摘要
本文研究了大学英语跨文化交际课如何在以内容为依托的教学(CBI)模式下促进思辨和跨文化能力的协同发展。研究采用行动研究法对某高校非英语专业二年级拓展班的跨文化交际教学进行为期一个学期的跟踪,收集了教学材料、教学PPT、学生的阅读报告,以及写作文稿数据。本文基于学生的写作文稿,采用文本对比的方式讨论行动方案培养学生思辨能力和跨文化能力的效果,并反思跨文化思辨能力提升的策略。
The paper studies on how the implementation of the CBI pedagogy in intercultural communication classes in college can promote collaborative development of cognitive and intercultural capacities.The study adopts action research to trace a group of sophomore EFL non-English majors’intercultural communication course over a semester in one of the colleges in China.Multiple sources of data are collected,including teaching material,PPT,reading journal and written language production.The study discusses the effect of action programs to develop learners’cognitive and intercultural ability based on the comparative analysis of their written language production,and offers strategies to improve the intercultural cognitive ability.
出处
《珠江论丛》
2021年第1期331-345,共15页
Pearl River Forum
基金
珠海科技学院教学质量工程项目(项目编号:ZLGC20180812)成果。
关键词
跨文化英语
行动研究
英语教学
思辨能力
语言内容
Intercultural English
Action Research
English Teaching
Cognitive Ability
Language Content Integration
