跨文化態(tài)度在高校外語教學(xué)中的作用研究
2012-12-31 00:00:00肖本羅趙震紅
青年文學(xué)家 2012年14期
摘 要：本文分析高?？缥幕逃虒W(xué)的現(xiàn)狀以及如何在英語教學(xué)中培養(yǎng)積極的態(tài)度來推進跨文化教育教學(xué)。
Key words: cross-cultural education; present situation; challenge; motivation
關(guān)鍵詞：跨文化教育；現(xiàn)狀；動機
[中圖分類號]：G633.41 [文獻(xiàn)標(biāo)識碼]：A
[文章編號]：1002-2139(2012)-14-0093-01
I、Present Situation and Challenges for Cross-Cultural Education in Colleges and Universities
Nowadays， English， as one of the foremost medium of international communication， is called upon to mediate a whole range of cultural and cross-cultural concepts， to a greater extent than in the past. No-one involved in teaching English is likely to argue for cross-cultural misunderstanding. Nevertheless， it involves extremely complex and layered thinking to prepare college teachers who are not intercultural specialist， and who may not have been concerned about the role of culture in teaching and learning before.
When it comes to teaching experiences across cultures， some college teachers described the traditional teaching as an example， during a lecture， the learners religiously note down every word of the lecture to faithfully reproduce it in examinations. Some educators’ attempt at employing less-teacher-centred instructional approaches， such as group work and independent learning failed， with students resisting both directly by complaining and indirectly by missing classes. Out of frustration， as exam time neared more educators will find themselves assuming a more teacher-centred， authoritative instructional style， which made the students happier and more relaxed. Effective teaching is much more than simply the giving of information. Among the skills and behaviours that good teachers engage in is the identification and selection of instructional strategies and approaches that best match the characteristics of the learner with the content or skills to be learned.
II. Building Motivation in Cross-Cultural Education
The act of motivating learners， singly or in groups， demands that you understand and connect with their feelings， concerns， values， experiences and unmet needs. Motivation creates a desire to learn and to engage with the material being presented. Motivation for language learning can be enhanced if learners have the opportunity to interact with speakers of the native language， first， because there is evidence that many students want such experience. Second， integrative motivation which can be a powerful factor in promoting effective language learning， is enhanced if learners have favourable experiences of meeting with native speakers and find that they can communicate， and can develop friendly relationships， with them.
III. Conclusion
English as the foremost medium of international communication at present is called upon to mediate a whole range of cultural and cross-cultural concepts， to a greater extent than in the past. So the notion of ‘Teaching English in a Cross-Cultural Context’ is crucial. In order to teach English effectively， higher educators must understand the role culture plays in teaching and learning， be able to modify their instructional strategies to accommodate cultural differences， and develop the skills necessary to assess and meet the needs of language learners in a variety of fact-based settings.
References
[1]、Cushner. K. (1996). The intercultural sensitizer. In D. Landis R. Bhagat(Eds.)， Handbook of intercultural training(2nd ed.) (pp. 185-202). Thousand Oaks， CA: Sage Publications.
[2]、Fowler， S.M.， J.M.(2004). An analysis of Methods for Intercultural Training. In D. Landis， J. Bennett， M. Bennett(Eds.)， Handbook of Intercultural Training (3rd ed.)(pp. 37-84). Thousand Oaks， CA: Sage Publications.
