ASudyonDevelopingCross-culureConsciousnessinSeniorHighSchoolEnglishClasses_开题报告

一、文献综述

Developing the cross-culture consciousness in senior high school English classes is always one of the heatest topic these years both at home and in foreign countries. Many linguistics and experienced English teachers have paid much attention to it and as a result, they have did plenty of researches and drawn a lot of conclusions. Here, the author would like to summarize an list some of them.

国内研究现状

   In 1980s, Intercultural Communication as a separate and independent subject was introduce into China and got its rapid development very quickly. Then a number of books and journals and papers burst and they mainly focused on how to cultivate students’ cross-culture consciousness and skills.

Firstly, the earliest related research should be dated back to the year of 1980 when Xu Guozhang who is the well-known linguist in our country published his paper titled Culturally-loaded Words and English Language Teaching in Modern Foreign Languages, which discussed some translation failures resulted by the differences of various cultures. And then in 1983, He Daokuan firstly introduced the Intercultural Communication into China as an independent subject. Afterwards, Deng Yanchang(1989) and Liu Runqing(1989), Hu Wenzhong(1988,1989, 1990 and 1994), and Jia Yuxin(1997) separately published their own books or papers on this topic.

Secondly, in 2003, the Ministry of Education put forward the New English Curriculum and gave some specific requirements on students’ cross-culture consciousness and skills, which provided a new motivation to carry out related researches and studies. Consequently, numberless linguine and experts have been making contributions to this field. In 2005, Wang Zhenya wrote a book called Foreign Language Teaching for Intercultural Communication and in this book, he argued that language and culture were equally important and should be developed at the same time. Then in 2007, Zhang Hongling came out her book named Cross-Cultural Foreign Language Teaching and delivered her opinions that we should cultivate students with international view by developing cross-culture abilities. Afterwards, hundreds of related researches burst and are mainly about the importance and strategies to strengthen students’ cross-culture communicative abilities and skills.

（二）国外研究现状

In foreign countries, culture teaching was born after the Second World War. To be concrete, American linguist Fries first called on to apply culture teaching into foreign language teaching in his book English Teaching and Learning. Then Robert Lado, also an American linguist, published a book, Linguistics across Cultures in 1957 and he emphasized the importance of cultural comparison. Not until 1960s, books and papers about cross-cultural communication came up one after another. One In 1981, Russia added the course of cross-cultural communicative in to its course system. American linguist, Hymes, published his two books Language in Culture and Society and On Communicative Competence and gave the term “communicative abilities ”. British linguist Micheal Byram focused his attention on how to improve cross-cultural communicative strategies and abilities.

All in all, foreign countries including America, Britain and Russia have been making massive researches about this topic.

二、^范文提纲

1. Introduction

1.1.Research Background 

1.1.1 Cross-cultural in New English Curriculum

1.1.2 Current Conditions of Cross-cultural Teaching

1.2.Research Purpose

1.3 Research Significance

1.4 Research Methodology

1.5 Thesis Structure

2. Literature Review

2.1. Cross-cultural Communication

2.1.1 Definition

2.1.2 Origins

2.1.3 Aspects

2.1.4 Advantages

2.2. Senior High School Students

2.2.1 Learning Characteristics 

2.2.2 Communicative Characteristics

2.2.3 Cross-cultural Consciousness

Strategies on Developing Cross-cultural Consciousness and Abilities

3.1 Introducing Different Cultures

3.2 Importing Foreign Sources

3.3 Employing Comparison Teaching method

3.4 Using Modern Teaching Techniques.

3.5 Increasing Reading Quantity

Conclusion

References

三、参考文献

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