Language Attitude Education as ICC Facilitation: An Explorative Class  

跨文化交际能力发展视角下的语言态度教学探索（英文）

作　　者：郑萱[1] 高一虹[1] 

机构地区：[1]北京大学外国语学院

出　　处：《Chinese Journal of Applied Linguistics》2017年第1期3-20,120,共19页中国应用语言学（英文）

基　　金：part of the post-funded project"Language Attitudes and Identities of English Users,";supported by the National Social Science Fund of China(14FYY001)

摘　　要：This paper reports the design, implementation, and outcome of an action research. The research aimed to examine and improve college students＇ attitudes towards varieties of World Englishes through a mild intervention in an intercultural communication class. Viewing education as a means to facilitate Intercultural Communication Competence （ICC）, of which language attitude was an integral part, the study designed a four-step pedagogical intervention to help students become more open and critical of their attitudes. The four pedagogical steps included language attitude elicitation, deconstruction, reconstruction, and creative solutions to communicative problems. The study found that students largely had conservative language attitudes and prejudices to start with. After the intervention, over 40% of the students acquired more open language attitudes, while some remained ambivalent about embracing linguistic diversity, and a small number of students maintained their previous conservative attitudes. Challenges of attitude change and language attitude education are discussed.本文报告一项行动研究,即某门跨文化交际课程部分活动的设计、实施和效果,活动的目的是考察学生对世界英语不同变体的态度,进行温和的干预,促进学生通过反思变得态度更加开放并具有批判性。研究将语言态度视为跨文化交际能力的一部分,将教育视为促进跨文化交际能力的手段。课程活动包括四个步骤:引发、解构、重构、对交际困境的创意处理。研究发现大多数学生最初的语言态度相当保守;四个步骤的干预取得了一些成效。四成多学生的语言态度变得更为开放;部分学生对语言变体多样性的包容具有矛盾态度,少数维持了之前的保守态度。文章讨论了语言态度转变及相关教育的挑战性。

关 键 词：language attitude education Intercultural Communication Competence STEREOTYPES World Englishes 

分 类 号：H319.3[语言文字—英语]