跨文化交际能力的培养在大学英语教材中的体现

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ABSTRACT

Intercultural Communicative Competence, henceforth ICC, has now been widely

accepted as one of the aims of foreign language teaching (FLT) in the FLT field. As an

important carrier in the process of teaching and learning, textbooks are the most

essential source on which teachers base their teaching activities and the main medium

through which students learn foreign languages. Textbooks, while keeping a supply of

language materials, introduce to students different cultures, thus making it convenient

for students to be familiar with the world cultures and spread home cultures abroad, as

well as exerting a quite remarkable influence on the cultivation of students’ awareness

and competence of intercultural communication. Therefore, the compilation of

textbooks does play a vital role in teaching; it is necessary to give enough

consideration to the integration of language teaching and culture teaching while

compiling college English textbooks from the perspective of cultivating students’ ICC.

This thesis discusses the cultural content in college English textbooks. It is found

that college English textbooks should aim at students’ growth as a human and

enhancing their ICC, especially the development of their critical competence to

observe and explain foreign cultures and home cultures so that the language learners

not only retain their own cultural identities and glorify their excellent national culture,

but can also get rid of the traditional shackles and hold a sensitive and tolerant attitude

towards foreign cultures in intercultural communication so as to assimilate exotic and

good things, since multiculturalism may be more suited to the requirements of the

times.

Based on the theories of intercultural communication and textbook evaluation, the

author chooses randomly as participants some English teachers and junior students

from the Second Military Medical University, henceforth SMMU. Combining the

qualitative method with the quantitative method, the author conducts an internal

evaluation (evaluation of the cultural content of the textbook) and external evaluation

(evaluation by the textbook users) of the widely-used college English textbook in

China---College English (New Version), henceforth CE, from the perspective of its

contribution to cultivating students’ ICC, aiming to offer some valuable suggestions

and references to the future textbook compilers of college English.

iii

The results indicate that:

1) CE is generally American-culture-oriented;

2) Though there is cultural input in CE, multicultural aspects are neglected;

3) There’s no significant difference in the overall evaluation by the teachers and the

students on CE;

4) Teachers and students tend to be in agreement in terms of the need of cultural

content;

5) As to the cultivation of ICC, both teachers and students show inclination to separate

cognition from performance.

Generally speaking, compared with the previous textbooks, CE has done better on

the input of cultural content, styles of articles, the selection of language materials as

well as the language register. However, since the textbooks of 4th phase base their

compilation on the syllabus of 1999, they are out of dated to a certain extent seen in the

light of the criteria of the new century, thus they can’t achieve the requirements of the

era and the reform of college EFL teaching. It is hoped that this study can provide

textbook compilers with useful suggestions and references.

Key Word: College English textbook, evaluation, cultural content,

intercultural communicative competence (ICC)

摘要

培养学生的跨文化交际能力是外语教学的目标之一，这已成为外语教学界的

一项共识。教材作为教学活动的重要载体，它是教师组织教学的关键依据和学生

获取知识的主要来源；教材在提供语言材料的同时，也向学生介绍了其他国家或

地区的文化，从而有利于学生更好地了解世界文化和传播本国文化，对培养跨文

化意识及交际能力有较大影响。因此，教材的编写对人才的培养起着至关重要的

作用；而从培养学生跨文化交际能力的角度，大学英语教材应有利于语言教学和

文化教学的融合。

本文首先从理论上探讨了大学英语教材中的文化内容，认为大学英语教材中

的文化内容应以培养学生跨文化交际能力为最终目标，应有利于学生作为人的成

长，尤其是要具备一种批判精神去观察和解释他国文化及本国文化，从而使学习

者既保留自己的文化身份且将优秀的民族文化精神发扬广大，又能够摆脱固定不

变的传统束缚，在跨文化交流中抱着一种敏感而又宽容的态度去看待理解另一种

文化，从外国文化的源泉中摄取新的、好的东西，因为多元文化并存的观点也许

更适合时代的特点。

据此，本文选择了现在全国使用较多的一套由李荫华等主编、上海外语教育

出版社出版的《大学英语》（全新版）教材，借鉴教材评估和跨文化交际理论，选

取第二军医大学的英语教师和大三学生为被试，采用定性与定量相结合的方法，

从培养跨文化交际能力的角度对大学英语教材进行内部评估（对教材所呈现的文

化内容的评估）和外部评估（教材使用者对教材的评价以及需求），以期对以后的

大学英语教材的编写提供有价值的建议。

结果表明：

1）《大学英语》（全新版）教材中的文化内容以美国文化为主；

2）该教材中虽然注重了文化内容的输入，但相对忽略多维文化交际视角；

3）教师与学生对该教材的总体评价不存在明显差异；

4）教师与学生对文化内容的需求趋于一致；

5）教师与学生对跨文化教学在认识上与行为上都存在差距。

总体来说，与之前的教材相比，《大学英语》（全新版）的选材文化摄入量较

多、题材广，追求真实的语言材料，注意文章体裁和语域的多样性。但由于它属

于第四代教材——基于 1999 年大纲编写，在今天看来，它的有些内容和安排已不

能满足时代的需求，也不能适应 21 世纪大学英语改革的发展。由此，本文对该教

材的文化内容提出了相应的改进意见，希望可以给以后的教材编写者更多的建议

和参考。

关键词：大学英语教材评估文化内容跨文化交际能力

List of Tables

Table 2.1 Development of College English Textbooks.....................................................8

Table 2.2 Language-and-Culture.....................................................................................12

Table 3.1 Statistics on Each Unit in Book 1....................................................................25

Table 3.2 Statistics on Each Unit in Book 2....................................................................25

Table 3.3 Statistics on Each Unit in Book 3....................................................................25

Table 3.4 Statistics on Each Unit in Book 4....................................................................26

Table 3.5 Statistics on the Cultural Content of CE (Book1-4, Integrated Course)......... 26

Table 4.1a Teachers’ Overall Comment on the Textbook................................................33

Table 4.1b Teachers’ Evaluation on Teaching Methods.................................................. 35

Table 4.1c1 Answers to Question1, Part 3, TQ............................................................... 35

Table 4.1c2 Answers to Question2, Part 3, TQ............................................................... 36

Table 4.1c3 Answers to Question3, Part 3, TQ............................................................... 36

Table 4.2a Students’ Overall Comment on the Textbook................................................ 38

Table 4.2b Students’ Evaluation on Teaching Methods...................................................39

Table 4.2c1 Answers to Question 1, Part 3, SQ...............................................................40

Table 4.2c2 Answers to Question 2, Part 3, SQ...............................................................40

Table 4.2c3 Answers to Question 3, Part 3, SQ...............................................................40

Table 4.2c4 Answers to Question 4, Part 3, SQ...............................................................40

Table 4.2d1 Answers to Question 1, Part 4, SQ.............................................................. 41

Table 4.2d2 Answers to Question 2, Part 4, SQ.............................................................. 41

Table 4.2d3 Answers to Question 3, Part 4, SQ.............................................................. 41

Table 4.2d4 Answers to Question 4, Part 4, SQ.............................................................. 41

Table 4.2d5 Answers to Question 5, Part 4, SQ.............................................................. 42

Table 4.2d6 Answers to Question 6, Part 4, SQ.............................................................. 42

Table 4.2d7 Answers to Question 7, Part 4, SQ.............................................................. 42

Table 4.2d8 Answers to Question 8, Part 4, SQ.............................................................. 42

Table 4.2d9 Answers to Question 9, Part 4, SQ.............................................................. 43

Table 4.2d10 Answers to Question 10, Part 4, SQ.......................................................... 43

Table 4.2d11 Answers to Question 11, Part 4, SQ...........................................................43

vii

List of Figures

Figure 3.1 Byram’s (1993a) Criteria for Textbook Evaluation.......................................21

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摘要：

iiABSTRACTInterculturalCommunicativeCompetence,henceforthICC,hasnowbeenwidelyacceptedasoneoftheaimsofforeignlanguageteaching(FLT)intheFLTfield.Asanimportantcarrierintheprocessofteachingandlearning,textbooksarethemostessentialsourceonwhichteachersbasetheirteachingactivitiesandthemainmediumthroughwhic...

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