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1、 3摘 要 外语教学的目标是培养学生的交际能力在中国英语教学属于外语教学的范畴长期以来在英语教学过程中重在培养学生的语言能力即听说读写四会能力却极少导入相关的社会文化知识众所周知随着高科技和经济的迅猛发展世界正变得越来越小人们也提出了地球村这一概念毫无疑问在这个时代不同文化背景的人际交往更为频繁为了确保跨文化交际的顺利进行人们必须对不同的文化有相当的了解对交际中的文化差异有充分的认识因此文化导入必须与语言知识教授同步进行 本文以文化与交际的相互作用为视角从文化对交际过程 各组成因素的影响为切入点探讨英语教学中跨文化意识培养的实际操作 4Abstract The goal of foreign
2、language teaching is to cultivate students communicative competence. In China, ELT is in the domain of foreign language teaching. For a long time, in the process of teaching, particular stress has been put on developing students linguistic competence, which include listening, speaking, reading and w
3、riting abilities, while little attention is paid to the introduction of socio-cultural knowledge of the target language. It is well-known that with the rapid development of high technology and economy, the world is becoming increasingly small and the notion of “global village” has also been presente
4、d. There is no doubt that, in this era, we interact with people of different cultural backgrounds much more frequently than before. To guarantee an effective intercultural communication, people should have a good command of different cultures and fully understand the cultural differences in communic
5、ation. Therefore, culture introduction should be incorporated simultaneously in language teaching. From the aspect of the interrelation and interaction between culture and communication, this paper goes through the impact by culture on the elements in intercultural communication process to explore t
6、he problem of cultivating intercultural communicative awareness in college English teaching. 1Chapter I Introduction In 1999, a revised College English Syllabus clearly restates that the goal of foreign language teaching is to cultivate the students communicative competence. As a matter of fact, the
7、 notion of “communicative competence” is nothing new in the foreign language teaching field. Hymes, an American sociolinguist, coined this term in order to contrast a communicative view of language with Chomskys theory of linguistic competence. In his view, a person who has come to possess communica
8、tive competence acquires both knowledge and ability to use language with respect to (1) grammatical accuracy (2) feasibility (3) appropriateness (4) actual operation. His theory broadens the horizon of language teaching. And it offers insight to linguists and educators who want to break the limits o
9、f analyzing language structure in foreign language teaching. Later, Widdowson, Swain and Canale, Littlewood proposed different versions of category which include the knowledge and skills needed to fulfil communicative aim. The theoretical foundation of these categories all entails both linguistic co
10、mpetence and socio-cultural competence. On one hand, judged from linguistic structure, language is a system of symbols. On the other hand, language is a tool of communication in terms of its function. A persons socio-cultural knowledge restricts how he exploits his linguistic potential. It is genera
11、lly believed that if he lacks socio-cultural knowledge relevant to the target language, a person can hardly use a language accurately and appropriately and be an effective intercultural communicator. In the past two decades, great efforts have been made to improve the efficiency and effectiveness in
12、 college English teaching. It delights us to find that the majority of the students have made some improvement in their listening and spoken abilities. Their English is no more regarded as “dumb and deaf” one. They are more enthusiastic and confident to talk in English with their Chinese teachers an
13、d fellow classmates. However, most of them still encounter a lot of difficulties when interacting with native English speakers, mainly because they are ignorant of cultural differences. For instance, many Chinese students greet their foreign teachers by saying “Hello! Where are you going?”, “Where h
14、ave you been?” or “Have you had your meal?” and the like. As we know, this kind of greeting is considered inappropriate in Western culture and is likely to get westerners unhappy or even offended. From this example we may say that lack of cultural awareness interferes with the real understanding and
15、 appropriate use of the target language. As we can see, language and culture are inseparable. It is commonly accepted that language is a part of culture, and that it plays a very important role in it. They are intricately interwoven so that one cannot separate the two without losing the significance
16、 of either language or culture. Some people believe that knowledge of 2other countries and their cultures is as important as proficiency in their language, and such knowledge is dependent on foreign language learning. In the course of ELT in China, great attention should be paid to teaching culture of the target language as well as to teaching linguistic knowledge. Culture introduction should be integrated with language teaching in many aspects and at
