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摘要:本研究拟探讨伊宁市高中英语教师的跨文化意识现状及影响因素。具体回答以下两个研究问题:1. ]伊宁市高中英语教师的跨文化意识现状如何?2. 伊宁市高中英语教师跨文化意识面临的主要问......

研究拟探讨伊宁市高中英语教师的跨文化意识现状及影响因素。具体回答以下两个研究问题:1. ]伊宁市高中英语教师的跨文化意识现状如何?2. 伊宁市高中英语教师跨文化意识面临的主要问

本文是一篇英语论文,本研究通过文化测试、问卷调查和访谈,对伊宁市 5 所高中的 97 名英语教师进行调查研究。其中调查问卷采用 K. Cushner(1997)的跨文化意识量表,根据 K.  Cushner 的观点,跨文化意识包括五个维度,即“文化整合”、“行为反应”、“理智互动”、“对待他人态度”和“移情能力”。本研究拟探讨伊宁市高中英语教师的跨文化意识现状及影响因素。

Chapter 1 Introduction

1.1 Research Background
With  the  acceleration  of  globalization  process,  all  countries  enlarge  and  deepen  the communication  and  cooperation  in  many aspects,  like  politics,  economics,  culture,  and  so forth.  The  development  of  science  and  technology  and  the  emergence  of multimedia  and internet makes the earth a village. There’s no doubt that China is much more involved in the international village than ever before. To adapt to the brand-new lifestyle and avoid the hinder and conflict in cross-cultural communication, we are required to know about different cultures in different society.
Cultural awareness cultivation, as one of the requirements in English language teaching, is included in the English Curriculum Standards for Senior High Schools (2017). Compared with the previous curriculum standards, the English Curriculum Standards for Senior High Schools  (2017)  put  more  emphasis  on  the  important  role  played  by  teachers  in  cultural teaching. It put forward more detailed suggestions for teachers’ cultural teaching, and puts forward higher requirements for their IA. It is necessary and important for teachers to improve their IA in the context of the new era.
To cultivate students’ IA, we should firstly focus our attention on English teachers’ IA because teachers play a leading role in class  and teachers’  awareness and behavior have  a directly influence on students. Many studies have focused on how to cultivate students’ IA in recent  years.  However,  there  are  relatively  few  studies  on  the  status  of  teachers’  IA. Furthermore, the previous studies are mainly carried out in eastern China, there are only a few researches on this aspect in western China.
In  the  light  of  the  above,  this  research  attempts  to  investigate  on  IA  among  English teachers of senior high school in Yining City with the instruments of tests, questionnaire and interview to explore the development model and effective strategies for cultivating English teachers’ IA suitable for the region.
..........................

1.2 Research Significance
1.2.1 Academic Significance
First, this study can provide a case for the researches in this field to enrich the theoretical construction  of  IA.  For  one  thing,  this study  aims  to  explore  the  main  factors  influencing English  teachers’  IA  and  effective strategies  for  the  cultivation  of  IA  based on  the  current situation of English teachers’ IA of senior high school in Yining City, which is helpful for the enrichment and development of the theoretical construction as a case study. For another, by reviewing the existing literature about IA, this study analyzes the connotation and components of IA and probes into the history and development trend of it. Based on the special role of English teachers who act as not only the learners but also the imparters of English, this study explores  a  new  perspective  of  research  into  IA  to improve  English  teachers’  professional literacy. 
Secondly, this study aims to explore the influencing factors and effective strategies of the cultivation  of  English  teachers’  IA  based  on the  local  realities,  which  is  helpful  for  future researches to construct a development model of English teachers’ IA suitable for the region. There’s  no  doubt  that  the  level  of  English  teachers’  IA  and  the  corresponding  training strategies will be different in different regions owning to the differences in social environment and  economic  development.  Most  of  the  scholars  carried  out  their researches  about  IA  in eastern  China,  which  lead  to  the  fact  that  the  existing  research  achievements  can’t  be generalized nationwide.  By  referring  to  relevant  theories  and  practical  experiences  of cultivating  IA  at  home  and  abroad,  the  study  could explore  the  influencing  factors  and effective strategies for the cultivation of IA of English teachers in the region based on local realities.
...............................

Chapter 2 Literature Review

2.1 Relevant Concepts
In order to provide readers a better understanding of the thesis, it is necessary to provide the definitions of the key terms and concepts involved in this study firstly, such as culture, awareness and IA. Different scholars have different definitions on them which are presented as follows.
2.1.1 Culture
Culture,  originating  from  the  Latin  word  cultra,  means  cultivation,  development,  and respect. The connotation of culture is quite rich and the scope involved is very wide. Scholars in different fields gave different definitions from different perspectives.
Tylor (1920) defined culture as a complex synthesis which includes knowledge, belief, art, morality, law, custom, and other abilities and habits of a person as a member of society from the perspective of anthropology and sociology.
Liu Yunde (1988) defined culture from a sociological perspective, “Culture refers to the system  of  values  and  meanings  shared  by the  people  in  a  whole  society.  The  substance materialized by the system of values and meanings also belongs to culture. It is something that most people in the society take for granted.”
The English Curriculum Standards for Senior High Schools (2017) defined culture from the perspective of English teaching, “In English teaching, culture mainly refers to the history and  geography,  customs  and  tradition,  literature  and  art,  norms  and  values,  etc. shared  in English-speaking countries.”
The study adopts the definition of culture defined by The English Curriculum Standards for  Senior  High  Schools  (2017).  Specifically, culture  refers  to  the  history  and  geography, customs and tradition, literature and art, norms and values, etc. shared in English-speaking countries.
.........................

2.2 Theoretical Basis
2.2.1 Schumann’s Acculturation Model
Acculturation  refers  to  the  process  of  adapting  to  a  new  culture.  Schumann  (1986) discussed the specific reasons for the significant differences in the speed and effectiveness of second  language  acquisition  between  learners  in  terms  of  social environment  and  learners’ personal psychological factors. He believed that “second language acquisition is an aspect of acculturation, and the degree of learners’ acculturation to the culture of the target language community will constrain their second language proficiency”. Second language acquisition is a  process  of  acculturation,  which  is  influenced  by  the  social  and  psychological distance between countries.
Schumann (1986) divided acculturation into two categories according to the way learners combine  with  the  target  language community.  The  first  type  of  learners  wants  to  be  fully assimilated into the lifestyle and values of the target language community, and they will try to understand, accommodate and use the target language. The second is psychologically open to the language of the target language community, but they are resistant to be assimilated by its way of life and values. If learners have a positive attitude towards the target language and target language users and have a strong motivation for learning, it is easy for them to achieve second language acquisition. Otherwise, it is difficult to go beyond the early stage of language development to the intermediate stage.
..............................
Chapter 3 Research Methods ................................. 16
3.1 Research Aim ................................. 16
3.2 Research Questions ........................... 16
3.3 Research Subjects ............................ 16
Chapter 4 Results and Discussion ............................ 22
4.1 Current Situation of Intercultural Awareness among English Teachers ...................... 22
4.1.1 Data analysis and Discussion on Culture Test .............................. 22
4.1.2 Data analysis and Discussion on Questionnaire ..................... 25
Chapter 5 Conclusion ...................................... 35
5.1 Major Findings ......................... 35
5.1 Implications .......................................... 36
5.3 Limitations of the Study ................................... 37

Chapter 4 Results and Discussion

4.1 Current Situation of Intercultural Awareness among English Teachers
This part describes the current situation of senior high school English teacher’s IA in Yining City based on data analysis and discussion on the culture test and the questionnaire with SPSS  20.0 and Excel 2007. The questionnaire  is applied  in the study to measure the degree  of  IA.  And  the  culture  test  is  conducted  to  test  English  teachers’  mastery  and understanding of intercultural knowledge and their intercultural communicative competence as supplementary and supporting information. Detailed analysis and discussion are as follows.
4.1.1 Data analysis and Discussion on Culture Test
The  cultural  test  consists  of  30  test  questions,  the  first  part  (question  1-20)  mainly examines English teachers’ mastery and understanding of intercultural knowledge, covering politics, history, geography, culture, education, customs and allusions, the test results of this part are shown in table 4 and table 5.


.......................

Chapter 5 Conclusion

5.1 Major Findings
Based on Schumann’s acculturation model and Young Yun Kim’s intercultural adaptation theory, the empirical study has been conducted. The major findings of the study can be briefly summarized as the follows:
First, the IA of English teachers of senior high school in Yining City is generally weak at present. To be specific, the interconnected relationship between language and culture has been widely  recognized  by  teachers.  However,  under  the  influence  of  traditional education, teachers are mostly imprisoned by simple language forms, ignoring the cultural connotations behind  them.  First  of  all,  in terms  of  cultural  knowledge,  teachers  are  familiar  with  the customs and allusions involved in teaching materials, but there is a lack of comprehensive and in-depth understanding of the general intercultural knowledge of English-speaking countries. Secondly, in the aspect of communicative behavior, teachers underperform in cross-cultural communication due to the lack of real context. Thirdly, the overall level of teachers’ IA is not high. Specifically, teachers involved in this survey have better performance in the response to Empathy. And they have relatively good performance in Attitude toward Others and Cultural Integration. However, English teachers’ intercultural awareness on Behavioral Response and Intellectual Interaction is relatively lower than that on the other dimensions.
Secondly,  based  on  the  interview  and  relevant  literature,  the  study  classified  the problems faced by teachers in cultivating their IA into two categories: subjective aspect and objective aspect. Subjective aspect refers to teachers’ lack of motivation to cultivate their IA. And objective aspects include the absence of professional training, teachers’ tight teaching schedules and limited spare time, and  lack of target language environment.  Because of all these problems, English teachers’ IA in Yining City is generally weak at present.
reference(omitted)

[上海本科生essay] 伊宁市高中英语教师跨文化意识现状调查研究http://www.0592w.com/lunwenfanwen/4640.html

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