基于“输出驱动-输入促成假设”的大学生跨文化交际能力培养探究

Applying Output-Drive,Input-Enabled Hypothesis in Intercultural Communication Competence

基于四川文理学院180名大一非英语专业学生跨文化交际能力问卷调查,揭示大学生跨文化交际能力培养过程中存在的一系列问题,重语言知识的输入,轻语言知识的输出;重语言技能,轻文化内涵;教师的文化意识不足等。运用"输出驱动-输入促成假设"探讨大学生跨文化交际能力的培养方式,首先教师应改变调整教学内容,教学内容注重文化知识的导入;其次变革传统教学模式,通过学生文化知识的输出促进文化知识的习得;最后教师应认识到跨文化能力培养的核心是文化素养的养成,教师应注重自己文化素养培养,以多种方式对学生进行文化知识的熏陶,促进跨文化交际能力养成。

Based on a questionnaire survey of intercultural communicative competence of 180 freshman who are not English majors in Sichuan University of Arts and Sciences, a series of problems appeared in the process of cultivating the college students＇ intercultural communication competence were revealed, such as paying attention to the input of linguistic knowledge and neglecting the output of linguistic knowledge, paying attention to the language skills and neglecting the cultural connotation, and lack of cultural awareness for teachers. Next, the output driven and input-enabled hypothesis was used to investigate the training method of college students＇ intercultural communication competence, and some suggestions were put forward, including focusing on the introduction of cultural knowledge for teaching content, promoting the acquisition of culture knowledge through the output of culture knowledge, and improving teacher＇s cultural accomplishment.