首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Intercultural Learning Many teachers may wonder "what I am actually doing" sometimes. It doesn’t seem enough to teach gramma
Intercultural Learning Many teachers may wonder "what I am actually doing" sometimes. It doesn’t seem enough to teach gramma
admin
2015-09-30
59
问题
Intercultural Learning
Many teachers may wonder "what I am actually doing" sometimes. It doesn’t seem enough to teach grammar, vocabulary, pronunciation and communicative skills with unreal and meaningless content.
I . Introduction
—gap between language teaching in class and in the real world
—【B1】______of intercultural awareness:【B1】______
crucial to comprehend and communicate in the global village
II. Definition of intercultural learning
A. The concept of culture
—including lifestyles,【B2】______, beliefs, history or experiences, etc.【B2】______
—existing in one place or many places
—existing in a religion with followers from different【B3】______【B3】______
B. Interpretation of intercultural learning
—a process of getting better understanding of cultures around the world
—objective:
to increase mutual【B4】______and understanding【B4】______
—forms:
not only a part of EFL, but applied in all fields of education
III. Intercultural awareness
—the【B5】______of language teaching rather than a " fifth skill" : to【B5】______
understand the relation between a second language/culture with the
first one
—a(n)【B6】______made up of a collection of skills and attitudes:【B6】______
1)observing, identifying and recognizing
2)comparing and contrasting
3)negotiating meaning
4)dealing with or tolerating ambiguity
5)effectively interpreting messages
6)limiting the possibility of misinterpretation
7)defending one’s own point of view while acknowledging the
legitimacy of others
8)accepting difference
—method:
—realizing the vital importance of these skills
—using【B7】______themes as materials in teaching【B7】______
IV. Teacher’s role
-【B8】______:【B8】______
—to influence students in some way
—to raise more awareness of the world
—to interact better with the world
—mediator of cultural relativity with various【B9】______【B9】______
V. When should it be introduced?
—accessible to【B10】______【B10】______
【B6】
Intercultural Learning
Good morning, welcome to join our discussion. Today is the first of two lectures that deal with the topic of intercultural awareness and learning.
There will have been points in most teachers’ careers when we have stopped to wonder " What am I actually doing?" Sometimes, filling our students up with all the requisite grammar and vocabulary, and polishing their pronunciation and sharpening their communicative skills doesn’t actually seem to be helping them to achieve the wider goal of being able to genuinely communicate with and understand the real world outside the classroom at all.
For too long, we have been concentrating on structures and forms and producing materials that may help our students to have perfect diphthongs or a flawless command of the third conditional while leaving out anything approaching real, valid, meaningful content. Major ELT publishers have produced materials so carefully calculated not to offend anyone that they far too often end up being vacuous if not completely meaningless.(1)If our students are to have any hope of using their language skills to genuinely comprehend and communicate in the global village, intercultural awareness is crucial.
The concept of culture is quite expansive, nearly covering every aspect of the society under the sun.(2)It could be a way of life, a set of social practices, a system of beliefs, or a shared history or set of experiences. A culture may be synonymous with a country, or a region, or a nationality or it may cross several countries and regions.(3)A culture may be synonymous with a religion, though followers of Christianity or Judaism or Islam may also come from different cultures. It is highly possible to belong to or identify oneself with more than one culture.
What is intercultural learning? The process of becoming more aware of and better understanding one’s own culture and other cultures around the world.(4)The aim of intercultural learning is to increase international and cross-cultural tolerance and understanding. This can take lots of forms— intercultural learning is by no means only a part of EFL, but has exponents in all fields of education.
Intercultural awareness in language learning is often talked about as though it were a " fifth skill"—the ability to be aware of cultural relativity following reading, writing, listening and speaking. There is something to be said for this as an initial attempt to understand or define something that may seem a difficult concept but, as Claire Kramsch points out: " If language is seen as social practice,(5)culture becomes the very core of language teaching. Cultural awareness must then be viewed as enabling language proficiency... Culture in language teaching is not an expendable fifth skill, tacked on, so to speak, to the teaching of speaking, listening, reading and writing. "
Language itself is defined by a culture. We cannot be competent in the language if we do not also understand the culture that has shaped and informed it. We cannot learn a second language if we do not have an awareness of that culture, and how that culture relates to our own first language/first culture. It is not only therefore essential to have cultural awareness, but also intercultural awareness.
(6)Following on from what Kramsch says above, intercultural awareness is not really therefore a skill, but a collection of skills and attitudes better thought of as a competence.
Intercultural communicative competence is an attempt to raise students’ awareness of their own culture, and in so doing, help them to interpret and understand other cultures. It is not just a body of knowledge, but a set of practices requiring knowledge, skills and attitudes.
What are these attitudes and skills that make up the competence? Among them are:
—observing, identifying and recognizing
—comparing and contrasting
—negotiating meaning
—dealing with or tolerating ambiguity
—effectively interpreting messages
—limiting the possibility of misinterpretation
—defending one’s own point of view while acknowledging the legitimacy of others
—accepting difference
These are very similar to many of the skills we teach normally. So what makes intercultural learning different? Raised awareness of what we do and of the vital importance of these skills already makes intercultural communicative competence a more attainable goal. Moreover—and despite the fact that the competence is more than just a body of knowledge—(7)intercultural awareness skills can be developed by designing materials which have cultural and intercultural themes as their content, a kind of loop input, if you like.
How does intercultural learning affect the role of the teacher? You may start to wonder what teachers are. Activity managers? Language facilitation units? Babysitters?(8)Intercultural learning gives the teacher a role not only as one or more of these, but also as an educator. This makes many teachers feel uncomfortable, above all with the idea that we may be influencing our students in some way. Are we responsible for transmitting some kind of ideology to our students?
No, we are helping them to become more aware of the world around them, and to better interact with that world. These are the crucial roles of the teacher.
Moreover,(9)EFL teachers tend to have a wide variety of different backgrounds in different disciplines. They have different experiences, and in many cases may have travelled extensively and got to know several different cultures. They may have undergone the experience of living in, adjusting to and understanding a different culture. There is a lot that they can bring to the job. They are unique mediators of cultural relativity.
Anyway, in the practical way when shall we introduce intercultural learning? Previously, " cultural awareness" has often only been seen as something for advanced learners, an extension exercise that can be "tacked on" to an ordinary lesson. This is partially due to the all-too-frequent error of assuming that students with a low level of English also have a low intellect generally, or that it is impossible to explain intellectual concepts in level one English.(10)Intercultural awareness, as a fundamental feature of language and an integral part of language learning, is important at all levels.
So much about today, I hope this lecture could help you realize the importance of intercultural learning. The next lecture would offer some practical suggestions for the classroom. Thank you for listening.
选项
答案
competence
解析
本题设题点在分论点处。根据句(6)可知,跨文化意识不是一种技能,而是多种技能和态度的综合,可以认为是一种能力,因此答案为competence。
转载请注明原文地址:https://kaotiyun.com/show/KmKO777K
0
专业英语八级
相关试题推荐
Culturereferstothesocialheritageofapeople--thelearnedpatternforthinking,feelingandactingthatcharacterizeapopu
AccordingtoSampras,whatisthekeypointofaplayerhavingacoachbeingtooclose?
Incognitivepsychology,studiesoflearningstrategieswithfirstlanguagelearnershaveconcentratedondeterminingtheeffec
WhichofthefollowingwasNOTontheagendaoftheG20meeting?
Inbringingupchildren,everyparentwatcheseagerlythechild’sacquisitionofeachnewskill—thefirstspokenwords,thefirs
PresidentBarackObamahascalledonIndiaandPakistantorestart【N1】______.SpeakingtostudentsinMumbai,hesaidIndiawas
WhatisthepurposeofProfessorMcKay’sreport?
MoredataoutonMondaypointedhowtheglobal【N1】______ishurtingAsia’sexporters.SouthKoreasaysitsindustrial【N2】______
Globalisationisthemoreorlesssimultaneousmarketingandsaleofidenticalgoodsandservicesaroundtheworld.Sowidesprea
Whattypeofsentenceis"MrHoffmanninsiststhathewasinvolvedinthisheatedargument."?
随机试题
人格是指决定个体的外显行为和内隐行为并使其与他人的行为有稳定区别的()。
某产品分两道工序制成。其工时定额为:第一道工序20小时,第二道工序30小时,每道工序按本道工序工时定额的50%计算。在产品数量为:第一道工序100件,第二道工序200件。月末完工产品300件,月初在产品和本月发生的工资及福利费共计3220元。[要求]
颈前正中区的肿块,可能为______。
酚噻嗪类药物作用机制有
解热镇痛抗炎药的作用特点不包括
肝火旺盛之瘿病治宜气郁痰阻之瘿病治宜
关于刑法解释的说法,下列哪一选项是正确的?()(2009年卷二第1题)
在一棵度为4的树T中,若有20个度为4的结点,10个度为3的结点,1个度为2的结点,10个度为1的结点,则树T的叶结点个数是____。
下列关于明朝法律制度的表述,正确的有()。
设随机变量X服从正态分布N(μ,σ2),则随σ的增大,概率P{丨x-μ丨
最新回复
(
0
)