communication competence
communicative competence 交际能力
1பைடு நூலகம்
2. Components of communicative competence. A) Canale & Swain (1980) • 1. Linguistic competence – the knowledge of the language code (grammatical rules, vocabulary, pronunciation, spelling, etc.); • 2. Sociolinguistic competence – the mastery of the socio-cultural code of language use (appropriate application of vocabulary, register, politeness, and style in a given situation);
CommunicativeCom...
Communicative Competence ScaleWiemann (1977) created the Communicative Competence Scale (CCS) to measure communicative competence, an ability "to choose among available communicative behaviors" to accomplish one's own "interpersonal goals during an encounter while maintaining the face and line" of "fellow interactants within the constraints of the situation" (p. 198). Originally, 57 Likert-type items were created to assess five dimensions of interpersonal competence (General Competence, Empathy Affiliation/Support, Behavioral Flexibility, and Social Relaxation) and a dependent measure- (interaction Management). Some 239 college students used the scale to rate videotaped confederates enacting one of four role-play interaction management conditions (high, medium, low, rude). The 36 items that discriminated the best between conditions were used in the final instrument. Factor analysis resulted in two main factors-general and relaxation-indicating that the subjects did not differentiate among the dimensions as the model originally predicted.Subjects use the CCS to assess another person's communicative competence by responding to 36 items using Likert scales that range from strongly agree (5) to strongly disagree (1). The scale takes less than 5 minutes to complete. Some researchers have adapted the other-report format to self-report and partner-report. These formats are available from the author.RELIABILITYThe CCS appears to be internally consistent. Wiemann (1977) reported a .96 coefficient alpha (and .74 magnitude of experimental effect) for the 36item revised instrument. McLaughlin and Cody (1982) used a 30-item version for college students to rate their partners after 30 minutes of conversation and reported an alpha of .91. Jones and Brunner (1984) had college students rate audio-taped interactions and reported an overall alpha of .94 to .95; subscale scores had alphas ranging from .68 to .82. Street, Mulac, and Wiemann (1988) had college students rate each other on communicative competence and reported an alpha of .84. The 36-item self-report format version is also reliable: Cupach and Spitz berg (1983) reported an alpha of .90, Hazleton and Cupach (1986) reported an alpha of .91, Cegala, Savage, Brunner, and Conrad (1982) reported an alpha of .85, and Query, Parry, and Flint (1992) reported an alpha of .86,Profile by Rebecca R. Rubin.VALIDITYTwo studies found evidence of construct validity. First, McLaughlin and Cody (1982) found that interactants in conversations in which there were multiple lapses of time rated each other lower on communicative competence. Second, Street et al. (1988) found that conversants' speech rate, vocal back channeling, duration of speech, and rate of interruption were related to their communicative competence scores; they also found that conversants rated their partners significantly more favorably than did observers.Various studies have provided evidence of concurrent validity. Cupach and Spitzberg (1983) used the dispositional self-report format and found that the CCS was strongly correlated with two other dispositions: communication adaptability and trait self-rated competence. The CCS was also modestly related to situational, conversation-specific measures of feeling good and self-rated competence. Hazleton and Cupach (1986) found a moderate relationship between communicative competence and both ontological knowledge about interpersonal communication and interpersonal communication apprehension. Backlund (1978) found communicative competence was related to social insight and open-mindedness. Douglas (1991) reported inverse relationships between communication competence and uncertainty and apprehension during initial meetings, And Query et al. (1992) found that nontraditional students, those high in communication competence, had more social supports and were more satisfied with these supports.In addition, Cegala et al. (1982) compared 326 college students' CCS and Interaction Involvement Scalescores. All three dimensions of interaction involvement were positively correlated with the CCS, but onlyperceptiveness correlated significantly with all five dimensions for both men and women. Responsiveness was related to behavioral flexibility, affiliation/support, and social relaxation, and attentiveness was related toimpression management.COMMENTSAlthough this scale has existed for a number of years and the original article has been cited numerous times,relatively few research studies have actually used the CCS. As reported by Perotti and De Wine (1987), problems with the factor structure and the Likert-type format may be reasons why. They suggested that theinstrument be used as a composite measure of communicative competence rather than breaking the scale into subscales, and this appears to be good advice. Spitzberg (1988, 1989) viewed the instrument as well conceived, suitable for observant or conversant rating situations, and aimed at "normal" adolescent or adult populations, yet Backlund (1978) found little correlation between peer-perceived competence and expert-perceived competence when using the CCS. The scale has been used only with college student populations.LOCATIONWiemann; J. M. (1977). Explication and test of a model of communicative competence. Human Communication Research, 3, 195-213.REFERENCESBacklund, P. M. (1978). Speech communication correlates of perceived communication competence (Doctoral dissertation, University of Denver, 1977). Dissertation Abstracts International, 38, 3800A.Cegala, D. J, Savage, G. T., Brunner, C. c., & Conrad, A. B. (1982). An elaboration of the meaning of interaction involvement: Toward the development of a theoretical concept. Communication Monographs, 49,229-248. Cupach, W. R., & Spitzberg, B. H. (1983). Trait versus state: A comparison of dispositional and situational measures of interpersonal communication competence. Western Journal o/SPeech Communication, 47,364-379.Douglas, W. (1991). Expectations aboUt initial interaction: An examination of rheeffects of global uncertainty. Human Communication Research, 17,355-384.Hazleton, V., Jr., & Cupach, W. R. (1986). An exploration of ontological knowledge: Communication competence as a function of the ability to describe,predict, and explain. Western Journal o/Speech Communication, 50,119-132.Jones, T. S., & Brunner, C. C. (1984). The effects of self-disclosure and sex on perceptions of interpersonal communication competence. Women's Studies in Communication, 7, 23-37.McLaughlin, M. 1., & Cody, M. J. (1982). Awkward silences: Behavioral antecedents and consequences of the conversational lapse. Human Communication Research, 8,299-316.Perotti, V. S., & DeWine, S. (1987). Competence in communication: An examination of three instruments.Management Communication Quarterly, 1,272-287.Query, J. 1., Parry, D., & Flint, 1. J. (1992). The relationship among social support, communication competence, and cognitive depression for nontraditional students. Journal 0/ Applied Communication Research, 20, 78-94.Spitzberg, B. H. (1988). Communication competence: Measures of perceived effectiveness. In C. H. Tardy (Ed.),A handbook for the study of human communication: Methods and instruments for observing, measuring, andassessing communication processes (pp. 67-105). Norwood, NJ: Ablex.Spitzberg, B. H. (1989). Handbook of interpersonal competence research. New York: Springer-Verlag.Street, R. 1., Jr., Mulac, A., & Wiemann, J. M. (1988). Speech evaluation differences as a function of perspective (participant versus observer) and presentational medium. Human Communication Research, 14,333-363.Communicative Competence Scale*Instructions: Complete the following questionnaire/scale with the subject (S) in mind. Write in one of the sets of letters before each numbered question based upon whether you:strongly agree (SA), agree (A), are undecided or neutral (?),disagree (D), or strongly disagree (SD).Always keep the subject in mind as you answer.______ 1. S finds it easy to get along with others.______ 2. S can adapt to changing situations.______ 3. S treats people as individuals.______ 4. S interrupts others too much.______ 5. S is "rewarding" to talk to.______ 6. S can deal with others effectively.______ 7. S is a good listener.______ 8. S's personal relations are cold and distant.______ 9. S is easy to talk to.______ 10. S won't argue with someone just to prove he/she is right.______ 11. S's conversation behavior is not "smooth.”______ 12. S ignores other people's feelings.______ 13. S generally knows how others feel.______ 14. S lets others know he/she understands them.______ 15. S understands other people.______ 16. S is relaxed and comfortable when speaking.______ 17. S listens to what people say to him/her.______ 18. S likes to be close and personal with people.______ 19. S generally knows what type of behavior is appropriate in any given situation.______ 20. S usually does not make unusual demands on his/her friends.______ 21. S is an effective conversationalist.______ 22. S is supportive of others.______ 23. S does not mind meeting strangers.______ 24. S can easily put himself/herself in another person's shoes.______ 25. S pays attention to the conversation.______ 26. S is generally relaxed when conversing with a new acquaintance. 27. S is interested in what others have to say.______ 27. S doesn't follow the conversation very well.______ 28. S enjoys social gatherings where he/she can meet new people.______ 29. S is a likeable person.______ 30. S is flexible.______ 31. S is not afraid to speak with people in authority.______ 32. People can go to S with their problems.______ 33. S generally says the right thing at the right time.______ 34. S likes to use his/her voice and body expressively.______ 35. S is sensitive to others' needs of the moment.Note. Items 4, 8, 11, 12, and 28 are reverse-coded before summing the 36 items. For "Partner" version, "S" is replaced by "My partner" and by "my long-standing relationship partner" in the instructions. For the "Self-Report" version, "S" is replaced by "I" and statements are adjusted forfirst-person singular.。
communicative-competence交际能力资料
municative competence typically refers to how well someone is able to communicate with others, though this can be elaborated upon and further refined in a number of ways.2. Communicative competence is important for anyone who wishes to be able to communicate clearly, especially public speakers and people learning a second language.Politicians and other public speakers often seek high levels of communicative competence to be able to effectively convey meaning and express ideas to others. People who are learning a second language also tend to focus on this type of competence to ensure they understand subtext and various aspects of communication within that language that may be subtle and complex.The idea behind communicative competence is that the ways in which people communicate can be analyzed and considered with regard to effectiveness. Someone is often considered competent, at least on a surface level, if he or she can talk to someone else in a way that is appropriate and which conveys meaning in an accurate way. This actual process, however, is often seen as being composed of three basic steps that occur in communication. Planning is a vital part of communicative competence as it demonstrates that someone is able to think about communication ahead of time and prepare for it.2.During communication, the way in which a person communicates is often considered in two elements regarding his or her communicative competence. The message that is delivered is the actual content that a person speaks, writes, or otherwise expresses in some way. Within this message, however, is the meaning that a person manages to convey. Someone may feel that his or her message expresses one idea, but the actual meaning might not necessarily match the intention of the message.Communicative competence is important for just about anyone who wishes to communicate with other people in any type of relationship. Arguments and disagreements can often be avoided if people are able to effectively express meaning in a message.3. Comment1: Communicative competence starts developing at a young age. So childhood and education is important. But it's also true that some people naturally have more skill andcompetence in this area. I think it has to do with the various areas of the brain and which areas an individual uses more heavily.For example, my brother is a very smart person but his communication skills are very poor. I don't think he will every be competent in this area. He has always been this way.Comment2: Those who want to know what excellent communicative competence means can observe lawyers. Lawyers, naturally, have to be great communicators. They have to present their ideas and information in the right ways in order to make an impact on the listener.I knew many law students in school and they were some of the best communicators I have come across. The amazing part was that they used language so well that they could convince me of one thing and then argue against it and convince me of the opposite argument in a matter of minutes. Now that's communicative competence.4Language teaching in the United States is based on the idea that the goal of language acquisition is communicative competence: the ability to use the language correctly and appropriately to accomplish communication goals. The desired outcome of the language learning process is the ability to communicate competently, not the ability to use the language exactly as a native speaker does。
communicativecompetence
《英语教学法教程》(王蔷)考研复习资料-名词解释
1.The ultimate goal of ELT: the ultimate of foreign language teaching is to enable students to usethe foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).Definition of task: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention in principally focused on meaning rather than form. (Nunan 1989:8)A lesson plan is a framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Classroom management is the way teachers organize what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.Deductive method: The Deductive method relies on reasoning, analyzing and comparing. First, the T writes an example on board or draws attention to an example in the textbook. Second, the T explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the S’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the Ss practice applying the rule to produce sentences with given prompts.Inductive method: the T provides learners with authentic language data and induces the learners to realize grammar rules without any forms of explicit explanation.1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects:Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communicationBottom-up modelSome teachers teach reading by introducing new vocabulary and new structures first and then going over the text sentence by sentence. This way of teaching reading reflects the belief thatreading comprehension is based on the understanding and mastery熟练of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text. This way of teaching reading is said to follow a bottom-up model.2). Top-down modelIt is believed that in teaching reading, the teacher should teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. This process of reading is said to follow the top-down model of teaching reading just as Goodman(1970) once said that reading was “a psycholinguistic guessing game”2. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.3. The functional view:The functional view sees language as a linguistic system but also as a means for doing things.Most of our day-to-day language use involves functional activities: greetings; offering,suggesting, advising, apologizing, etc.The communicative view of languageThe communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.1) The behaviorist theory( Skinne r)-- a stimulus-response theory of psychologyThe key point of the theory of conditioning is that "you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus,response, and reinforcement"2) Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.The goal of CLTThe goal of CLT is to develop students' communicative competenceLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.Teaching stages and procedures:Teaching stages are the major steps that language teachers go through in the classroom.Procedures are the detailed steps in each teaching stage.31. Three P's model: presentation, practice and production.SkimmingSkimming means reading quickly to get the gist,i.e. the main idea of the text. ScanningScanning means to read to locate/get specific information.1). DiscussionA discussion is often used for a) exchange of personal opinions. This sort of discussion canstart with a question like "What do you think of?"b) stating of personal opinions ongeneral issues. c) problem-solving.d) the ranking(分类；顺序)of alternatives e) deciding upon priorities(先;前)etc.2). Role-playRole-play is a very common language learning activity where students play differentroles and interact from the point of view of the roles they play.What’s called A process approach to writing1). DefinitionWhat really matters or makes a difference is the help that the teacher provides toguide the students through the process that they undergo when they are writing. What’s the assessmentAssessment in ELT means to discover what the learners know and can do at a certain stage of the learning process.a. Grammar Translation:The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)b. Direct Method:The Direct Method was introduced by the German educator Wilhelm Viëtor in the early 1800's.Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.c. The Silent Way:The teacher is active in setting up classroom situations while the students do most of the talkingand interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.d. Community Language Learning:Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.e. Natural Approach:Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Naturale. Reading Method:The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.f. ASTP and the Audiolingual Method:This approach is based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously.ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.g. Cognitive Methods:Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.h. Communicative Methods:The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.i. Total Physical Response Method:This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oralparticipation from students is expected (just as it is with children when theyare learning their native language) .What is the Grammar-Translation Method?The Grammar-Translation Method is designed around grammatical structures.The Functional-Notional ApproachUnlike the Grammar-Translation Method, which is based on the grammar structures, it thinks thata general learner should take part in the language activities, the functions of language involved inthe real and normal life are most important. For example, the learners have to learn how to give directions, buy goods, ask a price, claim ownership of something and so on. It tells that is not just important to know the forms of the language, it is also important to know the functions and situations, so that the learner could practice real-life communication.Communicative CompetenceBoth knowledge about the language and the knowledge about how to use the language in communicative situation appropriately.Critical Period Hypothesis关键期假说This hypothesis states that if humans do not learn a foreign language before a certain age ,then due to changes such as maturation of the brain ,it becomes impossible to learn the foreign language like a native speaker.1.Process-oriented theories:强调过程are concerned with how the mind organizes newinformation such as habit formation, induction, making inference, hypothesis testing and generalization.2.Condition-oriented theories: 强调条件emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.3.Behavioristtheory,(Skinner and waston raynor)A the key point of the theory of conditioning is that” you can train an animal to do anything if you follow a certain procedure which has three major stages, s timulus, response, and reinforcementB the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.4.Cognitive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system a nd a large part of language acquisition is the learning of this system.There are a fin ite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced.5.Constructivist theory:(John Dewey)the constructivist theory believes that learning is a proces in which the learner constructs meaning based on his/her own experiences and what he/he r already knows6.Socio-constructivist theory: (Vygotsky) he emphasizes interaction and engagement with the tar get language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.。
Intercultural-Communication-Competence(1)
Lack of intercultural competence means failed business ventures, government projects that have not achieved their objectives, and unsuccessful learning experiences for students.
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4
A Staircase Model
Unconscious Competence Stage Conscious Competence Stage Conscious Incompetence Stage Unconscious Incompetence Stage
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6
BASICs of Intercultural Competence
different ways.
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BASICs of Intercultural Competence
6) Relational Role Behavior: Behaviors associated with interpersonal harmony and
mediation (personal relationships with group members).
world as others do.
You try to understand another person’s thoughts, feelings, and experiences and show it.
3. Communicative Competence
2. Composition of Communicative Competence
Communicative
competence a language user’s linguistic knowledge of syntax, morphology, phonology and the like as well as social knowledge about how and when to use utterances ability and the goal of language teaching and learning.
Communicative
Competence was first introduced by Dell Hymes
A language speaker has to have more than grammatical competence in order to be able to communicate effectively;
Linguistic aspects
Pragmatic aspects
Linguistic aspects of communicative competence
Pragmatic aspects of communicative competence
Phonological competence
3. Pedagogical Implications
3.1 Communicative Language Teaching (CLT)
CLT
is an approach to the teaching of second and foreign languages; Where the teacher sets up a situation that students are likely to encounter in real life; With a primary focus on helping learners create meaning rather than helping them develop perfectly grammatical structures or acquire native-like pronunciation.
intercultural communication competence PPT课件
Case 2. Different Attitudes
2.4Intercultural communication competence
Intercultural communication competence refers to the ability to accomplish effective and appropriate intercultural communication between communicators of different cultures.
Case 3. Have you had your lunch? Where are you going?
When I first went to Hong Kong a number of years ago, I had no idea about the Chinese language or the Chinese culture. Shortly after my arrival, I went to the bank on my way to school. I was extremely surprised
Contextual Components of Intercultural Competence
3.1Individual Components of Intercultural Competence
2014青教赛专题--Communicative competence
Request Very polite
Would you please open the windБайду номын сангаасw?
Pragmatic competence
In this section, we have examined the discrepancies between language used in real life and language taught in traditional pedagogy; defined “communicative competence”;
What does it mean to middle school English teaching? Activity 4: In English you uses a command or a request when you want someone to do something. Please look at the three sentences and tell the difference. Command Not polite
Fluency
Pragmatic Appropriate competence language use
Strategic Strategies in communication competence
Discourse competence
Coherent language use
What does it mean to middle school English teaching? Group task: Study the following classroom activities and think about how the teacher helps students develop different component competence. Activity 1: Transform the following sentences into indirect speech “I don’t know the address of my new home,” said Anne. “I need to pack up my things in the suitcase very quickly,” the girl said. …
关于跨文化交际能力的英语作文
Cross-Cultural Communication Competence: The Key to Successful Global InteractionIn an increasingly interconnected world, the importance of cross-cultural communication competence has become paramount. The ability to effectively communicate across cultural barriers is crucial for personal and professional success. This essay explores the essence of cross-cultural communication competence, its significance, and strategies to develop this crucial skill.Cross-cultural communication competence is the ability to communicate effectively and appropriately in diverse cultural contexts. It involves understanding and respecting cultural differences, adapting communication styles to fit the cultural norms of the other party, and managingconflict and misunderstandings that may arise due to cultural differences. This competence is essential intoday's globalized world, where people from diverse backgrounds interact frequently in business, education, and social settings.The significance of cross-cultural communication competence lies in its ability to bridge cultural dividesand foster mutual understanding. In the business world, for instance, cross-cultural communication skills are crucial for successful international collaborations and negotiations. In education, they are essential for creating an inclusive learning environment where students from different cultures can learn together effectively. Insocial settings, they promote cultural exchange and understanding, leading to greater tolerance and respect among people.Developing cross-cultural communication competence requires a conscious effort and a continuous process of learning and adaptation. Here are some strategies that can help individuals enhance their cross-cultural communication skills:1. Cultural awareness: Gaining knowledge aboutdifferent cultures, their values, beliefs, and communication styles is crucial. This can be achieved through reading books, articles, and websites that provide insights into different cultures. Participating in cultural exchange programs and interacting with people from diverse backgrounds can also be beneficial.2. Language proficiency: Language is a key component of cross-cultural communication. Mastering the language of the other culture, including its vocabulary, grammar, and idiomatic expressions, can help individuals communicate more effectively. Additionally, learning to speak with a cultural accent and intonation can further enhance communication.3. Adaptability: Being flexible and willing to adapt one's communication style to fit the cultural norms of the other party is essential. This involves understanding and respecting the communication preferences and taboos of the other culture and adapting one's behavior accordingly.4. Active listening: Active listening is a crucialskill in cross-cultural communication. It involves paying attention to what the other person is saying, understanding their perspective, and responding appropriately. Active listening helps individuals build trust and rapport with their interlocutors, leading to more effective communication.5. Conflict management: Cultural differences can sometimes lead to conflicts and misunderstandings. It isimportant to have strategies to manage these conflicts constructively. This involves remaining calm and respectful, seeking clarification when needed, and using appropriate conflict resolution techniques.In conclusion, cross-cultural communication competenceis a crucial skill for success in today's globalized world. By developing a deep understanding of different cultures, mastering the language, adapting communication styles, actively listening, and managing conflicts constructively, individuals can effectively communicate across cultural barriers and foster mutual understanding and respect. This, in turn, can lead to enhanced personal and professional success in the global arena.**跨文化交际能力的重要性：全球互动成功的关键** 在日益相互关联的世界中，跨文化交际能力的重要性变得至关重要。
交际能力用英语怎么说
交际能力用英语怎么说交际能力不仅包括对一种语言的语言形式的理解和掌握，而且还包括在任何时地、以什么方式恰当使用语言形式进行交际的知识体系的理解和掌握。
那么你知道交际能力用英语怎么说吗?下面来学习一下吧。
交际能力的英语说法1：communicative ability交际能力的英语说法2：communicative competence交际能力的相关短语：语言交际能力communicative competence ; communicative language ability ; language communicative competence 交际能力理论communicative competence ; the theory of capacity for communication ; communicative competence theory 培养交际能力Cultivation of communicative competence ; develop interpersonal skills ; Develop communicative competence言语交际能力speech communication ability ; the ability of language communication ; ability in speech communication 外语交际能力foreign language communicative ability ; foreign language communicative competence ; communicative competence of foreign language提高交际能力improve communicative competence ; improving the communicative ability ; enhancing the intercommunication ability互动交际能力interactive communication ability ; interactive communicative competence英语会话交际能力 english communicative competence互动交际能力培养interactive communicative competencefostering交际能力的英语例句：1. He has the faculty for making friends.他有交际能力.2. He is very sociable and makes friends easily.他交际能力强,很容易交到朋友.3. I am good with people and have excellent communication skills.我很受人欢迎并且有很出色的交际能力.4. Writing ability is an essential part of the learner's communicative competence.写作能力是学习者外语交际能力的重要组成部分.5. Drama also boosts the communication skills of students with special needs.戏剧也能够提高有特殊教育需要的学生的交际能力.6. Cross - cultural awareness raising aimed at enhancing the students ability to cross - cultural communication.养跨文化意识的目的是提高学生的跨文化交际能力.7. Having good communication skill and negotiation high ability of expression.有较强的交际能力和优秀的表达能力,反应灵敏,能独立开发客户.8. It affects thinking, feeling, language, and the ability relate to others.它影响思维, 感觉, 语言和交际能力.9. I am also quite competent in oral communication in English.英语交际能力也相当强.10. Excellent interpersonal skills and capability to manage different function.有良好的交际能力及管理不同职能部门的能力.11. Have strong capability in communication, familiar with English reading and speaking.有很强的交际能力, 较好的英语阅读和口语.12. And I gained valuable skills in teamwork and communication.同时我也学会了团体合作技巧,交际能力也得到锻炼.13. Sociolinguistics thinks that grammar is a necessary part of communicative competence.社会语言学家认为语法是交际能力的必要组成部分.14. The social development and progress would demand more from the future professionals.社会发展和进步对未来人才的口语交际能力提出了更高的要求.15. This ability is needed by the modem talents.交际能力的培养是造就现代化英语人才的需要.。
跨文化交际名词解释汇总
跨文化交际名词解释汇总
跨文化交际（Intercultural Communication）是指不同文化之间进行的交际活动。
在跨文化交际中，涉及到许多名词和概念。
以下是对一些常见的跨文化交际名词的解释：
1.文化（Culture）：文化是人类社会的一种现象，包括人类所共同创造的一切物质和非物质的事物，如语言、宗教、价值观念、习俗等。
2.文化冲突（Culture Clash）：指不同文化之间的价值、信仰、行为方式等存在差异，导致交流过程中产生的冲突。
3.文化认知（Cultural Awareness）：指人们对不同文化的理解、认识和感知。
4.跨文化交际能力（Intercultural Communication Competence）：指具备有效应对跨文化交际的能力，包括对不同文化的理解、适应和应对。
5.文化智商（Cultural Intelligence）：指人们在跨文化交际中应对复杂情境的能力，包括对文化差异的认知、理解和应对能力。
6.文化适应（Culture Adaptation）：指在新的文化环境中，个体逐渐适应并接受该文化的过程。
7.文化刻板印象（Cultural Stereotype）：指对某一文化或文化群体的普遍化、片面化的看法和评价。
8.文化代际冲突（Intergenerational Culture Conflict）：指不同世代之间在文化、价值观念等方面的差异导致的冲突。
9.文化霸权（Cultural Hegemony）：指某一特定文化在全球范围内的主导地位。
以上是一些常见的跨文化交际名词的解释。
在跨文化交际中，了解这些名词的含义对于有效的跨文化交际至关重要。
语言学的名词解释
When I was preparing the postgraduate entrance examination of NNU(Nanjing Normal University),some of these following concepts had been tested,but there's no specific or clear explanation in the textbook required by the university.As in preparing the second-round examination I read them in other relevant books, I wrote down here for your reference.Hope they are useful to some of you.1. Acculturation(同化过程）is a process in which members of one cultural group adopt the beliefs and behaviors of another group.2. Adjacency pair（相邻语对）;a sequence of two utterances by different speakers in conversation. The second is a response to the first, such as question/answer sequences and greeting/greeting exchange.3. affix: a bound morpheme that is attached to a stem and modifies its meaning in some way.4. agreement (concord)（一致）: a grammatical phenomenon in which the form of one word in a sentence is determined by the form of another word which is grammatically linked to it. E.g. in the sentence The boy goes to school every day.There is an agreement in number between boy and goes.5.articulators（发音器官): the tongue,lips,and velum, which change the shape of the vocal tract to produce different speech sounds.6.aspect(体）: the grammatical category representing distinction in the temporal structure of an event. English has two aspect construction---the perfect and the progressive.(完成体和进行体)7.aspiration(吐气）; the puff of air that sometimes follows the pronounciation of a stop consonant.E.g. /p/ in the word pit.8.consonant（辅音）; a speech sound produced by partial or complete closure of part of the vocal tract, thus obstructing the airflow and creating audible friction. Consonants are described in terms of voicing, place of articulation, and manner of articulation.9. converstional implicature（会话含义）:meanings that are explicable in the light of converational maxims.municative competence（交际能力）; the ability to use language appropriately in social situations.11. constituent（成分）: a syntactic unit that functions as part of a large unit within a sentence; typical constituent types are verb phrase, noun phrase, prepositional phrase and clause.12.case(格)：the grammatical category in inflectional languages by which the form of a noun or noun phrase varies for grammatical or semantic reasons. English has only one case distinction in nouns—the genitive case(所有格), but English pronouns have three forms that correspond to three of the six cases in Latin.13.clause（小句）: a grammatical unit that contains a subject and a predicate. It may be a sentence or part of a sentence.14.closed class（封闭词类）: a group of words whose membership is small and does not readily accept new members.15.coinage（创新词）: the construction and addition of new words.16.distribution(分布）: the set of positions in which a given linguistic element or form can appear in a language.17.duality（双重结构）: a type of double-layer structure in which a small number of meaningless units are combined to produce a large number of meaningful units.18.entailment（包含）; the relationship between two sentences where the truth of one(the second)is inferred from the truth of the other.19.euphemism（委婉语）: a word or phrase that replaces a taboo word or is used to avoid reference to certain acts or subjects,e.g. powder room for toilet.20.garden path sentence（花园小径句）: a sentence in which the comprehender assumes a particular meaning of a word or a phrase but later discovers that the assumption was incorrect, forcing the comprehender to backtrack and reinterpret the sentence21.free variation;(自由变异) a relation between two speech sounds such that either one can occur in a certain position and the substitution of one for the other never makes any difference in the meaning of the word. For instance, the unexploded(失去爆破) stop /d/ in the phrase Good morning is in free varitation with the exploded(爆破)counterpart.22.inflection（屈折变化）: the morphological process by which affixes combine with words or stems to indicate such grammatical categories as tense or plurity.ernment（支配）: the grammatical phonomenon in which the presence of a particular word in a sentence requires a second word which is grammatical linked with it to appear in a particular form. E.g. a preposition or a verb requires that the pronoun following it be in the objective form,as in with me,to him.nguage universal(语言共性): any property that is shared by most,if not all, human lanugages.25.lingua franca: ( 通用语) A language variety used for communication among groups of people wo do not otherwise share a common language. For example, English is the lingua franca of the international scientific community.26.macrosociolinguistics; The study of the effect of language on society.27.microsociolinguistics: The study of the effect of any and all aspects of society,including cultural norms, expetations and contexts,on the way language is used. It is often simply called sociolinguistics.28.paradigmatic relation: (纵组合关系)The substitutional relation between a set of linguistic items,that is,linguistic forms(letters,words and phrases)can be substituted for each other in the same position in a word or sentence. E.g, b,p,s,f are in paradigmatic relation in the words bit,pit,sit,fit, so are Nature,Beauty, Love, Honesty in the sentences:Nature purifies the mind.Beauty purifies the mind.Love purifies the mind.Honesty purifies the mind.29.syntagmatic relation: (横组合关系) The relation between any linguistic elements which are simultaneously present in a structure. E.g. in the word bit, b, i,t are in syntagmatic relation, so are nature, purifies, the, mind, in the sentence Nature purifies the mind.30.presupposition（预设）: implicit assumptions about the world acquired to make an utterance meaningful or appropriate,e,g, “ some tea has already been taken”is a presuppostion of “Take some more tea”.31.prototype(典型): What members of a particular community think of as the best example of a lexical category,e.g.for some English speakers “cabbage”(rather than,say,carrot)might be the prototypical vegetable.32.root(词根): the morpheme that remains when all affixes are stripped from a complex word. E.g. system from un- + system + atic + ally.33.stem（词干）: the base to which one or more affixes are attached to create a more complex form that may be another stem or a word.34.taboo（禁忌语）:words that are offensive or embarrassing, c onsidered inappropriate for “polite society”, thus to be avoided in conversation.35.selectional restriction(选择限制): a restriction on the combining of words in a sentence resulting from their meaning.36.linguistic universal:(语言共性) The linguistic universals are principles that enable children to acquire a particular language unconsciously, without instruction in the early years of life. As a whole they are referred to as Universal Grammar.37.contrastive distribution(对比分布)：If the speech sounds occur in the same phonetic context and the substitution results a contrast in meaning, we say they are in contrastive distribution.38.immidiate constituent analysis（直接成分分析法）is the technique of breaking up sentences into word groups by making successive binary cuttings until the level of single words is reached.39.endocentric construction: (向心结构或内心结构)One construction whose distribution is functionally equivalent, or approaching equivalence, to one of its constituents. The typical English endocentric constructions are noun phrases and adjective phrases.40.exocentric construction(离心结构或外心结构)the opposite of endocentric construction,refers to a group of syntactically related words where none of the words is functionally equivalent to the whole group. Most constructions are exocentric.41.politeness can be defined as the means employed to show awareness of another person’s public self-image.42.PP(politeness principle)tact maxim;generosity principle;approbation maxim;modesty maxim;agreement maxim;sympathy maxim.43.irony(反语)is the use of words to express something other than and especially the opposite of the literal meaning of the utterance.44.code-switching: (语码转换) means the alternation between two or more languages,language varieties or registers in communication.45.affective filter(情感过滤)：A screen of emotion that can block language acquisition or learning if it keeps the learners being too self-conscious or too embarrassed to take risks during communicative exchanges.46.Conversion（转类构词）is a change in the grammatical function of a word without adding or removing any part of it. A word belonging to one part of speech is extended to another part of speech. It is also called functional shift or zero derivation.47.lexical meaning VS grammatical meaning(词汇意义与语法意义)The meaning of a sentence is carried by the words proper as well as by the patterns of word order that is part of the grammatical system of a language. The part of the sentence meaning contributed by words is called the lexical meaning and the part of sentence meaning that depends upon the way the words are put together is called grammatical meaning, in which the function words and the word order play a very important role.48.paralinguistic meaning VS non-linguistic meaning (副语言意义与非语言意义)In human communication, apart from the linguistic meaning conveyed by language itself,there are numerous paralinguistic meanings and non-linguistic meanings that are perceived simultaneously by the hearer. Paralinguistic meanings are those attached to the verbal expressions by quality of voice,tempo of speech,posture,facial expression and gestures. Non-linguistic meanings are thoseindicated by non-verbal noises such as cough, sigh, tongue-clicking, various kinds of body languages and different contexts of situation.49.denotation VS connotation (外延与内涵)Denotation is a straightforward, literal meaning of the word every member of the language speaking community will agree on. Connotation is not the basic meaing of the word but some emotive or evaluative meaings associated with the word by individual language users in their mind.50.linguistic relativity VS linguistic determinism (语言相对论与语言决定论)The Sapir-Wholf Hypothesis states that there is a systematic relationship between the grammatical categories of the language a person speaks and how that person both understands the world and behaves in it. It boils down to two principles: linguistic relativity and linguistic determinism.Linguistic relativity states that disctinctions encoded in one language are unique to that langage alone, and that there is no limit to the structural diversity of languages.Linguistic determinism refers to the idea that the language we use determines, to some extent, the way in which we view and think about the world around us. This concept has two versions; strongdeterminism and weak determinism. The strong version, which has few followers today, holds that language actually determines thought, whereas that weak version, which is widely accepted today, merely holds that language affects thought.。
icc指标
icc指标ICC指标是指跨文化通信能力（Intercultural Communication Competence）的评估工具，通过衡量个体与不同文化背景下他人的交流和理解能力来评估其对于跨文化交流的适应程度。
ICC指标主要包括知识、技能和态度三个方面，下面将对这三个方面进行详细说明。
一、知识跨文化通信的知识是指个体对不同文化的了解程度。
这包括了对于各个文化的历史、价值观、信仰体系、社会习俗等的了解。
具体而言，个体需要了解不同文化之间的差异，尊重和理解这些差异，并能够展示自己对不同文化的兴趣和尊重。
此外，个体还需要了解不同文化对于沟通和交流方式的偏好，以便在跨文化交流中更加有效地进行沟通。
二、技能跨文化通信的技能是指个体在跨文化交流中表现出的实际操作能力。
具体而言，这包括以下几个方面：1. 语言能力：个体需要具备足够的语言沟通能力，能够用自己流利的语言表达意思，并能够理解和适应不同文化使用的语言表达方式和习惯。
2. 非语言沟通能力：个体需要注意和理解不同文化中非语言沟通的方式，例如肢体语言、面部表情、目光接触等。
同时，个体需要学会使用适当的非语言沟通方式来传递信息和理解他人的意思。
3. 释义能力：个体需要学会在不同文化之间进行信息释义和解读，避免因为文化差异而产生误解和不良影响。
个体需要学会破解文化障碍，了解不同文化中一些常见的误解和不合适的行为，从而避免在跨文化交流中出现冲突和误解。
三、态度跨文化通信的态度是指个体在跨文化交流过程中表现出的开放和尊重。
具体而言，这包括以下几个方面：1. 文化敏感性：个体需要展现出对不同文化的敏感性，尊重和欣赏不同文化的多样性，并且能够适应和包容不同文化带来的变化。
2. 自我意识：个体需要具备足够的自我意识，了解自己的文化背景和对不同文化的偏见。
个体需要能够意识到自己的观念和行为是如何受到自己的文化背景影响的，从而能够更好地理解和理解他人的文化观念和行为。
3. 适应心态：个体需要采取积极的适应心态，通过培养灵活性和包容性的态度来应对不同文化带来的挑战。
如何理解跨文化交际能力的英语作文
The Essence of Intercultural Communicative CompetenceIn today's interconnected world, the ability to communicate effectively across cultural boundaries has become increasingly important. Intercultural communicative competence, or ICC, is a crucial skill that enables individuals to navigate diverse social and cultural environments. This essay explores the understanding of ICC and its significance in today's globalized world.Intercultural communicative competence is the ability to communicate effectively and appropriately in different cultural contexts. It involves a range of skills and knowledge, including cultural awareness, language proficiency, and communication strategies. Cultural awareness refers to the understanding of cultural norms, values, and beliefs that influence communication. Language proficiency involves the ability to speak, listen, read, and write in a foreign language, while communication strategies refer to the techniques used to adapt messages to suit different cultural contexts.The significance of ICC lies in its ability to bridge cultural divides and foster mutual understanding. In a globalized world, where people from different cultures interact on a daily basis, the ability to communicate effectively across these divides is crucial. ICC not only helps to avoid misunderstandings and conflicts but also promotes cultural exchange and mutual respect.To develop ICC, individuals need to engage in cross-cultural experiences and continuous learning. Exposure to different cultures through travel, international education, or cross-cultural work experiences can broaden one's cultural horizons. Additionally, learning a foreign language and studying cultural studies can enhance one's understanding of different cultures and their communication styles.In conclusion, intercultural communicative competence is a crucial skill for navigating the globalized world. It involves the ability to communicate effectively and appropriately in different cultural contexts, bridging cultural divides and fostering mutual understanding. By engaging in cross-cultural experiences and continuous learning, individuals can develop this competence and become more effective global communicators.。
Communicative competence and TBL
Communication “means ‘know how’ to understand and response to different situations that aris; 1977; 1994) discussed the ethnographic-oriented exploration of communicative competence that included 'communicative form and function in integral relation to each other. His research-oriented ideas have undergone an epistemic transformation: from empirically oriented questions to an idealized pedagogic doctrine‘
Communicative competence
- refers to a learner's L2 ability . Abiliyt to apply and use grammatical rules . Ability to form correct utterances .ability to know how to use these utterances appropriately
Georges Duquette (1995: Viii)
2. Types of communication
According to Mehrabian and Ferris (1967) communication is determined by: • body language--postures, gestures, and eye contact 55% • the tone of voice 38% • the content or the words used in the communication process 7%
Intercultural-Communication-CompetencePPT课件
8
BASICs of Intercultural Competence
2) Orientation to Knowledge: The terms people use to explain themselves and the
world around them.
All experiences and interpretations are individual and personal rather than universally shared.
conversations. ▪ Nobody should dominate a conversation, but also
one should not be non-responsive.
12
BASICs of Intercultural Competence
5) Task Role Behavior: Behaviors that involve the initiation of ideas related to
The custom of arranged marriages I would not want my parents to
is barbaric.
arrange my marriage for me.
10
BASICs of Intercultural Competence
3) Empathy: The capacity to behave as though you understand the
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5. Application of Euphemism in Life
5.1 Euphemism in Advertisement
Advertising English is an applied language. It includes informative advertising and persuasive advertising. Euphemism really plays an important role in it.
As we know that the language in advertisements is the key of success, which should be easy to understand as well as attractive to the public. Euphemism is “(the use of a) mild or vague or periphrastic expression as a substitute for blunt precision or disagreeable truth.”(Fowler, 1991:24) It is obvious that euphemism has such characteristics that it suits for the purposes of advertisement very well. In order to achieve the persuasive effect, the language in advertisements should also be correct, concise and vivid, to impress the consumers deeply and arouse their desire to buy the products. For these reasons, the advertisement designer should have a good grasp of both the features and the functions of euphemism that it can cater for the business purpose. For example, a coffee brand named Maxwell House put its advertising in this way, “Good to the last drop!” I t shows that it’s so good drinking that customers will eat the last drop. To some people, it really calls their attention to this brand production and even buy it.
Euphemism is widely used in advertisement; it makes the ads more creative and profitable.
5.2 Euphemism in Diplomacy
Communication is important for human beings, especially to those diplomats or statesmen because they deal with the relationships between countries or regions etc., so the words that they use are more sensitive than others. Otherwise, their communication may become difficult or break down and sometimes it can even affect the relations between countries. Since the purpose of using euphemisms is using good words to reduce the unpleasantness of a term or notion. It is natural and reasonable that diplomats or statesmen will often use them. They can use euphemisms to soften harsh reality and pretend governmental inability to social problems, etc.. In reality we can also find that euphemisms are often used in press conferences and we may also find that sometimes communications may be difficult or even break down because of the incorrect use of diplomatic euphemisms or the misunderstanding of diplomatic euphemisms. So the study of diplomatic euphemisms seems to be of great significance and it can help people like diplomats etc. to avoid misunderstandings or mistranslations in communications and it can also help them to improve their intercultural communication competence and ability etc..
In some cases, people especially the diplomats or statesmen do not want to say what they mean directly and hence they would choose to use diplomatic euphemisms in order to express their meaning in a roundabout way in order to conduct successful and happy interactions in press conferences. Therefore in communications like press conferences, the diplomats, journalists or speakers etc. usually use diplomatic euphemisms in order to be polite and keep face or for some other reasons under the
cooperative circumstances.
As a kind of euphemism, diplomatic euphemism shares the general features of euphemism. As it is mentioned before that euphemism is the substitution of mild or vague or roundabout expression for harsh or blunt or direct one; a polite, tactful or less explicit term used to avoid the direct naming of an unpleasant, painful or frightening reality. Hence from the definition, it can be found that euphemism is partly created for politeness.。