县中青少年跨文学交际能力培养

Chapter 1 Introduction/1 1.1 Background of the Research/1 1.2 Context/5 1.2.1 The Geo-political Context/5 1.2.2 The Learning Context/6 1.3 The Significance of the Research/7 1.4 An Integrated Framework and Its Aim and Research Question/8 Chapter 2 Literature Review/11 2.1 Overview/11 2.2 Culture and Language/12 2.2.1 Culture/12 2.2.2 Culture and Language Teaching and Learning/14 2.2.3 Tertiary Socialization/17 2.3 IC, ICC and Related Theories/18 2.3.1 Understanding Intercultural Communication/18 2.3.2 Intercultural Communicative Competence/21 2.3.3 Other Influential Theories/23 2.4 ICC Discussion in China/24 2.4.1 Historical Development/25 2.4.2 Current Models/27 2.4.3 Key Dimensions of ICC Relevant to China/29 2.4.4 An Integrated Model/36 2.5 Operationalisation of the Framework/39 2.6 EFL Curriculum for Intercultural Communicative Competence/42 2.6.1 The Definition of Curriculum/42 2.6.2 Stages for Planning an ICC Curriculum/43 2.6.3 A Cultural Awareness-oriented Curriculum/44 2.6.4 Sequence/Order, Integration and Continuity/46 2.7 ICC Assessment/47 2.7.1 Assessment of ICC in China/.47 2.7.2 Assessment Methods of ICC/48 Chapter 3 Methodology/52 3.1 Introduction/52 3.2 Epistemology and Ontology/52 3.3 Practitioner Research Approach/54 3.3.1 The Definition of Practitioner Research/55 3.3.2 Action Research/56 3.4 Methods/58 3.4.1 Participants and Setting/58 3.4.2 Data Collection Instruments/59 3.5 The Description of the Research/63 3.5.1 The Overall Teaching Plans/63 3.5.2 The Design of Action Research/69 3.6 Trustworthiness/75 3.7 Ethical Issues/75 Chapter 4 Data Analysis/77 4.1 Language Proficiency and Knowledge/77 4.1.1 Language Proficiency/78 4.1.2 Cultural Knowledge of Other Cultures and of One’s Own Culture/90 4.1.3 The Assessment of Language and Knowledge in China: Gaokao and English Contests/94 4.2 Attitudes/99 4.2.1 Openness/100 4.2.2 Empathy/106 4.3 Development and Application of Skills/115 4.3.1 Skills of Discovering/115 4.3.2 Skills of Interpreting/118 4.3.3 Skills of Comparing/122 4.3.4 Skills to Mediate/125 4.3.5 Using Skills in Real Communication/127 4.3.6 Conclusion/131 4.4 Critical Cultural Awareness/131 4.4.1 Critical Reflection on One’s Own Culture and Otherness/133 4.4.2 Making Judgments According to Internationally Valued Norms/136 4.4.3 Awareness of Stereotypes and Prejudice/138 4.4.4 Critical Thinking/142 Chapter 5 Findings and Implications/150 5.1 Highlights of the Findings/150 5.1.1 The Expansion of Cultural Knowledge Contributing to the Promotion of Language Proficiency/150 5.1.2 The Cultural Awareness-oriented Curriculum Triggering Students’ Curiosity and Empathy/152 5.1.3 The Cultural Awareness-oriented Curriculum Helping Students Discover, Interpret, Compare and Deal with the Cultural Conflicts/153 5.1.4 The Cultural Awareness-oriented Curriculum Triggering Students to Reflect on the Culture of Otherness and Culture of Their Own/154 5.2 Implications and Suggestions/157 5.2.1 Implications for School Leaders/158 5.2.2 Implications for School Teachers/160 5.2.3 Implications for High School Students/163 5.3 Immediate Impact/163 5.4 Limitations/164 References/166 后　记/177