北京第二外国语学院学报 ›› 2017, Vol. 39 ›› Issue (5): 87-97.DOI: 10.12002/j.bisu.118

• 外语教学研究 • 上一篇    下一篇

世界英语背景下高校英语教师对跨文化教学的信念研究

刘 熠 商国印   

  1. 刘熠,辽宁大学外国语学院
    商国印,东北大学外国语学院
  • 收稿日期:2017-02-23 出版日期:2017-10-15 发布日期:2018-03-19
  • 作者简介:刘熠,辽宁大学外国语学院,110136,研究方向:应用语言学、外语教师发展、话语分析、跨文化交际。电子邮箱:liuyi@lnu.edu.cn 商国印,东北大学外国语学院,110819,研究方向:应用语言学、翻译研究。电子邮箱:shangguoyin2003@163.com
  • 基金资助:
    本文由2016 年度国家社科基金项目“社会建构主义视域下翻译硕士课程(MTI)教师的职业发展现状与模式研究”(项目编号:16BY083)资助。

Teachers’ Beliefs towards Intercultural Teaching in the Perspective of World Englishes

LIU Yi / SHANG Guoyin   

  1. Liaoning University, Liaoyang 110136, China
  • Received:2017-02-23 Online:2017-10-15 Published:2018-03-19

摘要: 世界英语发展使当代英语教学产生了范式的转变,而跨文化教学作为英语教学的重要目标之一也随之面临着新的问题和挑战,仅仅掌握英美文化知识已经无法满足学生跨文化交流的需要。高校英语教师对待跨文化教学的信念与理解是跨文化教学的关键,本研究通过调查问卷和焦点团体访谈相结合的方法,对高校英语教师对待跨文化教学的信念进行了深入的研究。研究发现,当代高校英语教师对于跨文化教学的重要性有着充分的认识,已开始重视本国文化的理解和传播,意识到世界英语的发展对跨文化教学的新挑战,但多数教师仍旧将语言作为教学中心,跨文化教学以传递知识为主,将与母语文化国家的人进行交流作为跨文化教学的主要目标,在如何有效具体实施世界英语发展背景下的跨文化教学方面仍然需要进一步探究。

关键词: 世界英语, 跨文化教学, 教师信念, 英语教育, 高校英语教师

Abstract: With the development of world Englishes, English teaching experienced a paradigm shift and accordingly, intercultural teaching, as one of the major objectives of English language education, is facing new problems and challenges. Mastering only the knowledge of communicating with English native speakers will not meet the needs of intercultural communication in the globalized world. How teachers perceive intercultural teaching is an important factor leading to successful implementation of intercultural teaching in practice. With the mixed method of a questionnaire survey and qualitative focus-group interviews, this study aims to explore English teachers’ beliefs towards intercultural teaching in Chinese tertiary institutions in the perspective of world Englishes. We find that the English teachers are fully aware of the significance of intercultural teaching and challenges with the development of world Englishes, and they have also increased their awareness of the significance of learning and understanding the Chinese culture in learning a foreign language. However, most of the teachers still believe that language is the focus of foreign language education, and knowledge is the most important element in intercultural teaching. Being able to communicating with the so-called native-speakers is still the target of the students’ intercultural competence development. Moreover, how to implement the intercultural teaching in practice in the globalized world needs further in-depth exploration in the future.

Key words: World Englishes, intercultural teaching, teachers&rsquo, beliefs, English education, English teachers of Chinese tertiary institutions

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