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Culture Teaching in English Teaching for Non-English Major Postgraduates and Intercultural Communicative Competence Development

Author: DuanHong
Tutor: YuFei
School: Shanghai International Studies University
Course: English Language and Literature
Keywords: Culture Teaching Postgraduate English Teaching Intercultural Sensitivity Intercultural communicative competence
CLC: H319
Type: Master's thesis
Year: 2009
Downloads: 652
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Abstract


The development of science and technology, the popularity of advanced communication, economic globalization and other factors make cross-cultural communication are more frequent than ever before. Increasing cultural exchanges between foreign language learners not only have the language skills, but also have the intercultural communicative competence. At present, foreign language education have generally agreed that the ultimate goal of foreign language teaching is to develop students' intercultural communicative competence, which requires the system integrated into the culture teaching in foreign language teaching. In order to improve students' intercultural communicative competence, foreign language education have made a study of the Chinese language learners intercultural communicative competence and foreign language teaching culture teaching situation and culture teaching objectives, content and methods. However, most studies involving only to high school students or undergraduates, rarely comes to non-English speaking graduate students. With the year-on-year graduate enrollment, non-English Major Postgraduates Education momentum of rapid development. However, the traditional grammar-translation method is still dominant in the Postgraduate English Teaching, the Graduate English Education unable to meet the needs of the community with intercultural communicative competence talents. Therefore, an urgent need in order to achieve culture born of the students the ultimate goal of intercultural communicative competence, graduate English Education from the perspective of language teaching and culture teaching a combination to improve the existing syllabus, curriculum, textbooks, evaluation system and teaching practice. Based language teaching to some extent is the cultural understanding of teaching, this paper investigates the system integrated into the culture of teaching students English program mode. In order to present the interests of cultural learning needs of non-English major graduate teaching model, I conducted a survey on the status of teaching English in classroom culture. Cross-cultural sensitivity is considered to be the first step in intercultural communicative competence survey Chen Starosta (2000) to develop cross-cultural sensitivity scale to measure the level of cultural sensitivity of the non-English major graduate of Kunming University of Science and Technology. In addition, the combination of questionnaire investigation learned that the implementation of the attitudes and opinions of non-English major graduate teaching and culture teaching. According to the survey results, the author proposes through the integration of cultural teaching graduate English compulsory and elective courses, which are combined to develop students 'cross-cultural sensitivity, and ultimately to improve the students' intercultural communicative competence. This article consists of five parts. Chapter 1 introduces the statement of the background, purpose and significance of this study, as well as the structure of the paper. Chapter II as the theoretical basis of the article describes the relationship between language, culture, the definition of communication and three explores the concept of intercultural communicative competence and its constituent elements, and domestic and foreign language teaching culture teaching history Review. The third chapter is a cultural survey of teaching in the graduate English. I evaluation of the non-English major graduate of Kunming University of cross-cultural sensitivity, and the teaching of English in classroom culture the problems were investigated and analyzed. The fourth chapter is the core of the article, and made specific recommendations on how to train non-English major graduate intercultural communicative competence. This section includes two aspects: First, a prerequisite for cultural teaching and non-English major graduate English teaching a combination of; to propose cultural teaching system integration into the non-English major graduate English teaching mode and teaching practice effective cultural methods of teaching. The final chapter concluding section summarizes the main content of the article pointed out the limitations of the article, and further research are proposed.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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