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跨文化交际时通常有四大障碍:民族优越感、刻板印象、言语及非言语因素、压力。如果能建立一个模式,选择一些技巧和练习来帮助学生克服跨文化交际障碍,让他们勇于和外国人交谈,对外语教师是大有益处的。此模式涉及一个定量和定性的教学实验研究。教学实验证明:实验组在经过克服跨文化交际障碍培训之后,在与外国人交流时表现得更好。一些经历性的练习,比如听读目标文化者的自传,是有利于减小民族优越感的;模拟角色扮演,比如像目标文化者那样表现自己,对克服刻板印象有益;做一些因为非言语因素引起的跨文化冲突对话会让学生了解更多的非言语因素;而压力是一个情感因素,只能通过更多的跨文化交际来减小了。
There are usually four major obstacles in intercultural communication: ethnocentrism, stereotypes, verbal and non-verbal factors, stress. If you can establish a model, select some skills and exercises to help students overcome cross-cultural communication barriers, so that they have the courage to talk with foreigners, foreign language teachers will be of great benefit. This model involves a quantitative and qualitative teaching experimental study. Teaching experiments show that: after the experimental group had overcome the cross-cultural communication barrier training, they had a better performance in communicating with foreigners. Some experiential exercises, such as listening to the autobiography of the target culture, are conducive to reducing the sense of national superiority; simulated role plays, such as expressing themselves as target culture, are good for overcoming stereotypes; doing something because of non-verbal factors Intercultural conflict caused by the dialogue will enable students to understand more nonverbal factors; and stress is an emotional factor, only through more cross-cultural communication to reduce.