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1.
跨文化交际能力的培养,要求将语言教学与文化教学结合起来。在课堂教学中,可以从发现文化差异、展开文化比较、模拟跨文化交际等方面展开跨文化交际教学的尝试,这有助于培养学生的文化差异和文化空间意识,有助于跨文化交际能力的培养。 相似文献
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《海南广播电视大学学报》2016,(3):125-128
移动学习和培养跨文化交际能力交互结合体现在:移动网络技术飞速发展为跨文化交际教学提供了丰富学习资源、广阔的学习空间和灵活多变的教学方式,也为跨文化交际能力培养提供了易于获取、多元而又互动的交际模式。创建和利用移动学习平台,促进学生自主学习,加深学生对文化差异认识,提升学生跨文化交际技巧;运用移动交互软件,提高学生跨文化交际灵活度。 相似文献
3.
培养英语专业学生的跨文化交际能力是高等师范院校英语专业的一项重要任务。口语课作为高师英语专业的一门基础课程,在学生跨文化交际能力的培养方面具有举足轻重的作用。我们应重视文化差异对跨文化交际的影响,深入探讨在口语教学中培养学习者跨文化交际能力的方法和途径。 相似文献
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周莹莹 《佳木斯教育学院学报》2014,(1):394-395
对学生在不同环境下的跨文化交际能力进行培养,是英语翻译教学的宗旨,英语翻译教学也因此拥有了跨文化的属性。在培养学生跨文化交际能力方面,应从以下几个方面为切入点:比较中西方文化差异,对不同文化的风格和特点深入了解,紧密结合语言交际实践和文化教学,扎实掌握日常英语交际能力和英语基础知识。本文重点探讨了英语翻译教学中如何培养学生的跨文化交际能力。 相似文献
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文章应用SPSS12.0统计软件对中国非英语专业英语学习者跨文化交际能力和文化差异敏感度开展调查并对所得数据进行分析,并归纳了现阶段我国外语教学中文化教学的特点;通过提高第二语言学习者文化差异敏感度从而提高跨文化交际能力的可行性,为第二语言教学中如何提高学习者跨文化交际能力这一教学目标找到新的出口。 相似文献
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周含 《南昌教育学院学报》2011,(11):180+182-180
跨文化交际时英语专业大学生进行交际的一个重要方面,而跨文化交际已经渗透到我们社会生活的各个方面。为提高学生的跨文化交际能力,首先要提高高校英语教师自身素质和跨文化交际能力;其次,通过充分利用多媒体作为教学辅助手段,借助多媒体网络着力培养学生对文化差异的敏感度,进而提高学生的跨文化交际能力。 相似文献
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跨文化交际能力是指为了使跨文化交际成功进行所需要的能力或素质.本文认为,网络教学环境下,教师可以借助网络教学平台,将语言教学与文化教学有机结合起来,创设学生跨文化交际的机会,培养学生跨文化交际的能力.具体包括:借助英语学习网站构建自主性学习模式,培养学生对目的语文化的认知能力;在立体化的文化输入、输出情境中,培养学生的跨文化沟通能力;在键友交流活动中培养学生平等地进行跨文化交流的能力;在协作学习环境中培养学生跨文化交际的合作技能. 相似文献
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培养学生的交际能力是外语教学的核心。要提高学生的交际能力，就必须消除影响交际的因素。在跨文化交际中影响交际的最大障碍就是文化差异。本文列举了跨文化交际中常见的交际失误，分析了导致交际失误的原因，提出了提高学生的跨文化交际能力的教学建议。 相似文献
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就跨文化交际、跨文化交际能力及在我国采用跨文化交际法进行英语教学作了简要的概述．文章提出：有效的跨文化交际不仅仅是一个语言技巧问题，还涉及到许多文化因素，即在学习英语的同时，要熟悉和了解英语国家文化和中国文化之间的差异．采用跨文化交际法进行英语教学能使中国学生对中英文化差异产生敏感，跨文化交际能力得以提高． 相似文献
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为培养具有多元文化意识和跨文化交际能力的人才,基于建构主义的学习理论,设计了具有情境性、趣味性和交互式特点的跨文化交际开放式实验,探讨了网络环境下“跨文化交际”实验课程的目标与定位、课程设计与管理模式.实验设计为学生的学习创设了真实的学习情境,提供了丰富的学习资源,拓展了互动学习空间.创新了实验课程的教学模式与学生个性化网络自主学习的管理模式,是互联网环境下跨文化交际能力培养途径的新探索,能为其它语言类实践课程的开设提供示范与参考. 相似文献
11.
语言是交际的工具,是文化的载体。非言语是语言交际的补充,作为语言交际时的伴随性特征并同时具有语言功能。人们在交际中只注重语言交际,而往往忽略非言语交际作为信息传递的重要地住。文章主要对语言与非言语的关系、非言语交际分类、非言语交际的特征、非言语交际的功能做了简要阐述,并探讨了在跨文化交际中如何解决非言语手段带来的文化冲突。 相似文献
12.
Jamie J. Peterson Samantha DeAngelo Nancy Mack Claudia Thompson Jennifer Cooper Arturo Sesma Jr 《Innovative Higher Education》2014,39(4):321-332
This study examined gains undergraduate students made in their communication and collaboration skills when they served as peer teachers, i.e., laboratory instructors (LIs), for a General Psychology laboratory. Self-ratings of communication and collaboration skills were completed before and after teaching the laboratory. When compared to before the teaching experience, the students rated their skills significantly higher in written expression, oral expression, and participation skills. They also rated themselves significantly higher in written comprehension and expression skills than did a comparison group of non-LIs. Results from interviews also revealed beliefs that their communication and collaboration skills had substantially increased. 相似文献
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该文从言语交际的定义出发,着重研究了三种言语交际结构,即＂三要素＂言语交际结构、信息传递言语交际结构和信息加工言语交际结构.并认为,言语交际的过程实际上是一个交际主体的认知建构过程. 相似文献
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This paper investigates intercultural communication ethics is a vital element to promote intercultural communication competence. Firstly, it defines the concept of intercultural communication ethics; S... 相似文献
16.
从本期开始,我们会根据大学里面不同的专业,选择一些热门专业进行讲解。这一期我们选择了传播学Communication,很多有志于从事新闻传媒行业的同学可以初步了解一下,什么是传播学,以便提前进入角色。 相似文献
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Harry V. Scott 《The Educational forum》2013,77(3):334-335
“MR. LORD” An Appreciation of Miss Isabel McKinney's Biography of a Master-Teacher THE YEARS By Virginia Woolf An Appreciational Review by Florence K. Johnston The Honeysuckle and the Bee. By Sir John Squire. E. P. Dutton and Company. 282 pp. $3.00. The Private Letters of Princess Lieven. Edited by Peter Quennell. E. P. Dutton and Co., Inc. 376 pp. $3.75. A First Course in Statistics: Their Use and Interpretation in Education and Psychology. By E. F. Lindquist. Houghton, Mifflin and Company. 226 pp. $2.25. Study Manual for a First Course in Statistics. By E. F. Lindquist. Houghton, Mifflin and Company. 122 pp. $.80. America Yesterday and America Today. By Roy F. Nichols, William C. Bagley, and Charles A. Beard. Illustrated. The Macmillan Company. 415 pp. each. $1.40, each. An Introduction to Progressive Education. By Samuel Engle Burr. The C. A. Gregory Company, 345 Calhoun Street, Cincinnati, Ohio. 84 pp. $.50. Educational Psychology. By Noel B. Cuff. The Standard Printing Company, Inc., Louisville, Kentucky. 387 pp. $2.50. Child Guidance Procedures: Methods and Techniques Employed at the Institute for Juvenile Research. By The Staff of the Institute for Juvenile Research, Paul L. Schroeder, Director. D. Appleton-Century Company, Inc. 345 pp. $2.50. Elementary Practical Physics. By Newton Henry Black and Harvey Nathaniel Davis. The Macmillan Company. 710 pp. $2.00. Guide to High School Biology. By Edna Craig and George K. Stone. The Macmillan Company. 146 pp. $.96. High School Biology. By Ralph C. Benedict, Warren W. Knox, and George K. Stone. Illustrated. The Macmillan Co. 724 pp. $2.00. How to Teach. By Claude C. Crawford. Southern California School Book Depository, Los Angeles, California. 501 pp. $2.50. Humanized Geometray: An Introduction to Thinking. By J. Herbert Blackhurst. The University Press, 26th and University Avenue, Des Moines, Iowa. 272 pp. $1.33. Personal and Social Adjustment. By Willis L. Uhl and Francis F. Powers. Illustrated. The Macmillan Company. 475 pp. $1.40. Problems in American Democracy. By S. Howard Patterson, A. W. Selwyn Little, and Henry Reed Burch. The Macmillan Company. 726 pp. $1.88. Reorganizing the Social Studies. By Vernon B. Hampton. The John Willig Press, Stapleton, New York. 91 pp. $1.25. Secretarial Assistance in Teachers Colleges and Normal Schools. By Luther Jordan Bennett. Bureau of Publications, Teachers College, Columbia University, New York, New York. 86 pp. $1.60. Social Interpretation: Principles and Practices of Community and Public School Interpretation. By Arthur B. Moehlman. D. Appleton-Century Company. 485 pp. $3.00. The Progress Arithmetics. By Philip A. Boyer, W. Walker Cheyney and Holman White. Book E. Accompanied by a Teacher's Manual. The Macmillan Company. 189 pp. and 29 pp. $.48. The Student Editor. By James W. Mann. The Macmillan Company. 149 pp. $1.00. A Mighty Fortress. By Le Grand Cannon, Jr. Farrar and Rinehart. 336 pp. $2.50. Grass on the Mountain. By Henry and Sylvia Lieferant. E. P. Dutton and Co., Inc. 443 pp. $2.50. Robinson of England. By John Drinkwater. Illustrated by J. H. Dowd. The Macmillan Company. 326 pp. $2.50. The Hush-Hush Murders. By Margaret Taylor Yates. The Macmillan Company. 344 pp. $2.00. The Wooden Spoon. By Wyn Griffith. E. P. Dutton and Co., Inc., 318 pp. $2.50. Time Piece. By Naomi Jacob. The Macmillan Company. 352 pp. $2.50. Victoria Four-Thirty. By Cecil Roberts. The Macmillan Company. 364 pp. $2.50. The Concept of Morals. By W. T. Stace. The Macmillan Company. 307 pp. $2.50. Differential Psychology. By Anne Anastasi. The Macmillan Company. 615 pp. $2.00. In the Name of Common Sense. By Matthew N. Campbell. The Macmillan Co. 192 pp. $1.75. Earth-Lore: Geology Without Jargon. By S. J. Shand. Illustrated. E. P. Dutton and Company. 144 pp. $1.25. Living Safely. By Earl C. Bowman and Paul F. Boston. The Macmillan Company. 177 pp. $.52. 相似文献
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The issue of international students in the tertiary classroom is of broad significance across disciplines as evidenced, for example, in the work of Ladyshewsky (1996), Pe‐Pua (1995), and Romm, Paterson and Hill (1994). The need for university instructors to employ teaching strategies that are student‐centred and interactive has also been gaining attention in recent literature, for example, in the work of Biggs (1992, 1997), Chalmers and Volet (1997), and McKay and Kember (1997). This article presents some practical teaching strategies employed in an undergraduate Business Communication class that, in our experience, provide a context that encourages student interaction and participation to the mutual benefit of both local and international students. Data collection procedures included an open‐ended questionnaire, observation of students, informal and unstructured discussions and reflective journals of students and tutor. The conclusions drawn here suggest that these strategies not only enhance classroom participation by international students but also allow international and local students to interact more productively with each other. 相似文献
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刻板印象与大众传播存在着一种必然的关系，二者能相互影响，这为我们了解这两个概念以推动跨文化交际的顺利进行打开了方便之门。本着减少差异和误解，加大沟通和理解这一前提，刻板印象与大众传播能够在一定程度上互为所用，促成交际双方取得最佳交际效果。 相似文献
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We live in the changeable and dynamic change.The study of intercultural communication is about the world’s change of social relationships and how we must adapt to them.This paper mainly deals with the relationship between culture and communication.And what the influences of culture and communication have on studying ICC. 相似文献