本文是一篇英语论文，本研究基于Byram的跨文化交际模型和Deardorff的跨文化金字塔模型对高中英语写作教学进行设计，并在教学过程中以具体写作话题为例，阐述在高中英语写作课堂的写前、写中、写后阶段如何培养学生的跨文化交际能力。
Chapter 1 Introduction
1.1 Research background
Edward Sapir,a linguist,first put forth the Sapir-Wolf hypothesis,commonlyreferred to as the linguistic relativism hypothesis in 1929.It was developed by Sapir'sstudent Benjamin Wolfe,who gave the idea its name.According to the Sapir-Wolffhypothesis,a person's perception of reality is influenced by the language he or sheuses.A symbolic-level focus on the connection between language and thinking and adiscourse-level focus on how language uses patterns in different cultural contexts toinfluence thinking are both intimately tied to linguistic relativity.According to Sapirand Benjamin,severe linguistic determinism and simple linguistic diversity are notthe same as linguistic relativity.
1.2 Research significance
The author further investigated the way of teaching English writing in highschool based on the intercultural communication perspective.This study has variousresearch implication.What’s more,the author will discuss them from two aspects:theoretical significance and practical significance."
The particular thinking of people with diverse cultural backgrounds in theprocess of communication"is referred to as intercultural awareness.One of the mostfrequent errors people from different cultural backgrounds make in the process ofcommunication is to mistakenly believe that the other party is not different fromthemselves,according to Mr.Hu Wenzhong,a well-known linguist in China,whonoted this in his book Introduction to Intercultural Communication(1999).Many highschool students in China were impacted by Chinese thought in their English writingdue to a lack of intercultural awareness,making it impossible for them to compose aneffective paper in true English.
Teaching English to high school students must include strategies for enhancingtheir writing abilities.One of the main elements that determine how well studentscommunicate in English is their writing abilities.The application essay,narrativeessay,expository essay,reportage,and argumentative essay are the primary writinggenres used in high school.intercultural sensitivity helps students develop theirEnglish writing abilities regardless of the genre.The variety of Chinese Englishexpression errors in students'essays is one of the main reasons for losing marks andhas become one of the bottlenecks that limit the improvement of high school students'written expressions.Chinglish phrases are used for a variety of reasons.
Chapter 2 Literature review
2.1 Research on intercultural communication at home andabroad
When used in intercultural communication,the term"culture"means worldview.A generalization about a group of people's ability to coordinate their meanings andactions is known as culture.They do this,among other things,using institutionsincluding political and economic systems,religious organizations,and family andother social structures.However,the foundation of these institutions is the habitualarrangement of how the world is perceived and consequently experienced.Thesebehaviors,which are common across all groups and not just national civilizations,arefrequently referred to as cultural assumptions and ideals.Instead,then focusing oncultural institutions,intercultural communication typically focuses on this worldviewaspect of culture.
People,not institutions,carry out interpersonal communication.Any study ofcommunication will therefore focus on how people express meaning.We are allinfluenced by the institutional structures that have been internalized as a result ofsocialization,and while comprehending these structures may offer insight into howwe regularly organize our perceptions,it is ultimately our human worldviews—andnot institutional frameworks—that generate meaning.Intercultural communicationexamines the relationships between various social and cultural groups.It describes themany communication processes and associated problems that arise when groups ofpeople from various cultural backgrounds interact.Understanding and accepting theother person's cultural background,values,and personal beliefs is just as important asbeing able to communicate in a foreign language.
2.2 Research on teaching English writing at home and abroad
This section provides an overview of domestic and international approaches toteaching English writing.
2.2.1 Research on teaching English writing at home
Writing's position in the field has progressively changed in recent years,and theinstruction of writing is now getting the attention it deserves.Learning foreignlanguages has gradually moved away from emphasizing the development of readingand listening skills and toward the crucial area of writing.The growth of related fieldsand technologies,including computer science,online media software,compositionreview software,psycholinguistics,cognitive linguistics,applied linguistics,pedagogy,sociolinguistics,corpora,and others,has aided in the development of interdisciplinaryand multidisciplinary integrated research.Deng Limin,Liu Hong,and other scholars,on the other hand,concur that writing is a cyclical mental cognitive process as well asa creative process of thinking,and a socially interactive process in which writersengage in a variety of cognitive,interactive activities to enhance their cognitive ability,interactive ability,and written expression.This belief is based on the findings offoreign scholars.Using pertinent knowledge from cognitive linguistics,psycholinguistics,and other disciplines,numerous researchers have examined Englishwriting process patterns,influencing factors,and the usage of writing Methods,andcorpora have been frequently employed in writing research(Xu Jinfen and Tang Fang,2007;Xiu Xudong and Xiao Defa,2004;Wang Lifei and Zhang Yan,2007;WangJunju,2006).The corpora of 14 learner writing have been established or are beingbuilt globally,according to incomplete statistics.These corpora are primarily used toresearch second language acquisition based on the corpus of learner compositions.Writing exams have a countervailing effect that benefits research writing as well.Writing is a component of all significant national English assessments,and itsimportance is growing as the college English Band 4 and 6 and the English majorBand 4 and 8 reforms go through.In such cases,the writing test may focus more onevaluating students'language proficiency and practical application abilities rather thanjust asking them to create essays,reports,or other types of written expression.Thissupports the teaching of English writing and writing research.Writing testing andassessment have not been lacking in recent years,either.
Chapter 3 Theoretical foundations .................................... 15
3.1 High-low context theory ............................... 15
3.2 Constructivist learning theory ..................... 16
3.3 Cultural vacancy theory ..................................... 17
Chapter 4 Research design ........................... 23
4.1 Research questions ................................... 23
4.2 Research subject ........................................... 23
4.3 Research methods ......................................... 24
Chapter 5 Results and Analysis ................................... 43
5.1 Survey and analysis of the current situation of interculturalcommunication knowledge penetration ............................ 43
5.1.1 Purpose of introducing and penetrating intercultural knowledge ............................ 43
5.1.2 Survey on the current situation of secondary school students'intercultural knowledge and awareness ............................... 44
Chapter 5 Results and Analysis
5.1 Survey and analysis of the current situation of interculturalcommunication knowledge penetration
5.1.1 Purpose of introducing and penetrating intercultural knowledge
All manner of international activities have been successfully carried out in China,and China is eager to connect with the world more quickly.At the same time,theentire world has demonstrated unprecedented concern for China as its reform andopening up continue to deepen and its comprehensive national power rise.We musthave the proper intercultural communication abilities for this.Thus,the capacity forintercultural thought is a requirement for intercultural communication.In otherwords,Chinese people are easily influenced by Chinese thinking in interculturalcontact,which results in a significant quantity of Chinese-speaking English.We wereimpressed by China's long history and rich culture.This has a significant negativeeffect in addition to making learning a foreign language more challenging for ourstudents.The main challenges facing foreign language instruction are how to solvethis issue as well as how to promote the development of communicative andintercultural thinking skills.
Education is essential if we want to raise the quality of our population,and thecurriculum is the primary tool for achieving this goal.We must possess abilities thatare compatible with intercultural communication in order to do this.The introductionand integration of intercultural knowledge into English teaching is essential becausehigh school English education,like basic education,must adapt to the needs of thetime and the process of social development.Because it carries distinctive features ofcommunicating with intercultural thinking in both subject and education teaching.Students'cultural literacy has evolved into a fundamental requirement to determinewhether or not a person is qualified as the process of global integration acceleratesand international interactions grow.Hence,emphasizing the development ofsecondary school students'multicultural awareness and communication abilities willhave a significant influence on the development of our country's future talent.
Chapter 6 Conclusion
6.1 Research enlightenment
The contextual nature of culture causes people to write with differentcharacteristics.Chinese learners of English are learning to apply the patterns ofwriting in low-context cultures in a high-context culture.Inevitably,Chinese students'native language writing mindset has caused some negative transfer to English writinglearning.Therefore,attention should be paid to this problem in teaching Englishwriting.Try to avoid students writing Chinese English compositions.Thinkingpatterns influence the choice of words,the structure of sentences,and the constructionof discourse in the writing process.
The Chinese students'knowledge,understanding,and learning methods ofEnglish are mainly acquired through the English classroom.Therefore,the penetrationof English classrooms into students'English thinking and their acquisition of writingmethods and skills play a very important role in improving Chinese English learners'writing ability to write authentic English compositions comprehensively.
1.Let high school students learn the cultural connotation of vocabulary
Each nation has its language and culture that is different from other nations.Different languages and cultures have their expression patterns and contents and havedistinctive national characteristics.It can be said that people living in differentcultures have different living environments and experiences,and people have differentconcepts of objective things from each other.We often encounter such culturallymeaningful words in English class.The teacher in the classroom should not only letthe students understand the meaning of the word but also understand the context ofthe word and the cultural concomitant meaning of the word.Even the cultural contextin which the word was created allows students to understand the word in its largercultural context.In the classroom,students should be guided to memorize culturalwords not simply by rote memorization of a certain meaning of a word,but bydeepening their understanding of the word as well as its application based on readingcomprehension.Only a flexible mastery of a large number of cultural vocabulary canbe flexibly and correctly applied in writing.
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