跨文化交际 Bennett的DMIS理论模型和语言教学
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• ACTFL Proficiency Guidelines美国外语教育委员会（ACTFL） 的《语言表现力指导纲要》
• ICS跨文化敏感性(Intercultural Sensitivity)
• 大C(客观文化)是指文化的有形、抽象和理论方面，如社会、文 化和历史制度，以及地理、政治和艺术方面。
• 小c(主观文化)是指文化中相对有形和实用的方面，如问候、饮 食习惯、礼仪、“日常情况”[21]等
• The present paper first summarizes DMIS and then evaluates the parallel drawn between DMIS and the ACTFL Guidelines for Language Proficiency. A critique of the applicability of this parallel will follow with suggestions about a more efficient implementation of the model in real life situations.
developing tolerance and understanding between people from different
cultural backgrounds who live together in increasingly multicultural
and multilingual societies.
• Newton等人的[18]解释说，在模型的最左边，文化影响着人们对世界、在特定文化背 景中有价值的知识类型和来源的理解。这些知识反过来又影响着一种文化类型的形态 和性质。文化还影响并构建了语用规范和互动规范，特别是包括通过选择交际策略和 言语行为来实现礼貌和得体的方式。最后，在模型的最右边，文化在语用语言学层面 实现在语言符号中，包括身体(即非言语符号)和语言，即实现特定言语行为或交际策 略的词汇、表达和语法。图1显示了来自化如何与语言的不同方面相联系。
语境中的文 化
文本结构中的文化
话语中的文 化
在组织和选择语言的单 位中的文化
语言和副语言结 构中的文化
• Newton et al. [18] explain that at the far left of the model, culture informs understandings of the world and knowledge types and sources that are valued within a particular cultural context.This knowledge in turn informs the shape and nature of genre within a culture. Culture also informs and constructs pragmatic and interactional norms, including, in particular, the ways in which politeness and appropriateness are realized through choice of communication strategies and speech acts. Finally, at the far right in the model, culture is realized at the pragmalinguistic level in linguistic signs, including both the body (i.e. non-verbal signs) and language – the words, expressions and grammar that realize particular speech acts or communication strategies.
目 03 ‘Developing Intercultural Competence in the
录
Language Classroom’ and the Big C/the little C’
04 The Different Stages of Dmis
05 DMIS and ACTFL Proficiency Guidelines:
• 跨文化交际能力指的是语言学习和文化之间的关系。用该领域最 重要的理论家之一的话说， ”[6]。
• According to Lustig and Koester [7] Intercultural Competence refers to ‘a symbolic, interpretative, transactional, contextual process in which people from different cultures create shared meanings’, or at least attempt to. Intercultural communicative competence may break down, for example ‘when large and important cultural differences create dissimilar interpretations and expectations about how to communicate competently’ [7].
’ [5]. • 语言和文化语境之间的关系已经在一系列相关学科中得到了研究，
包括社会语言学、社会符号学、传播学和文化研究。所有这些学 科的统一因素可以总结为“
”这一主张。
跨文化交际能力
• The term ‘Intercultural Communicative Competence’ signifies the relationship between language learning and culture. In the words of one of the foremost theorists in the area, intercultural communicative competence is ‘the ability to communicate and interact across cultural boundaries’ [6]
• 跨文化能力指的是“一个象征性的、解释性的、事务性的、语境 性的过程，在这个过程中，来自不同文化的人创造了共同的意 义”，或者至少是试图这样做。跨文化交际能力可能会中断（失 败），例如“当既重大的又重要的文化差异导致人们对如何才能 胜任交流时有不同的解释和期望时” [7]。
• Interculturally informed language teaching and learning is becoming well established in education systems across the globe and has attracted increasing government and intergovernmental support, mainly in
• The relationship between language and its cultural context has been studied across a range of interrelated disciplines, including sociolinguistics [1] social semiotics [2], communication studies [3] and cultural studies [4].
part 01
Introduction
• The essay ‘Developing Intercultural Competence in the Language Classroom’ by J.M. Bennett, M.J. Bennett and W. Allen is an attempt by the authors to help students survive in this growing multicultural global village.
在图1的每一个层次上，都需要文化知识来准确地解释和理解特定 语境下的语言或非语言行为。在母语者和非母语者的互动中，缺 乏对交流文化维度的认识会导致交流的中断，其后果比语言障碍 造成的后果更严重。
Europe [8-11], North America [12, 13] and Australia [5, 14, 15]) and
through intergovernmental agencies such as UNESCO. According to Byram [16,17], these policies reflect a growing awareness of the role that education and languages education in particular, needs to play in
Bennett的DMIS理论模型和语言教学
contens:
1. 引言
2. 跨文化能力和语言学习
3. “在语言课堂上培养跨文化交际能力” 与大C/小C
4. DMIS的不同阶段
5. DMIS和美国外语教育委员会 （ACTFL）的《语言表现力指导纲要》
01 Introduction
Contents
02 Intercultural Competence and Language Learning
• 本文首先总结了跨文化敏感度的发展模型，然后评估了跨文化敏感度的
发展模型与美国外语教育委员会（ACTFL）的《语言表现力指导纲要》之
间的相似性。讨论了这两种方法在
的协
作和平行作用。
part 02
Intercultural Competence and Language Learning
语言与文化之间的关系
在全球的教育体系中已经得到了良好的
建立，并
，主要是在欧洲
[8-11]、北美[12,13]和澳大利亚[5,14,15])以及政府间机构，如
联合国教科文组织。根据Byram，这些政策反映出人们日益意识到
教育尤其是语言教育，在促进来自不同文化背景的人们之间的包
容和理解方面应发挥的作用.
语言和文化之间的交互作用
2021
Updated Bennett DMIS and language teaching
Bennett的DMIS理论模型和语言教学
小组成员：
• DMIS (Developmental Model of Intercultural Sensitivity)跨文化 敏感性发展模型
• ACTFL (American Council on the Teaching of Foreign Languages)美国外语教学委员会
At every level in Figure 1, cultural knowledge is needed to accurately interpret and understand verbal or non-verbal behaviours in particular contexts. Lack of awareness of the cultural dimensions of communication in interaction between native speaker and non-native speaker interlocutors can lead to communication breakdowns with more serious consequences than those caused by linguistic difficulties
• ICS跨文化敏感性(Intercultural Sensitivity)
• 大C(客观文化)是指文化的有形、抽象和理论方面，如社会、文 化和历史制度，以及地理、政治和艺术方面。
• 小c(主观文化)是指文化中相对有形和实用的方面，如问候、饮 食习惯、礼仪、“日常情况”[21]等
• The present paper first summarizes DMIS and then evaluates the parallel drawn between DMIS and the ACTFL Guidelines for Language Proficiency. A critique of the applicability of this parallel will follow with suggestions about a more efficient implementation of the model in real life situations.
developing tolerance and understanding between people from different
cultural backgrounds who live together in increasingly multicultural
and multilingual societies.
• Newton等人的[18]解释说，在模型的最左边，文化影响着人们对世界、在特定文化背 景中有价值的知识类型和来源的理解。这些知识反过来又影响着一种文化类型的形态 和性质。文化还影响并构建了语用规范和互动规范，特别是包括通过选择交际策略和 言语行为来实现礼貌和得体的方式。最后，在模型的最右边，文化在语用语言学层面 实现在语言符号中，包括身体(即非言语符号)和语言，即实现特定言语行为或交际策 略的词汇、表达和语法。图1显示了来自化如何与语言的不同方面相联系。
语境中的文 化
文本结构中的文化
话语中的文 化
在组织和选择语言的单 位中的文化
语言和副语言结 构中的文化
• Newton et al. [18] explain that at the far left of the model, culture informs understandings of the world and knowledge types and sources that are valued within a particular cultural context.This knowledge in turn informs the shape and nature of genre within a culture. Culture also informs and constructs pragmatic and interactional norms, including, in particular, the ways in which politeness and appropriateness are realized through choice of communication strategies and speech acts. Finally, at the far right in the model, culture is realized at the pragmalinguistic level in linguistic signs, including both the body (i.e. non-verbal signs) and language – the words, expressions and grammar that realize particular speech acts or communication strategies.
目 03 ‘Developing Intercultural Competence in the
录
Language Classroom’ and the Big C/the little C’
04 The Different Stages of Dmis
05 DMIS and ACTFL Proficiency Guidelines:
• 跨文化交际能力指的是语言学习和文化之间的关系。用该领域最 重要的理论家之一的话说， ”[6]。
• According to Lustig and Koester [7] Intercultural Competence refers to ‘a symbolic, interpretative, transactional, contextual process in which people from different cultures create shared meanings’, or at least attempt to. Intercultural communicative competence may break down, for example ‘when large and important cultural differences create dissimilar interpretations and expectations about how to communicate competently’ [7].
’ [5]. • 语言和文化语境之间的关系已经在一系列相关学科中得到了研究，
包括社会语言学、社会符号学、传播学和文化研究。所有这些学 科的统一因素可以总结为“
”这一主张。
跨文化交际能力
• The term ‘Intercultural Communicative Competence’ signifies the relationship between language learning and culture. In the words of one of the foremost theorists in the area, intercultural communicative competence is ‘the ability to communicate and interact across cultural boundaries’ [6]
• 跨文化能力指的是“一个象征性的、解释性的、事务性的、语境 性的过程，在这个过程中，来自不同文化的人创造了共同的意 义”，或者至少是试图这样做。跨文化交际能力可能会中断（失 败），例如“当既重大的又重要的文化差异导致人们对如何才能 胜任交流时有不同的解释和期望时” [7]。
• Interculturally informed language teaching and learning is becoming well established in education systems across the globe and has attracted increasing government and intergovernmental support, mainly in
• The relationship between language and its cultural context has been studied across a range of interrelated disciplines, including sociolinguistics [1] social semiotics [2], communication studies [3] and cultural studies [4].
part 01
Introduction
• The essay ‘Developing Intercultural Competence in the Language Classroom’ by J.M. Bennett, M.J. Bennett and W. Allen is an attempt by the authors to help students survive in this growing multicultural global village.
在图1的每一个层次上，都需要文化知识来准确地解释和理解特定 语境下的语言或非语言行为。在母语者和非母语者的互动中，缺 乏对交流文化维度的认识会导致交流的中断，其后果比语言障碍 造成的后果更严重。
Europe [8-11], North America [12, 13] and Australia [5, 14, 15]) and
through intergovernmental agencies such as UNESCO. According to Byram [16,17], these policies reflect a growing awareness of the role that education and languages education in particular, needs to play in
Bennett的DMIS理论模型和语言教学
contens:
1. 引言
2. 跨文化能力和语言学习
3. “在语言课堂上培养跨文化交际能力” 与大C/小C
4. DMIS的不同阶段
5. DMIS和美国外语教育委员会 （ACTFL）的《语言表现力指导纲要》
01 Introduction
Contents
02 Intercultural Competence and Language Learning
• 本文首先总结了跨文化敏感度的发展模型，然后评估了跨文化敏感度的
发展模型与美国外语教育委员会（ACTFL）的《语言表现力指导纲要》之
间的相似性。讨论了这两种方法在
的协
作和平行作用。
part 02
Intercultural Competence and Language Learning
语言与文化之间的关系
在全球的教育体系中已经得到了良好的
建立，并
，主要是在欧洲
[8-11]、北美[12,13]和澳大利亚[5,14,15])以及政府间机构，如
联合国教科文组织。根据Byram，这些政策反映出人们日益意识到
教育尤其是语言教育，在促进来自不同文化背景的人们之间的包
容和理解方面应发挥的作用.
语言和文化之间的交互作用
2021
Updated Bennett DMIS and language teaching
Bennett的DMIS理论模型和语言教学
小组成员：
• DMIS (Developmental Model of Intercultural Sensitivity)跨文化 敏感性发展模型
• ACTFL (American Council on the Teaching of Foreign Languages)美国外语教学委员会
At every level in Figure 1, cultural knowledge is needed to accurately interpret and understand verbal or non-verbal behaviours in particular contexts. Lack of awareness of the cultural dimensions of communication in interaction between native speaker and non-native speaker interlocutors can lead to communication breakdowns with more serious consequences than those caused by linguistic difficulties