基于PMIC的跨文化交际能力培养探究——以安徽省应用型本科院校学生为例

PMIC-Based Development of Intercultural Communication Competence——Application-Oriented Colleges in Anhui as an Example

《大学英语教学指南》明确指出,大学英语课程的主要任务之一是培养学生的跨文化交际能力。但应用型本科院校的特殊性决定了其跨文化交际教学应根据其人才培养目标和办学特色适当调整。Deardorff的跨文化交际过程模型(PMIC)以学习者的学习过程为出发点,从跨文化交际的态度、知识、能力方面重视学习者跨文化交际的动机和能力发展过程,适合应用型本科高校英语学习者,但受文化的概括性及跨文化交际能力测试的复杂性等因素影响,跨文化交际教学也面临着多方面的挑战。

Cultivating the intercultural communication competence has been pointed out as one of the top tasks of college English teaching in Guides to College English Teaching . However, for the application-oriented colleges, it is by no means easy and needs adapted intercultural instruction according to its cultivation plan and characteristics. Deardorff’s Process Model of Intercultural Competence (PMIC), from the perspectives of attitudes, knowledge and skills of intercultural competence, emphasizes learners’ learning process and the motivation and development of intercultural competence, and therefore is suitable for application-oriented colleges. However, there are still many challenges for the instruction of intercultural communication due to factors like the generalization of cultures, the complexity of testing intercultural communication competence, and etc.