英語課程與教學(xué)論論文錫酸鋅 微納米結(jié)構(gòu) 絡(luò)合劑 粒徑控制 形

1、 英語課程與教學(xué)論論文：跨文化交際語言教學(xué)在中國的希望和挑戰(zhàn)【中文摘要】跨文化交際語言教學(xué)(ICLT)注重語言學(xué)習(xí)者在語言能力(Linguistic Competence)和跨文化交際能力(Intercultural Communicative CompetenceICC)的均衡培養(yǎng)和發(fā)展,在進(jìn)幾十年來得到了更多的關(guān)注和更深入的探索。這種語言教學(xué)模式致力于彌補(bǔ)以往英語教學(xué)模式,尤其是交際語言教學(xué)(CLT)的局限性,諸如對語言,文化和交際為三位一體的統(tǒng)一體的認(rèn)識不足和對于英語本族語模式的過分強(qiáng)調(diào)和依賴。這篇論文旨在通過文獻(xiàn)回顧和批判來進(jìn)一步探索跨文化交際語言教學(xué)的本質(zhì)及其在中國英語教學(xué)實(shí)施的可行

2、性。鑒于之前相關(guān)ICLT的研究很少涉及到對職前和在職英語教師對ICLT的認(rèn)識和觀點(diǎn),而他們卻恰恰是現(xiàn)在或?qū)硗苿?dòng)這種或任何語言教學(xué)改革和創(chuàng)新的踐行者。本文也著重于聆聽他們的聲音,挖掘,探討和分析他們的想法和認(rèn)識。本篇論文主要由以下幾個(gè)部分組成:1)對跨文化語言教學(xué)的理論基礎(chǔ),實(shí)質(zhì)內(nèi)涵,重要性和意義,教學(xué)實(shí)施的原則和方法以及教學(xué)目標(biāo)的設(shè)定,教學(xué)方法,教材開發(fā)和教學(xué)評估,教師角色和教師培訓(xùn)等關(guān)鍵問題,進(jìn)行批判性地回顧和探討;2)通過問卷調(diào)查和深度采訪來調(diào)查并透析職前和在職英語教.【英文摘要】Intercultural Communicative Language Teaching (ICLT),

3、which advocates a balanced development between learnerslinguistic competence and intercultural communicative competence, has been actively explored and vigorously promoted across the world in these decades. It aims to address the limitations of the previous approaches of English Language Teaching (E

4、LT), in particular, the once highly touted communicative language teaching (CLT), such as negligence in the intimate and inseparable relationship between cul.【關(guān)鍵詞】語言 文化 交際 跨文化語言交際能力 跨文化語言教學(xué)模式 中國英語教學(xué)【英文關(guān)鍵詞】language culture communication ICLT ICC China ELT【目錄】跨文化交際語言教學(xué)在中國的希望和挑戰(zhàn)ACKNOWLEDGEMENTS8-9ABSTR

5、ACT9-10中文摘要11-13CHAPTER 1 INTRODUCTION13-181.1 Motivation of Foreign Language Learning13-141.2 Role of English as the worlds universal language141.3 Influence of this new trend on English teaching in China14-161.4 Note on Terms161.5 Organization of the Paper16-18CHAPTER 2 A LITERATURE REVIEW OF INTE

6、RCULTURAL LANGUAGE LEARNING AND TEACHING18-322.1 The trinity of Language, Culture and Communication18-242.1.1 Definition of Culture18-202.1.2 Definition of Language20-222.1.3 The Relationship between Language and Culture22-242.1.4 Role of Language and Culture in Communication242.2 Intercultural Lang

7、uage Learning24-292.2.1 Definition of Culture Learning242.2.2 Two views of Culture24-272.2.3 Byrams model of intercultural communicative competence27-292.3 Global trends in the practice of Intercultural Language Teaching and Learning29-322.3.1 Europe29-302.3.2 North America302.3.3 Australia30-312.3.

8、4 China31-32CHAPTER 3 THEORETIC FRAMEWORK FOR PRINCIPLES OF EFFECTIVE INTERCULTURAL TEACHING AND LEARNING?32-403.1 ICLT integrates language and culture from the beginning32-343.2 ICLT engages learners in genuine social interaction34-363.3 ICLT encourages and develops an exploratory and reflective ap

9、proach to culture and culture-in-language36-40CHAPTER 4 KEY ISSUES WITH ICLT AND THE IMPLICATIONS FOR ENGLISH TEACHING IN CHINA?40-494.1 Comparison between CLT and ICLT40-434.1.1 Overstressing the native-speakership40-424.1.2 Rejection of Leaners Own Language and Culture42-434.1.3 Failure to Recogni

10、ze English as the Worlds Universal Language434.2 Development of Intercultural Approach in China43-454.3 Probllems of ICLT in China45-494.3.1 Insufficient Focus on Cross-culture Oriented Knowledge in Curriculum45-464.3.2 ILE challenges the conventional roles of EFL teachers and learners46-484.3.3 Lack of Necessary Education Resources48-49CHAPTER 5 SURVEY AND DATA49-625.1 Survey Design and Goals49-515.2 Survey Procedures515.3 Empirical Results and Data Analysis51-615.3.