發(fā)布時(shí)間：2024-10-05 01:11

　　隨著國(guó)際化交往的頻繁,跨文化交際也日益突顯。隨著教育部把學(xué)生的跨文化交際能力作為英語學(xué)科核心素養(yǎng)的一個(gè)方面的提出,文化教育在高中英語教學(xué)實(shí)踐中也變得更重要。目前已有一些能夠提高高中生跨文化交際能力的教學(xué)方法得到證實(shí),而運(yùn)用于初中英語課堂教學(xué)中的研究相對(duì)不足。本研究采用ESA(投入、學(xué)習(xí)、應(yīng)用)教學(xué)模式,通過閱讀教學(xué)提高初中生的跨文化交際能力,從而為中學(xué)英語文化教學(xué)提供參考。本研究將要回答以下兩個(gè)問題:1.初中生跨文化交際能力的現(xiàn)狀如何?2.ESA教學(xué)模式下,英語閱讀教學(xué)能否提高初中生的跨文化交際能力(跨文化語言知識(shí)、跨文化意識(shí)和跨文化效力)?為了回答以上兩個(gè)研究問題,筆者以鄂爾多斯達(dá)拉特旗第九中學(xué)初二年級(jí)100位學(xué)生為研究對(duì)象,通過問卷調(diào)查了初中學(xué)的跨文化交際能力的現(xiàn)狀;以外研版英語教材(2013)為依據(jù),一個(gè)班利用ESA教學(xué)模式,另一個(gè)班運(yùn)用傳統(tǒng)的教學(xué)模式進(jìn)行了為期一學(xué)期共16周的在閱讀教學(xué)中培養(yǎng)學(xué)生跨文化交際能力的教學(xué)實(shí)驗(yàn)。筆者通過定量和定性相結(jié)合的數(shù)據(jù)分析方法,比較了實(shí)驗(yàn)班和控制班實(shí)驗(yàn)前后跨文化交際能力的三個(gè)方面:跨文化語言知識(shí),跨文化意識(shí)和跨文化效力。并且運(yùn)用SPSS22.0分析...

【文章頁數(shù)】：83 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
中文摘要
abstract
Chapter Ⅰ Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Study
    1.3 Overall Structure of the Thesis
Chapter Ⅱ Literature Review
    2.1 Definition of Key Terms
        2.1.1 Definition of Culture
        2.1.2 Definition of Intercultural Awareness
        2.1.3 Definition of Intercultural Communicative Competence
        2.1.4 Definition of Cultural Identity
    2.2 Theoretical Foundations
        2.2.1 The ESA Teaching Model
        2.2.2 The Cultural Identity Theory
    2.3 Relevant Researches of Intercultural Communicative CompetenceAbroad and at home
        2.3.1 Relevant Researches of Intercultural CommunicativeCompetence Abroad
        2.3.2 Relevant Researches of Intercultural Communicative Competence at home
Chapter Ⅲ Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Tests
    3.4 Research Procedures
Chapter Ⅳ Results and Discussions
    4.1 Results and Discussions of Current Situation of Students' Intercultural Communicative Competence
    4.2 Results and Discussions of Students' Intercultural CommunicativeCompetence under the Guidance of the ESA Teaching Model
        4.2.1 Results and Discussions of Students' Intercultural LanguageKnowledge
        4.2.2 Results and Discussions of Students' Intercultural Awareness
        4.2.3 Results and Discussions of Students' InterculturalEffectiveness
Chapter Ⅴ Conclusions
    5.1 Major Findings
    5.2 Implication for Cultivating Students' Intercultural CommunicativeCompetence in Junior High School
    5.3 Limitations of the Study and Suggestions for Future Research
References
Appendix Ⅰ Questionnaire of Intercultural Communicative Competenceof Junior High School
Appendix Ⅱ Test of Intercultural Language Knowledge
Appendix Ⅲ Test of Intercultural Awareness
Appendix Ⅳ Test of Intercultural Effectiveness Scale
Acknowledgements



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