本書在總結(jié)早期關(guān)于英文文化交際能力研究的基礎(chǔ)上，從定性和定量?jī)蓚�(gè)方面研究了我國(guó)英語專業(yè)大學(xué)生的跨文化交際能力，對(duì)影響跨文化交際能力的各要素之間的關(guān)系進(jìn)行了分析和總結(jié)，為我國(guó)高校英語專業(yè)教學(xué)提供一定的借鑒。
This book is based upon my Ph.D. thes is
passed with excellence in the year 2014 when I was in Malaysia.The following
topics will be briefly covered in this preface: significance of the book,
research objectives of the book,
organizations of the chapters, and my gratitude to the people who helped me in
finishing the book.
Firstly, the significance of the book.It is
well known that people of different cultural backgrounds are now living in a
world that is highly interdependent and globalized.Therefore, Intercultural
Communication Competence (ICC) becomes an everyday necessity for a qualified
citizen living in this global village.And this is particularly true for our
Chinese English majors, because they are facing the challenge of pushing our
country to a newer and higher position where we Chinese people are creating and
sharing together with other nations the experiences and fruits of the new human
civilization.This book answers the call for cultivating a new generation of
young Chinese English majors to fulfill this task.
Secondly, the research objectives of the
book.Based upon the aforementioned rationale, this book sets out to investigate
the relationships between the three dimensions of Chinese English majors ICC; to examine the relationships between the
factors within the dimensions of their
ICC; to identify the factors that may
influence their ICC development so far as our English teaching is concerned;
and to measure the extent to which the factors in our English teaching could
possibly influence their ICC development.All these tasks are not easy to do and
what this author has accomplished should not be regarded as perfect ends.
Thirdly, the organizations of the
chapters.In order achieve the objectives listed above, this author arranged his
book in five chapters.Chapter One focuses on some introductory issues, such as
the
research questions, the significance of the
study, the definitions of the key terms, etc.Chapter Two of the book deals with
the most relevant literature.Both Chinese and English literature is collected,
interpreted, analyzed, and evaluated.Chapter Three introduces the methodology
employed in this book-a mixed method in which the qualitative and quantitative
methods are combined to answer the research questions.Chapter Four lists the
results and findings of the research and Chapter Five discusses the findings
and draws conclusions.
Lastly, in this preface, I should express my
deepest gratitude to the people who have ever helped me in the publication of
the book.These people are: my supervisor, Associate Professor, Dr.Salasiah Che
Lah from the University of Science of Malaysia; my dear colleagues from Hebei
University and the editors from the Intellectual Property Publishing House; and
my family, who supported me when I was in trouble.It is their selfless help
that makes me my thesis finished successfully and my book published on time.
劉涵，1993年畢業(yè)于保定師范�？茖W(xué)校英語系；2000年獲得河北師范大學(xué)英語語言文學(xué)學(xué)士學(xué)位；2006年獲得天津外國(guó)語大學(xué)碩士學(xué)位，2014年于馬來西亞理科大學(xué)獲得哲學(xué)博士學(xué)位，研究方向?yàn)榭缥幕浑H學(xué)。曾先后參加或獨(dú)立出版編著兩本，譯著兩本。其中，《英語詩歌導(dǎo)讀》及《大學(xué)英語語法講解》先后由河北大學(xué)出版社及安徽師范大學(xué)出版社出版發(fā)行；《記憶之燈》及《民族主義》由中國(guó)對(duì)外翻譯出版有限公司出版發(fā)行。兩本譯著分獲河北省第五屆優(yōu)秀翻譯成果二等獎(jiǎng)及保定市第十二屆哲學(xué)社會(huì)科學(xué)優(yōu)秀成果三等獎(jiǎng)。
CHAPTER 1 INTRODUCTION
1.1 Background of the Study
1.1.1 IC and ICC
1.1.2 TEFL and ICC
1.1.3 ICC Studies and TEFL in China
1.2 Problem Statement
1.3 Research Objectives
1.4 Research Questions
1.5 Scope of the Study
1.6 Significance of the Study
1.7 Definition of Key Terms
1.8 Organization of the Chapters
CHAPTER 2 LITERATURE REVIEW
2.1 Introduction
2.2 Conceptualization and Theoretical
Models of ICC
2.2.1 Conceptualization of ICC
2.2.2 Theoretical Models of ICC
2.2.3 G.Chens Conceptualization of ICC and
ICC Model
2.2.4 Summary
2.3 Key Studies of TEFL in Developing ICC
2.3.1 Teaching Materials，Methods and
Models
2.3.2 Teachers Prepared for Culture and
Language Education
2.3.3 Internet in Developing ICC
2.3.4 Teaching and learning Language and
culture
2.4 Assessment of ICC
2.4.1 Indirect Assessment Tools
2.4.2 G.Chen and His Fellow Scholars ICC
Assessment Tools
2.4.3 Direct and Blended Assessment Tools
2.4.4 Assessing ICC in Education
2.5 Review of Key Studies in China
2.5.1 Theoretical Inquiry in ICC
2.5.2 Culture Learning and Language
Learning in Practice
2.6 A Conceptual Framework for This
Research
2.7 Summary
CHAPTER 3 METHODOLOGY
3.1 Mixed Methods for This Research
3.2 Methods for the Questionnaires
3.2.1 Sample
3.2.2 Procedure
3.2.3 Measurement
3.2.4 Data Analysis
3.3 Methods for the Interviews
3.3.1 Sample
3.3.2 Procedure
3.3.3 Measurement
3.3.4 Data Analysis
3.4 Pilot Study
3.4.1 Pilot Questionnaires
3.4.2 Pilot Interviews
3.5 Ethical Issues in This Research
CHAPTER 4 RESULTS AND FINDINGS
4.1 Results from the Questionnaires
4.1.1 Preliminary Analyses of the
Questionnaires
4.1.2 Main Analyses of the Questionnaires
4.2 Results from the Interviews
4.2.1 The Interpretation of Theme
OneSetting
4.2.2 The Interpretation of Theme
TwoLearner
4.2.3 The Interpretation of Theme ThreeTeacher
4.2.4 The Interpretation of Theme
FourCurriculum
4.2.5 The Interpretation of Theme
FiveAssessment
4.3 Triangulation of the Quantitative and
Qualitative Results
4.4 Summary of the Findings
4.4.1 Findings about the First Research
Question
4.4.2 Findings about the Second Research
Question
4.4.3 Findings about the Third Research
Question
4.4.4 Findings about the Fourth Research
Question
CHAPTER 5 DISCUSSION AND CONCLUSION
5.1 Discussion of the Findings
5.1.1 Discussion of the Findings Related to
Research Question One
5.1.2 Discussion of the Findings Related to
Research Question Two
5.1.3 Discussion of the Findings Related to
Research Question Three
5.1.4 Discussion of the Findings Related to
Research Question Four
5.2 Implications of the Study
5.2.1 Theoretical Implications of the Study
5.2.2 Empirical Implications of the Study
5.2.3 Methodological Implications of the
Study
5.3 Limitations of the Study
5.4 Suggestions for Future Research
5.5 Conclusion
REFERENCES
APPENDICES
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Appendix J
Appendix K
Appendix L
Appendix M
Appendix N
Appendix O
Appendix P
Appendix Q
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