they shou ld tie themselves with groups so tightly that they couldn’t be ignored.Ways of ThinkingThe Americans believe in the rationalism and take it as the basic principle to treat their family members and deal with family affairs. The American parents think that the obligations of raising and educating children are equal to their responsibilities forthe society. Since the upbringing children is compulsory, children’caring for their parents in old ages in return seems to be unnecessary. And the old parents are also happy to think that the nursing home should be a fine destination which comes from the American social security system and cultural practices as the unethical practice.However, Chinese place high value of affection. The family education deals with the relationship of family members on the basis of ethics and affection. Taking children as part of their private property, the Chinese parents raise children sympathetically and affectively in every way possible in view of individual face-saving and honor, hoping to gain children’s maintenance when they are in their old age. It implies that the children should care for their parents in return. Now we can easily imagine that Chinese parents “have great ambitions for children”, which has led to educational utilitarianism.。

综合英语课程论文中美跨文化交际研究生英语2013-2014学年第二学期期末论文题目Contrastive Analysis on Intercultural Business Communication between China and America学号__11201300_ 专业_经济学_ 姓名_ __分数：________评语：______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2014年 6 月16 日Contrastive Analysis on Intercultural BusinessCommunication between China and America Abstract:Intercultural communication as a social phenomenon, since it was discovered early by some scholars. They have made a deeper research on it. With the continuous development of social progress, communication between different cultural backgrounds counties and regions goes deeper. And the language and culture is a vehicle for communication. This showsthe necessity to the research of cross-cultural communication. And this study has wide and far-reaching significance of theory and practice. This paper analyzes the characteristics of cross-cultural communication, pointed out that the cultural differences between China and the U.S. This paper draws conclusions that the Chinese have the characteristics of collectivism, past orientation, high-context cultures, strong uncertainty avoidance, and high power distance. In contrast, the United States has the features of individualism, future orientation, low-context cultures, weak uncertainty avoidance and small power distance. Based on this, in the Sino-US cross-cultural business communication process, it will need to keep in mind the differences of the characteristics between China and American cultures. Only in this way can we target more efficiently.Keywords: Intercultural Communication; Power Distance; Uncertainty Avoidance; Individualism.摘要：跨文化交际作为一种社会现象，很早以来就被一些学者所发现，并对其进行了深入的研究。

从中西方文化差异的角度看英语教学模式转变李文方(云南大学滇池学院云南昆明650228)摘要：语言植根于文化，是文化的重要载体。

近几年在英语教学中文化逐渐得到重视，但由于应试教育思想的影响，教师们在教学中更关注的仍是学生英语听说读写技能的训练，英语国家的文化却不受重视。

因此，该文对中西方文化之间的不同因素进行了分析，并在此基础上对中西方文化因素差异影响下的英语教学模式的转变策略进行研究，旨在能更好地促进英语教学的长远发展。

关键词：语言与文化英语教学模式文化差异转变策略中图分类号：H319.3;G04文献标识码：A文章编号：1672-3791(2021)12(c)-0104-05On the Transformation of English Teaching Mode from thePerspective of Cultural Differences betweenChina and WestLI Wenfang(Dianchi College of Yunnan University,Kunming,Yunnan Province,650228China)Abstract:Language,rooted in culture,is an important carrier of culture.In recent years,culture has been paid more attention to in English teaching.However,due to the influence of exam-oriented education,teachers still attach much more importance to the training of students'English listening,speaking,reading and writing skills instead of the culture of English-speaking countries.Therefore,this paper analyzes the different factors between Chinese and Western cultures,and studies the transformation strategies of English teaching mode under the influence of the dif‐ferences between Chinese and Western cultural factors,in order to better promote the long-term development of English teaching.Key Words:Language and culture;English teaching mode;Culture differences;Transformation strategies语言与文化之间的关系密不可分，语言是文化传承最为关键的工具[1]。

外研社大学英语教材新视野外研社大学英语教材《新视野》是一本广泛应用于大学英语教学中的教材。

本教材以提高学生的英语综合运用能力为目标，以培养学生的跨文化交际能力为导向。

《新视野》教材涵盖了从大学英语入门到高阶的内容，共分为四个级别，依次为《新视野大学英语（第一册）》、《新视野大学英语（第二册）》、《新视野大学英语（第三册）》和《新视野大学英语（第四册）》。

教材结构-----------《新视野》教材分为听说模块、读写模块、综合模块和文化模块，每个模块的内容都紧密连接，相互依存。

该教材的教学设计符合语言教学的原则，采用了任务型教学模式，旨在让学生在实际应用中学以致用。

1. 听说模块听说模块注重培养学生的听力和口语交际能力。

教材中的听力材料涵盖了各个语言要素，并根据学生掌握程度逐渐提高难度。

课堂上，教师可以通过各种听力练习和口语对话，让学生更好地理解和运用所学语言知识。

2. 读写模块读写模块旨在提高学生的阅读理解能力和写作表达能力。

通过各种阅读材料，学生不仅能够了解到不同主题和话题的内容，还能培养自己的文化意识和阅读策略。

写作方面，教材提供了大量写作素材和范文，帮助学生掌握写作技巧。

3. 综合模块综合模块主要涵盖了语法、词汇和语言综合运用。

这一模块的核心在于培养学生的语言能力综合应用，通过各种形式的练习，让学生熟练掌握英语的语法结构和词汇用法。

4. 文化模块文化模块通过介绍英语国家的文化和风俗习惯，增加学生对英语国家的了解。

此外，该模块还提供了一些全英文的阅读材料，以培养学生对真实英语语境的理解和应用能力。

教学特点-----------《新视野》教材具有以下几个特点：1. 文化视野：教材注重培养学生的跨文化交际能力，教学内容融入了丰富的文化元素，帮助学生更好地理解英语国家的文化背景。

2. 任务导向：教材采用任务型教学模式，通过各种任务和情景模拟，激发学生的学习兴趣和学习动机，从而提高学生的语言运用能力。

Differences between Chinese and American on pattern of friendshipPeople from Chinese culture and American culture both need friendship in their lives, which is established in different interactions with others in offices, social activities, schools, communities and so on. However, the meaning of word “friend”, the involvement in the friendship, the maintainance of friendship and the expectations of friends are remarkably distinctive between these two cultures.Chinese has quite clear definition of friend and friendship. They establish friendships with like—minded friends whom they affectively bond to or those who share the similar personalities, otherwise, they can not be real friends but just acquaintances. However, for the America, the meaning of “friend” is board, including everyone from causal acquaintance to a best friend.Chinese involve deeply and affectively in friendship. For one thing, Chinese like enclosing a lot of things to their friends range from age to the conflict with a person, therefore, Chinese share plentiful aspects of their good friends’lives and they are quite familiar with each other. To Chinese people, the more secrets they know about each other, the closer their relationship is. A Chinese may angry with her good friend if she notes that her good friend conceals something from her because she will think she dose not play an important role in her friend’s life. For another thing, the process of establishing friendship is quite the opposite of that of Americans. Chinese are inclined to be reserved and shy when they meet strangers and the relation begins with less intimacy, however, their inner line of defense gradually decrease and they become much closer after they get alone with each other for a period of time. That is not only because they do not take privacy seriously but also because most Chinese prefer to be with others rather than stay alone , which helps their relationship to go deeper. When they want to do something or go somewhere, they will ask their friends to join them. For instance, in colleges , roommates usually go to school together, have meals together, or even go to toilet together during the break( especially among girls), as a result, they have a lot of time to improve their friendships. In contrast, Americanfriendship just “walks on surface”. Americans make friends in different circles. An Americans probably have a lot of friends at any one time, but their friendship is usually linked to specified activities. He may have work friends, leisure activity (like golfing, swimming, shopping playing cards and so forth) friends and neighborhood friends. One’s friend from a certain circle may know little about his other aspects of life. For example, two friends who made have known each other for a long time since they made acquaintance in a football club and tall about football games, football stars and so on, may know little about each other’s family. They tend not to share all aspects of life with their friends. In addition, friendliness is not always an offer of friendship. Americans are initially very friendly and the inner line of defense is very low at the beginning, but it is not easy for them to develop that friendliness into the stage of a good friendship and the level of intimacy does not change a lot over time before reaching the stage of being good friends because Americans put great emphasis on privacy and they are unwilling to reveal their personal information including salary, age, family. That means the topic between two friends who do not know each other for a long time are very superficial and ordinary, for example, they may talk about food, movie or what they enjoy doing during leisure time, which set barriers to deepen the degree of familiarity .If their privacy is violated, their friendship may develop unsmoothly. Another reason is that Americans are very independent. They do not need friends to keep them company all the time and the time they spend together is not so much.As to the maintainance of friendship, people in China hope their friendship to be solid, stable and long—lasting. Owing to nostalgia, Chinese’s national characteristic, Chinese like spending time with old friends instead of new acquaintances and they will not allow the friendship that they cherish a lot to wither and die. Take my father as an example, he moved to downtown from the village where he was born and spent his childhood in his twenties, but he has been going to his hometown frequently to hang out with his buddies with whom he grew up with. Recently, he decided to buy a land to build a house in his hometown, so that he can interact with his friends constantly. Secondly, as interdependent self—organizationplays a predominant role in Chinese society, Chinese insist that friends should regularly have contact and always take care of each other once friendship is established. For them, a true friendship is a relationship that endures through changes and trail in lives. On the contrary, for American, friendship is vulnerable, unstable and short—lived. “Americans view change as a part of life; Americans think it is quite important for progress”, so meeting new friends is well—worth doing for them and they enjoy making friends, but on the other hand , their friendships are usually tied to specific circumstances or activities and will gradually change over the years when circumstance and activities change. Even one’s best friends may change several times as time goes by. Another crucial factor contributes to the vulnerability and unstableness is the high mobility in America. Data released by American government show that seventeen percents of Americans move from a place to another place each year and they move every five years on average. One may be born in one city, and go to school in another .He may finish his middle school education in two or three cities and attend a college far across the country. And when he has entered business, he may possibly move from a job to a job to move up to a higher position and better wages, a phenomenon that prevails across the United States. As we know, friendship, like other human relationships, depends on frequent interaction with the other person. Thus, when one individual move away and do not interact regularly, their friendship is likely to disappear.The expectation of a friend is also different between Chinese and Americans because of different ways of building and maintaining friendship. Chinese friendship involves deep obligations and commitment. One has enormous responsibility for his friends and it is difficult for him to refuse his friends’ requirement. Chinese friends give each other much more concrete help and assistance than Westerners do. They put great emphasis on mutual help and emotional support between friends, for them “a friend in need is a friend indeed”. A typical example is that one will give financial support to his friend who is short of money, which rarely happens among Americans because they think it leads to dependence of one person on the other and it goes against the principle of equality. A phenomenon reflecting that Chinese take friend’sobligation and help for granted is that they do not usually use polite forms when they turn to their friends for help or want their friends to do something for them. Instead of saying “Help me to close the window, please”, they are more likely to say “Close the window”. But for Americans, the duties and obligations of friends are limited. In the United States, one can certainly ask a friend to do something with him such as having dinner together, but he could not expect a friend to recognize and response to his wishes without stating them. Nor could he expect a friend to drop his own business to response to a non—urgent need. In fact, Americans neither impose too much requirements on their friends nor ask their friends for practical help again and again when they are in troubles because they do not want to become their friend’s burden, even though they accept their friends’ help, they do not take what their friends do for them for granted. That is why Americans apologize to their friends for minor inconveniences such as telephoning late at night. Even in close friendship, Americans use polite forms such as “could you…” and “would you mind” The reason behind this is that, equality is an important value for American , so they do not feel comfortable in a relationship in which one is giving more and the other person is dependent on what is given.Virtually, the essence of causes of the difference between Chinese friendship and American friendship the difference between collectivism and individualism Interdependence and low awareness of privacy are both embodiments of collectivism while dependence and high awareness of privacy are those of individualism. When we look into these two different kinds of friendship, we should not be judgemental since they are formed in certain cultures and there is no rank among different cultures.As Chinese students whose major is English, we are likely to meet and interact with Americans or other Westerners. And what has been talked about above may help us to eliminate misunderstanding, confusion and barriers when we get along with Americans and promote intercultural communication and intercultural interaction.。

大学英语教学中跨文化交际理念及其应用跨文化交际作为一种新理念最早出现于1959年美国人类学家爱德华·霍尔代表作《The Silent Language》（《无声语言》）之中。

20世纪80年代，跨文化交际理念开始传入中国并引起学界广泛关注。

随着经济全球化发展，各个国家之间交往日益深入与频繁，社会经济交融日趋加深，提高学生跨文化语言学习及交流能力显得非常迫切。

本文试从跨文化交际理念出发剖析大学英语教学。

一、跨文化交际对大学英语教学意义有研究者指出，“跨文化交际”是将本国或本族语言与非本国或本族语言相互交流及学习活动，也可表示在不同语言及文化背景下人们之间交流。

简而言之，跨文化交际就是指拥有不同国家语言及文化背景人们之间进行交流活动。

跨文化交际对大学英语教学意义主要表现在以下几方面。

（一）更新大学英语教学传统理念大学英语教学过程中，交际能力培养始终是教学主要目。

而交际以语言学习为基础，但是拥有一定语言能力并不说明其就具有较高交际能力。

很久以来，大学英语学习功能基本上就是定位在为学生考级服务方面，对教师教学成绩评价也与学生过级率挂钩，在此过程中忽视了对学生语言文化素质综合培养。

在此观念下，大学英语教学以语法与词汇学习为主，学生较缺乏流利说英语能力。

因此，这就需要转变传统大学英语教学理念，从原来单词、句法学习转向培养学生深层次理解能力，增加学生文化知识，锻炼学生意识。

这有助于学生进一步了解国内外文化间差异，减少交流障碍及文化差异带来阻力，进而提高学生跨文化交际能力。

（二）培养学生跨文化交际能力2019年，教育部颁布《大学英语课程教学要求》中指出：“大学英语教学就是要以英语语言知识及应用能力学习与培养为主要内容，并集多种教学模式与手段为一体教学体系。

”因此，英语教学不单是以传授语言知识为目标，更需要进一步培养学生语言交际能力。

当前，跨文化交际理念已经催生出了新交际教学方法，并对大学英语教育教学方式产生重要影响。

课时：2课时教学目标：1. 知识目标：通过学习课文，了解中美文化差异，掌握相关词汇和句型。

2. 能力目标：通过小组讨论和角色扮演，提高学生的思辨能力和跨文化交际能力。

3. 情感目标：培养学生对中华文化的认同感，增强文化自信，树立正确的价值观。

教学重点：1. 中美文化差异的表现形式。

2. 如何在跨文化交际中尊重和理解对方文化。

教学难点：1. 如何引导学生深入思考文化差异背后的原因。

2. 如何将思政元素融入课堂，实现立德树人的教育目标。

教学过程：一、导入1. 教师简要介绍中美文化差异的概念，引导学生思考文化差异在日常生活中的体现。

2. 学生分享自己在中美文化差异方面的观察和感受。

二、课文学习1. 学生阅读课文，了解中美文化差异的具体事例。

2. 教师引导学生分析课文中的文化差异，如饮食、节日、教育、价值观等。

三、小组讨论1. 将学生分成小组，每组选取一个中美文化差异的主题进行深入讨论。

2. 每组派代表分享讨论成果，教师点评并总结。

四、角色扮演1. 教师根据课文内容设计情景，学生分组进行角色扮演。

2. 角色扮演过程中，学生需运用所学词汇和句型，体现中美文化差异。

五、思政元素融入1. 教师结合课文内容，引导学生思考文化差异背后的原因，如历史、社会制度、价值观等。

2. 强调尊重和理解对方文化的重要性，培养学生的跨文化交际能力。

六、总结与反思1. 教师总结本节课的学习内容，强调中美文化差异对个人成长的重要性。

2. 学生分享学习心得，反思自己在跨文化交际中存在的不足，并提出改进措施。

教学评价：1. 课堂参与度：观察学生在课堂上的发言、讨论和角色扮演表现。

2. 作业完成情况：检查学生课后作业的完成质量，如总结报告、角色扮演剧本等。

3. 思政元素融入：评价学生在课堂上的思考深度和价值观体现。

教学资源：1. 教材：《新视野大学英语》2. 多媒体课件：展示中美文化差异的相关图片、视频等。

3. 网络资源：收集相关文化差异的案例和资料。

英语中的跨文化交际能力知识点跨文化交际是指不同文化背景的人们之间进行有效沟通和合作的能力。

在全球化的今天，跨文化交际能力变得越来越重要。

尤其是在英语作为全球通用语言的背景下，掌握英语中的跨文化交际能力对于个人和企业的发展都具有重要意义。

本文将介绍一些英语中的跨文化交际能力知识点。

第一，了解不同文化的价值观。

不同文化有不同的价值观念和观念体系，了解并尊重其他文化的价值观是跨文化交际的基础。

比如，在西方文化中，个人主义被认为是一种积极的价值观，追求自我实现和个人利益最大化；而在东方文化中，集体主义被认为是一种重要的价值观，强调团队合作和社会责任。

了解这些差异可以帮助我们更好地理解和尊重他人的文化。

第二，掌握语言和非语言交际技巧。

语言是跨文化交际的重要媒介，但语言中的词汇、语法和口音等差异可能导致误解和沟通障碍。

因此，我们需要学习和掌握英语中的语言技巧，如适当的表达方式、措辞和语气调节。

此外，非语言交际也是跨文化交际的重要组成部分，包括面部表情、眼神交流、肢体语言等。

正确地理解和运用非语言交际技巧可以增强沟通效果。

第三，了解文化差异对商务谈判的影响。

在跨文化商务谈判中，文化差异可能会导致认知偏差和沟通障碍。

不同的文化在交流方式、谈判风格和决策方式等方面存在差异，了解这些差异并灵活应对是提高谈判成功率的关键。

如在西方文化中，强调直接而坦率的表达方式；而在东方文化中，更注重含蓄和间接的表达方式。

在商务谈判中，我们需要根据对方的文化特点来灵活调整自己的表达方式。

第四，尊重多样性和包容性。

跨文化交际能力的核心是尊重和欣赏不同文化的多样性。

我们应该摒弃偏见和歧视，展现出对其他文化的包容性和开放性。

同时，我们也需要接受自己文化的局限性，并愿意倾听和学习其他文化的观点和经验。

通过与不同文化的人们进行交流和合作，我们可以拓宽自己的视野，提高自己的跨文化交际能力。

总结起来，英语中的跨文化交际能力是一项重要的技能，对于我们在全球化的背景下进行有效沟通和合作非常关键。

智库时代·266·智者论道 《新视野大学英语（读写教程）》中国文化输入分析研究刘红辉（湖北工业大学外国语学院，湖北武汉 430068）摘要：《新视野大学英语（读写教程）》是一套供大学英语课程中通用英语课程教学使用教材。

其选材主题多样，涵盖社会文化不同领域。

本文依据Byram 的教材文化分类理论，对该教材的文化内容分析和研究，发现该教材涉及中国本土文化内容偏少，并对教材使用者建议采用有效手段加强大学英语课堂中国文化输入。

大学英语教师在使用该教材时，需要提高自身的中西文化素养，深刻认识到英语课堂中国本土文化输入的重要性，引导学生正确对待不同文化差异和价值，在不同文化对比中学习和交流，在跨文化的交际中保持自身的文化自信，将社会主义核心价值观有机融入大学英语教学内容。

关键词：教材；文化内容；中国文化中图分类号：C43文献标识码：A 文章编号：2096-4609（2019）47-0266-002一、引言大学英语的教学目标是培养学生的英语应用能力，增强跨文化交际意识和交际能力。

学界在跨文化交际领域进行了大量的理论和实证研究。

有结论认为学生在跨文化交际的学习中潜移默化地受到西方价值观的影响，由此降低了自身本土文化身份认同感。

跨文化交际是双向的平等的文化交流传播，在英语学习中，学习者不仅是要学习英语语言和文化，而且还肩负着另外一个重要使命——传播中华文化，讲好中国故事、传播好中国声音，提升国家软实力。

中国文化历史悠久，博大精深。

如何把中华文化有机融入大学英语教学内容是当前英语教师必须面临解决的问题。

“熟悉西方文化，了解文化差异并不意味着放弃民族特征和文化身份”[3]大学英语教材是学生提高英语语言能力和跨文化知识构架的主要资源。

《新视野大学英语（读写教程）》（第三版）（下文简称《新》）是大学英语课程体系中通用英语课程教材，自出版以来受到高校师生的广泛好评。

本研究对该教材文化内容进行分析，探究其是否符合大学英语教学目标的培养。

《新视野大学英语》该教材的编写理念是“以学习者为中心”，注重激发学生的学习兴趣，培养学生的自主学习能力。

教材内容涵盖了生活、学习、工作等各个领域，实用性强，能够帮助学生更好地适应社会发展的需要。

该教材的另一个特点是注重文化意识的培养。

教材中涉及了许多文化背景知识，帮助学生了解不同文化之间的差异，培养学生的跨文化交际能力。

这有助于学生在全球化时代更好地适应不同文化环境。

该教材还注重培养学生的英语综合应用能力。

教材中包含了大量的听说读写练习，能够帮助学生全面提高英语能力。

教材还注重与国际接轨，引入了许多国外原版材料，让学生能够更好地了解国际文化。

《新视野大学英语》是一本优秀的大学英语教材，注重培养学生的英语综合能力、文化意识和跨文化交际能力。

它是新时代大学生必备的英语学习资料之一。

引言随着全球化的不断深入，英语成为国际交流的重要工具，大学英语教育也变得越来越重要。

教材作为教学的重要组成部分，对学生的英语学习有着显著的影响。

本文将以《新视野大学英语》教材为例，从多个方面对其进行评估。

背景介绍《新视野大学英语》教材是由教育部组织编写的普通高等教育“十一五”国家级规划教材，适用于全国各高等院校非英语专业学生使用。

该教材的编写目的是培养学生具有较强的英语综合应用能力，特别是听说能力，同时提高学生的综合文化素养。

教材内容评估在教材内容方面，《新视野大学英语》具有以下特点：1、主题表达丰富：教材选用了大量涉及文化、科技、社会、教育等领域的文章，有助于拓展学生的知识面，增强学生的文化素养。

2、语言难度适中：教材中的文章以中英文对照的形式呈现，便于学生自学，同时有利于提高他们的英语阅读理解能力。

3、文化背景贴切：教材注重介绍英语国家的文化背景，帮助学生更好地了解英语文化的特点，提高跨文化交际能力。

教学方法评估在教学方法上，《新视野大学英语》教材主要采用以下方式：1、课堂互动活跃：教材提供了多种课堂活动，如小组讨论、角色扮演等，能够调动学生的学习积极性，增强学生的口语表达能力。

浅析《新视野大学英语读写教程》（第三版）中的跨文化交际外|语|教|学—科教导刊（电子版）·2017年第6期/2月（下）—91浅析《新视野大学英语读写教程》（第三版）中的跨文化交际夏传真（辽宁对外经贸学院辽宁·大连116052）摘要《新视野大学英语读写教程》（第三版）再内容上很好的体现了跨文化交际的几个重要组成部分，即文化背景、非语言过程、社会行为准则及价值观，有助于学生了解和培养跨文化交际能力。

但该教材文章多出自于美国期刊，美国文化偏倚重，且文章内容多涉及20世纪，本世纪的内容几乎未有涉足。

对于大学英语老师，应紧跟时代步伐，为学生补充地域性文化知识和主题性跨文化能力的培养，以便切实提高跨文化教学效果。

关键词《新视野大学英语读写教程》（第三版）跨文化交际教材解析教材评价中图分类号：H319.39文献标识码：A 0引语跨文化交际是指本族语者与非本族语者之间的交际，也指任何在语言和文化背景方面有差异的人们之间的交际。

通俗来说就是如果你和外国人打交道（由于存在语言和文化背景的差异），应该注意什么问题，应该如何得体地去交流。

跨文化交际能力除了包括行为地得体性外，还包括交际结果地有效性。

美国学者萨莫瓦和波特讲跨文化交际归纳为三个方面：观点（包括价值观、世界观和社会组织等）、语言过程和非语言过程。

语言与文化相互依赖、相互影响，语言是文化的重要载体；文化对语言有制约作用。

语言在人类的一切活动中都起着十分重要的作用，是人类社会生活不可缺少的一个部分。

自20世纪初美国的鲍阿斯和萨丕尔以来，人类语言学家都强调语言的社会属性，认为语言和它都社会环境是分不开的。

人类语言学的研究传统诱发了文化语言学的出现和兴起，通过从文化的角度来考察语言的交际过程，将语言系统与文化系统紧密相连并相互依存。

《大学英语教学指南》中的教学目标指出：“大学英语的教学目标是培养学生的英语应用能力，增强跨文化交际意识和交际能力，同时发展自主学习能力，提高综合文化素养。

教育科学文摘2020年第3期课程与教学从文化视角看《新视野大学英语读写教程》编写李顺姬南阳师范学院公共外语教学部，河南南阳473061《南阳师范学院学报»2020年第5期，约8000字语言和文化是互相依存的关系，语言是文化的载体，文化是语言的内核，学习英语不仅要学习它的语言，更要学习它内含的文化。

教材中的文化内容是文化教学和学习的关键因素，一本教材编写的成功与否，文化内容的规划设置是一个重要因素。

关于教材文化内容的划分标准，比较全面的是由国际跨文化交际研究的代表人物之一、英国著名教授Michael Byram提出来的。

他把教材中的文化内容划分为八种类型：社会身份与社会群体（主要包括社会阶层、地域身份和种族），社会互动（主要包括注重礼仪的不同方式，局内人和局外人），信念和行为（主要包括道德观念、日常活动与宗教信仰），社会和政治体系（主要包括国家政体、医疗保障、法律法规、社会安全和地方政府），社会化与社会圈（主要包括家庭、学校、就业和庆典仪式），国家历史（主要包括有象征意义的历史和时政），国家地理（主要包括具有代表意义的地理标志），定势与国家认同（主要包括民族固有模式的典型标志）。

Byram教授关于教材中文化内容的分类是比较全面的，涉及社会生活、社会群体、政治、宗教、道德、地理、历史等方面。

因此，本文采用Byram的划分标准来对我国大学英语教材中的文化内容进行梳理和讨论。

目前，在我国高校中使用的大学英语教材有不少版本，其中，郑树棠主编的《新视野大学英语读写教程》具有代表性。

在有关教材使用情况调查中，该教材的使用率为49.3%,说明该教材是我国高校中主流使用的教材。

本文以这本教材的最新版本（第三版，外语教学与研究出版社2015年4月版）作为标本，以Byram教授的教材文化内容的划分标准为依据，进行梳理和讨论。

《新视野大学英语读写教程》中文化内容的不足1.文化主题分布失衡在最新一版的教材中，占比例最大的是“信念与行为”主题，在单元数量和文章篇数中，均占总数的46.9%,所占比例相当大。