論外語課堂教學(xué)中跨文化非言語交際能力的培養(yǎng).pdf

1、Nowadays, owing to the quick and advanced technology in both transportation and information system, especially the development and the popularity of computer technology in our daily life, the earth has become a global vi

2、llage. In the process of globalization, people from different cultures are brought together by economical, political and cultural purposes and the interaction becomes more and more frequent. Especially we Chinese people,

3、 taking the advantage of the policy of reform and "opening up", communicate with an increasing number of people from different countries and contact with different cultures more and more frequent.As a result, the study o

4、f intercultural communication is increasingly important. Intercultural communication involves communication between people from different cultures, which comprises both verbal communication and nonverbal communication. H

5、owever, people tend to attach more importance to verbal communication when encountering those from other cultural backgrounds and neglect nonverbal communication, for they maintain the widespread view that in intercultur

6、al communication, the mastery of the target language is essential and they value the correctness and appropriateness of verbal behavior more. Such neglect often results in cultural misunderstandings and conflicts because

7、 studies on nonverbal communication reveals that nonverbal communication usually carries the basic cultural traits from which people are able to gather clues about underlying attitudes and values. So it goes without sayi

8、ng that the study of nonverbal behavior is an important component to the study of intercultural communication. Under such circumstances, I put forward the idea of cultivating students' intercultural nonverbal commun

9、icative competence. First, with the rapid development of global village, it is essential for all of us to become more sensitive and more observant to the myriad motions,gestures, and body language that surround us each d

10、ay. Second, college education is facing social and cultural challenges that have implication for teaching and learning. Education cannot isolate itself from the changing society. With the various goals of the learners, t

11、eachers have to innovate their teaching ideology and develop effective teaching strategies with the intention of increasing students' awareness of social and cultural issues and their all-round competence.However, this i

12、s a big challenge for both teachers and students. Third, it is the author's sense of professional responsibility of adding new knowledge and improving teaching skills or techniques in order to help students to achi

13、eve an effective communication in intercultural communication. As a college English teacher, the author has witnessed many teachers, who focus on linguistic competence of students or high marks in academic achievement te

14、sts, strive hard to attain the goal. However, they often hear complaints from the society about students' low proficiency. Most students, in spite of their academic achievements, are deficient in intercultural communicat

15、ion. Nonverbal communication is the essential part of communication and intercultural communication. It is well acknowledged that ignorance of nonverbal communication results in pragmabehavioral failure and hinders

16、the effective intercultural communication. To testify my assumption, surveys are done between two universities, including 240 students and 24 teachers. After a careful study of communicative competence and intercult

17、ural communicative competence (ICC competence), I assume the components of intercultural nonverbal communicative competence (INCC competence). Intercultural nonverbal communicative competence takes the knowledge dimensio

18、ns of nonverbal communication, cultural differences in nonverbal communication as the core of the system. In the last section, I make some tentative suggestion on how to cultivate students' INCC in FLT classroom. To

19、 avoid intercultural miscommunication, I propose that students' intercultural sensitivity and intercultural awareness towards cultural differences should be cultivated. Then I suggest that the effective way of cultivatin

20、g students' INCC in FLT classroom is to combine the teaching of cultural differences with employing the nonverbal behaviors as a tool. Some methods are introduced for the teaching of cultural differences. First, the teac

21、hing process is divided into three stages: 1) the stage of enlightening. At the first stage, the teacher can help students to have basic knowledge of nonverbal communication. The purpose of this stage is to awaken their

22、awareness of nonverbal communication. Interest is the mother of success. So another purpose of this stage is to arouse students' interest in nonverbal communication. 2) The stage of comparing and contrasting. By comparis

23、on and contrast, students will learn the cultural differences in nonverbal communication. 3) The stage of maturing. If they can apply the knowledge to the intercultural events flexibly, students reach the last stage and

24、finally attain the goal. Second, some practical approaches are employed through behaviors. In a word, researchers and educators have long recognized the importance and necessity of nonverbal communication in intercu