文化智商在大学英语教学中的应用

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3.0 高德中 2024-11-19 5 4 691.39KB 83 页 15积分
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ABSTRACT
With the ever deepening of globalization, the intercultural communication has
grown into a daily phenomenon. Admittedly, intercultural communication competence
plays a decisive role in today’s life and therefore cultivation of the competence becomes
an integral part of foreign language teaching.
This paper introduces the concept of cultural intelligence and attempts to find out
the relationships between it and students’ language proficiency and how they are
correlated. It puts forward three hypotheses: 1) The time spent on learning the target
language can be positively correlated with CQ level; 2) The score of CET-4 can be
positively related with CQ level; 3) The time spent on learning English is positively
related with the score of CET-4. Meanwhile, the author carries out a survey in three
colleges in University of Shanghai for Science and Technology by means of a cultural
intelligence scale, personal language study information and a cultural knowledge test.
An analysis based on the data collected is conducted with statistic tools. Main results
and findings of the study are as follows:
1) Hypothesis-1 and hypothesis-2 are not supported. There is no significantly
statistical correlation between the target language learning time and CQ level,
and between the score of CET-4 and CQ level.
2) Hypothesis-3 is supported. There is a medium statistical correlation between the
time spent on learning English and the score of CET-4.
3) From CQS, all participated students have high motivation in intercultural
communication, especially in Intl. Trade (German).
4) As students of Intl. Trade (German) have more time and opportunities of
intercultural communication than students in the other two colleges and also
show higher CQ levels, it is obvious that the more time spent on intercultural
communication, the higher the CQ level.
Finally, CQ application methods are put forward and it is hoped that they are of
help to the cultivation of intercultural competence in college English teaching.
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Key words: Cultural Intelligence, Intercultural Communication, ICC,
English Teaching
iv
摘 要
随着全球化的不断发展，跨文化交际已经成为一种日常现象，跨文化交际能力
必不可少。不可否认，如今跨文化交际能力的高低将起到决定性的作用。因此，
跨文化交际能力的培养是英语教学中不可或缺的一部分。
本文引入了文化智商的概念，并试图发现文化智商与学生英语语言水平是否
存在着一定的联系。文章对此提出了三个假设：1）目标语言学习时间与文化智商
正相关；2）CET-4成绩与文化智商正相关；3）英语学习时间与CET-4成绩正相关。
同时，本文通过文化智商测评，个人语言学习情况调查和跨文化客观知识测试对
上海理工大学三个专业（英语（国际贸易），国际贸易（德语）和计算机科学）
的学生展开了调查。作者在统计分析的基础上，对所收集的数据进行了全面系统
的分析。主要分析结果如下：
(1) 假设 1和假设 2不成立。 目标语言学习时间与文化智商，CET-4 成绩与文
化智商不成正比，且没有相关性。
(2) 假设 3成立。英语学习时间与 CET-4 成绩成正比，成中等相关性。
(3) 从CQ 测试水平来看，参与学生都具有很高的跨文化交际的积极性，这在
中德国际贸易专业的学生中显得尤其明显。
(4) 研究发现，中德学院的学生在跨文化交际的时间和机会要多于其他两个专
业的学生。他们的 CQ 水平也要高于其他学生。由此可见，增加学生跨文
化交际的时间和机会，有助于提高他们的文化智商。
最后，本文提出对于文化智商理论的应用。希望以此将文化智商理论中的跨
文化能力提升方案应用到大学外语教学中，以帮助提高外语教学中对跨文化能力
的培养效果。
关键词：文化智商 跨文化交际 跨文化交际能力 英语教学
CONTENTS
Acknowledgements .......................................................................................................... i
ABSTRACT .....................................................................................................................ii
摘 要 ............................................................................................................................... iv
Chapter One Introduction ............................................................................................. 1
§1.1 Background of the Study .......................................................................................1
§1.2 Related Studies......................................................................................................4
§1.3 The Reason to Choose CQ .................................................................................... 5
§1.4 Structure of the Thesis ...........................................................................................6
Chapter Two: Review of Related Literature and Researches .................................... 7
§2.1 Communication and Intercultural Communication ...............................................7
§2.1.1 Definition of Culture and Communication ..................................................... 7
§2.1.2 Intercultural Communication ..........................................................................9
§2.2 Intercultural Communication Competence ......................................................... 12
Chapter Three Introduction to the Study of Cultural Intelligence ..........................20
§3.1 Cultural Intelligence ............................................................................................ 20
§3.1.1 Definition of Cultural Intelligence ............................................................... 20
§3.1.2 Three Facets and Six Profiles of CQ ............................................................ 26
§3.2 Language Proficiency and CQ ............................................................................ 30
§3.3 CQ Measurements ............................................................................................... 32
§3.3.1 Brief Introduction to Cultural Intelligence Scale (CQS) .............................. 32
§3.3.2 Development .................................................................................................33
§3.3.3 Validity and Reliability of CQS ................................................................... 34
Chapter Four: Case Study---Survey on CQ Level of College Students ................... 36
§4.1 Research Hypothesis ........................................................................................... 36
§4.2 Research Design .................................................................................................. 36
§4.2.1 Subjects ............................................................................................................ 37
§4.2.2 Instrument .........................................................................................................38
§4.3 Data Collection ....................................................................................................39
Chapter Five: Result .....................................................................................................41
§5.1 Relationship between CQS Total and Years & Daily Time of English learning 41
§5.2 Relationship between CQS Total and CET-4 ..................................................... 42
§5.3 Relationship between CQS Three Factors and CET-4 respectively ....................43
§5.4 Relationship between COG of CQS and Cultural Knowledge ........................... 44
§5.5 Relationship between different gender groups of CQS Total and CET-4 ...........45
§5.6 Comparison between Three Majors in CQS Total, CET-4, Years & Daily Time
of English learning ...................................................................................................... 46
§5.7 The Ratios of Avg. COG to COG Total, MOT to MOT Total and BEH to BEH
Total among Three Majors .......................................................................................... 47
§5.8 Descriptive Statistics of students’ attitudes in English learning ......................... 48
§5.9 Relationship between English Learning Time and CET-4 ..................................49
Chapter Six: Discussion on College English Teaching Based on Results ................ 50
§6.1 Implications of Results ........................................................................................ 50
§6.1.1 The Results of Hypotheses ........................................................................... 50
§6.1.2 Analysis on Students’ CQ Scores ................................................................. 51
§6.1.3 Comparison among Groups from Three Majors and Some Implications .....54
§6.2 College English Teaching Strategies in Intercultural Communication ............... 58
§6.2.1 CQ Cultivation in Chinese College .............................................................. 58
§6.2.2 Students’ Role in CQ Cultivation .................................................................59
§6.2.3 Teachers’ role in CQ cultivation .................................................................. 60
§6.2.4 CQ Theory and Training Methods Applied in College English Teaching ... 61
Chapter Seven: Conclusion ..........................................................................................67
§7.1 Major findings of the Study ................................................................................ 67
§7.2 Limitations .......................................................................................................... 67
§7.3 Future research .................................................................................................... 68
Appendix 1 ..................................................................................................................... 69
Appendix 2 ..................................................................................................................... 71
Appendix 3 ..................................................................................................................... 73
Bibliography .................................................................................................................. 75
在校期间公开发表的论文 .............................................................................................78
摘要：

iiABSTRACTWiththeeverdeepeningofglobalization,theinterculturalcommunicationhasgrownintoadailyphenomenon.Admittedly,interculturalcommunicationcompetenceplaysadecisiveroleintoday’slifeandthereforecultivationofthecompetencebecomesanintegralpartofforeignlanguageteaching.Thispaperintroducestheconceptofcu...

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作者：高德中 分类：高等教育资料 价格：15积分 属性：83 页 大小：691.39KB 格式：PDF 时间：2024-11-19

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