On the Cross-Cultural Awareness of an Interpreter

Cross-cultural awareness is one of the basic requirements for interpreters when they participate in intercultural communications, which is a particular way of thinking, a criterion for judgment or an acute sensitivity to be cultivated by the interpreters. Interpreters should remain aware of the possible cultural differences and conduct cultural mediating accordingly in interpretation.

Cross-Cultural Awareness and Teaching English as a Second Language in the Context of Globalization

The paper focuses on the inseparability of language and culture, highlighting the significant role of cross-culturalawareness and communicative competence in teaching English as a second language （TESL） in the context ofincreasingly internationalized global world. Cross-cultural awareness has always been important in modernlanguage studies, as preparing students for effective and competent intercultural communication requires not onlymere teaching of linguistic skills like phonology, morphology, lexicology, and syntax, but also the vital componentof cultural knowledge and awareness. Communication that lacks appropriate cultural content often results in anodd or humorous situation leading to misunderstanding and miscommunication. Therefore, the present paperclaims that in TESL it is necessary to incorporate and develop aspects of cross-cultural awareness as a part of thecourse curriculum to immerse students in effective intercultural communicative competence. It is strongly believedthat developing cross-cultural awareness through learning and practicing the patterns of the current lifestyle in thetarget culture will help the learners overcome both cultural shock and intercultural communicative barriers easier,compare the target culture with their own, and find the similarities and differences between them, thus coping withcross-cultural communication problems successfully. There are many challenges related to teaching English as alingua franka in a cross-cultural context of globalization--English, not being the native language of the learners,triggers a great number of problems connected with teaching and developing cross-cultural awareness. This paperoffers some strategies for coping with them.

A Research on the Improvement of Pragmatic Competence in College English Teaching

A core issue in foreign language teaching is to foster actual competence of language learners to practically utilize language, which is called pragmatic competence. But compared with traditional linguistic competence, the levels of their pragmatic competence need to be further understood. Thus it is essential to make an investigation into this. From the investigation results it is expected to reveal from which aspects teachers and students should carry on in order to improve pragmatic competence and meet foreign language learning need in new age.

The Cultivation of Cultural Consciousness in Intercultural Communication

With the development of China's economy,the improvement of international influence,the adoption of"Belt and Road"strategy and the continuous development of foreign exchanges,the demand for intercultural communication is increasing with the growth of international interaction. Chinese people are the main force of international communication in the future and we will shoulder the important duty of spreading Chinese culture. So it is very important to cultivate people's competence of intercultural communication. The competence refers to not only the language itself but also the bilateral cultures. The paper firstly implies the significance of intercultural awareness under the background of"Belt and Road"strategy. The second part is related to the literature reviewof intercultural communication. And it goes to the achievements of "Belt and Road"and the strategies of cultivating intercultural consciousness. According to the research,one point should be clear,that is,the cultivation of cultural consciousness is very important in intercultural communication in the progress of"Belt and Road".

Cultivation of EFL Learners’Intercultural Competence

Nowadays, educators from home and abroad believe that learning a foreign language means learning a great deal of the foreign civilization and culture. And the utmost goal of language teaching is to cultivate EFL learners'communicative competence, but not merely the linguistic knowledge. Thus, teaching a foreign language is more than teaching new words, expressions and grammar rules, but should also incorporate the target culture elements into language knowledge. In order to improve EFL learners'English proficiency, teachers must make efforts to cultivate EFL learners'intercultural competence and promote their sensibility and adaptability to the differences between Chinese culture and the Western culture. Only by doing so, can EFL learners communicate with native speakers appropriately and smoothly. This paper proposes some effective teaching techniques and methods that can be applied in English classroom to cultivate Chinese EFL learners'intercultural competence.

Cultural Awareness Cultivation in English Speaking Communication:An Analysis of IELTS Speaking Tests

This paper aims to explore the significance of cultural difference in English speaking communication on the basis of the analysis in IELTS speaking tests and it is concluded that the IELTS speaking tests will influence ELT in China. Therefore, the cultivation of cultural awareness in English speaking communication should be given priority and further enhanced in ELT in China. In addition, effective ways are suggested to cultivate and improve the cultural awareness of students in ELT in China.

Promoting Local Culture Learning in the Context of Foreign Language Instruction

Foreign language learning is also culture learning,which is a dynamic process of bridging the connections between the local culture and the foreign culture.Based on a survey of 667 teachers of English and 278 students in colleges and universities in China,this paper first reviews the current research on the promotion of Chinese culture into the classroom teaching in the context of foreign language learning and then explores future prospects in this area of teaching.The discussion starts with the discussion on these major questions in the process of incorporating local culture in the form of telling stories about China,i.e.,“why need we tell the stories”,“who tells the stories”,“who leads in telling the stories”,“how can we tell the stories”,“what can we tell in the stories”,“where can we tell the stories”,and“how well can we tell the stories”.It continues proposing to pay attention to interdisciplinary research on discourse construction,communication modes and evaluation of communicative effectiveness,and also the design of foreign language curriculum and teaching materials.It concludes that incorporating local culture into the foreign language instruction is of great help to widen students’horizons,cultivate their language proficiency,enhance their culture awareness,strengthen their confidence,and realize shared appreciation of civilization with the people from other cultural backgrounds.

Pragmatics and the Teaching and Leaning of English

The purpose of the teaching and the learning of English is to develop communicative competence .Pragmatics is one of the most essential parts of the communicative competence .It concerns the appropriate use of language. This paper aims to show the significant role of pragmatics in the teaching and learning of English and further exploresthe importance of cultivating students awareness to improve their pragmatic ability and communicative competence.

中国数据新闻人才培养路径研究

实施国家文化数字化战略是推动文化强国建设的重要举措,而高质量数字化人才建设是教育强国、文化强国建设的重要基础和关键支撑。在数据新闻发展和人才培养现状基础上,结合胜任力理论和模型,通过问卷调查和实证研究的方法,构建一套多层级、细粒度的数据新闻人才岗位胜任力量化等级模型,根据该模型指标体系,数据新闻人才培养需要从个人特质、知识素养以及技术能力三个方面进行。研究发现:聚焦数据新闻人才培养要素,落实人才胜任力提升;实践国家数字发展战略,积极服务国家新闻舆论宣传;对接国际数据新闻传播轨道,大力建构国际化传播通道。

面向来华留学生的文化教学策略研究

跨文化交际能力培养是国际中文教育的核心任务之一。文化教学与语言教学融合,是来华留学生跨文化交际能力培养的基本教学模式。本文基于学界和《参考框架》对跨文化交际能力的描述,结合教学实践,提出具有操作性的“跨文化交际能力培养四个环节”,即“多元文化意识、综合文化知识、跨文化态度、跨文化交际技能”,以期为来华留学生文化教学策略及设计提供有益参考。

信息化背景下大学生跨文化能力培养研究——基于课程思政跨文化能力一体化培养模式

跨文化能力培养是培养符合国家人才培养战略需求的重要内容。在教育信息化和教育新生态下,如何培养学生跨文化能力有待继续探索。文本基于课程思政跨文化能力一体化培养模式,探讨信息化背景下大学生跨文化能力的培养。从跨文化能力内涵和教学必要性入手,依托网络智慧平台、智能文本反馈及数字态度调查手段等,构建思政为导向、跨文化能力为核心和学生为中心—教师为指导—信息技术为手段的教—学—评一体化跨文化能力思政教学模式。

新时代大学生跨文化素养:意蕴、结构与培育路径

培育大学生跨文化素养既是时代发展的需要,也是高等院校人才培养职能的应有之义,更是高等院校的时代使命与责任担当。新时代大学生跨文化素养是指大学生具备的能够胜任跨文化理解和交际的知识、能力、方法、思维、情感和精神的总和,其素养结构体现为“三层锥体”结构体系,即底层的知识素养、能力素养、方法素养,中层的情感素养和思维素养,上层的精神素养。新时代培育大学生跨文化素养需要形塑培养理念、强化师资队伍建设、优化课程结构、推动教学变革以及深化教育评价改革。

传统文化传承与融合视角下新时代高职院校教师素养提升路径研究

新时代背景下高职院校教师素养的培育与提升关系到国家职业人才培养和民族复兴大计。如何在新时代背景下结合传统文化传承与融合的理念将中华民族深厚的文化基因融入高职院校教师的素养提升过程中,值得我们探讨。通过诠释传统文化并将其融入高职院校教师素养培育的价值,介绍其面临的挑战,以及解读《礼记·学记》中的“师者匠心,止于至善;师者如光,微以致远”的教育思想,结合习近平总书记关于“四有好教师”的标准以及“十四五”时期职业院校教师素质提高计划,从教师准入、学校培训以及个人自学等多个维度探索融合优秀传统文化对培育与提升新时代高职院校教师素养的重要意义及其实践路径。

多元文化背景下的高校青年学生文化自信培育路径刍探

文化自信是个人对自己国家文化价值的肯定与赞同,是一个国家和民族发展进步的强劲动力。高校应选取中华优秀传统文化、革命文化和社会主义先进文化三方面作为坚定青年学生文化自信的培育内容,将坚定理想信念、打造“互联网+”高校智慧共青团、以课程思政和思政课程建设为阵地、注重校外文化实践活动等作为坚定青年大学生文化自信的培育手段,为青年大学生成长成才提供精神支持和思想保障。

高中英语教学中项目式学习教学策略在文化意识培养中的应用与研究

文化意识是我国高中英语核心素养内容之一,英语教学过程中需要促进学生的文化意识内化于心,外化于行。本文运用文献分析法了解我国高中英语文化意识培养的内容和困境以及项目式学习的特点,提出项目式学习教学策略运用在高中英语文化意识教学中应在正确认识高中英语文化意识培养与项目式学习的本质,准确了解学生的语言能力与认知水平,丰富文化意识培养项目式学习评价方式的基础上,才能有助于实现文化意识外化于行的目标,为培养高中生英语文化意识提供一种可行的实践途径。

基于翻译能力构成要素的中医药翻译人才培养路径研究

中医药跨文化传播正面临重大历史机遇,对中医典籍翻译提出了更大需求。然而目前既具备中医知识,又精通双语转换,同时具有综合解决问题能力的复合型翻译人才缺口很大,与中医药文化“走出去”的速度不相匹配,亟待培养翻译人才综合能力,以助力中医典籍翻译与传播。此文在分析已有翻译能力研究的基础上,认为中医翻译能力构成要素应包括译者的双语转换能力、翻译专业知识能力、中医知识和中西医跨文化能力、数字能力、策略能力和心理因素等,并从课程设置、教学内容、教学模式和培养模式、师资培养、教学评价等方面探索中医翻译人才培养的综合路径。

探析数字技术赋能高校思政课红色文化育人的“三何以”

数字化红色文化资源赋能高校思政课,能为提升育人实效性提供新动能。由此探讨,从数字技术的价值功能层面,剖析其“何以必要”的根本原因;从数字技术所带来的异化症候、算法失当和张力失度等层面,分析其“何以困扰”的现实问题;从加强顶层设计、优化算法推荐和深化理念认识等层面,阐明其“何以可为”的路径选择。

高校构建英语特色校园文化的路径思考

高校校园文化是高等教育的延伸,承担着大学课堂教学无法替代的教育功能。作为高校校园文化的重要组成部分,高校英语特色校园文化的建设具有重要意义,是培养学生文化多样性意识的重要载体,是高校培养复合型人才、国际通用型人才的重要手段,是培养大学生跨文化交际能力的重要渠道。高校构建英语特色校园文化时,应坚持中西方文化辩证融合、继承与创新相结合、实践性与开放性相结合的原则,应积极宣传和推广校园英语文化节活动,充分利用新媒体和学生社团营造浓郁的校园英语文化氛围,引导学生建设特色鲜明的大学寝室英语文化。

新时代医学生跨文化交际能力培养路径探索——以厦门医学院为例

当今世界正处于大发展、大变革、大调整时期,我国与各国交往紧密,国际医疗服务共享合作频繁,外籍患者在华就诊人数不断上升,援外医疗队数量持续增多,具备良好跨文化交际能力的医学生在日后医疗实践中更能与他人有效沟通,提高诊疗质量与效果,为推动构建人类卫生健康共同体做贡献。该文以厦门医学院为例,通过问卷调查发现该校医学生在跨文化交际能力方面存在知识储备较“缺”、语言技能偏“弱”、交际意愿很“浓”、交际意识较“强”等特点,基于此,该文提出以坚定文化自信、增加文化体验、加强氛围营造和巧借数字搭桥等作为医学生跨文化交际能力培养路径,以期为相关院校培养国际化医学人才提供参考。