中国高校外语教师信念量化研究——基于跨文化交际能力的培养

Quantitative Research on the Teacher Knowledge of Chinese University EFL Teachers——Based on Intercultural Communication Competence Development

跨文化交际能力的培养是大学外语教学改革的一个重要目标,目前虽然国家、高校和个人投入了大量的财力和精力,但在这方面没有收到预期的效果。本文从教师信念的角度,基于Byram(1997)的跨文化交际能力理论模型,设计了3套调查表,通过对武汉高校部分外语教师的反馈结果进行量化分析,初步得到了部分高校外语教师对外语教学目标、跨文化教学目标和文化教学态度的信念的基本特征,揭示了教师信念与跨文化能力培养之间的密切关系。我们认为,深入研究教师信念对促进大学生跨文化交际能力的培养以及大学外语教学改革的深入开展有着积极的意义。

Intercultural communication competence（ICC） development is one of the most important targets for college English teaching reform. At present, even though the government, universities and individuals have invested a great deal, the result is not very satisfactory. Based on Byram＇s theoretical framework of ICC, three questionnaires were designed from the perspective of teacher knowledge and distributed to some EFL teachers in Chinese universities. The responses have been carefully analyzed quantitatively and we have gained some information concerning the characteristics of teacher knowledge of the EFL teaching targets, ICC teaching targets and culture teaching attitude, and the present study also revealed the close relation between teacher knowledge and ICC development. We believe that further study on teacher knowledge is positively meaningful for promoting university students＇ ICC and college English teaching reform.