A Comparative Study Of International Communication Discourses On The Official English Websites Of Six Countries’ TVET Colleges And Universities

In the new era,China’s vocational education opening wider to the outside world,the promotion of high-quality development of vocational education and the "local internationalization" of higher vocational education put forward new requirements for the construction of international network communication capabilities of China’s TVET colleges and universities.In the meanwhile,the "linguistic turn" of contemporary social science research and the "discourse turn" of communication research provide a new perspective for international communication research in TVET colleges and universities.Based on the above background,this dissertation focuses on "A Comparative Study of International Communication Discourses on the English Websites of Six Countries’ TVET Colleges and Universities",with a view to to strengthen the construction of the international communication discourse ability of China’s TVET colleges and universities,better shape the international image of China’s TVET colleges and universities and improve the cultural soft power of China’s TVET colleges and universities through country case studies and international comparative studies.First of all,under the guidance of educational internationalization theory,discourse and communication theory,and Chinese and Western narratology theory,this research,based on the internal connection and theoretical logic between "international communication" and "discourse research",explores and constructs a "Six-dimensional Theoretical Model" that integrates the elements of the communication process and the elements of the discourse structure and a "Six-dimensional Analysis Framework" applicable to the study of international communication discourse of TVET colleges and universities.And then,this study selects the international communication discourse cases presented on the official English websites of 30 representative TVET colleges and universities in six countries with the characteristics of higher vocational education as the research objects.After that,relying on the above-mentioned theoretical model and analytical framework,this research has carried out country case studies and international comparative studies of the international communication discourses on the English websites of 30 TVET colleges and universities in six countries from the two perspectives of discourse system construction and discourse element construction to explore the achievements and problems of the construction of international communication discourses of the TVET colleges and universities in different countries,and summarize the relevant experience and enlightenment.The research results show that 30 TVET colleges and universities in six countries have made remarkable achievements in the construction of international communication discourse system and discourse elements,but there are also many problems,and the achievements and problems have specific commonalities and differences.The main manifestations are: if the country is strong,the language is strong,and the school language is also strong;the organizational structure design of the discourse system of 30 TVET colleges and universities in six countries is hierarchical and three-dimensional,but the richness and rigor of the discourse level are different from east to west,from country to country,and from school level to school level;the theme content structure and discourse element construction of the discourse system are diverse,contemporary,characteristic and different.There are significant country differences and certain educational commonalities between schools in different countries;there are significant country commonalities and certain individual differences between schools in the same country.The reasons run as follows: regional differences between the East and the West of the six countries and the differences in cultural and educational values have an important impact on the construction of the international communication discourse system and the construction of discourse elements in the country’s TVET colleges and universities and the image of the school created to the outside world;the different levels of TVET colleges and universities have an important impact on the school international communication goals and discourse intentionality,international communication subjects and discourse intertextuality,international communication content and discourse information have important constraints;the difference in the status of English as an official and non-official language and the difference in the language attributes of English as a mother tongue and non-mother tongue bring obvious advantages or disadvantages to the international communication path and discourse rhetoric,the object of international communication and the context of discourse,and the effect of international communication and the acceptability of the international discourses of the TVET colleges and universities in six countries.Finally,on the basis of country case studies and international comparative studies,this study puts forward nine suggestions for improving the international communication discourse ability of TVET colleges and universities from the two perspectives of discourse system reconstruction and discourse element optimization:(1)Outlaying and designing the organizational structure of the institution’s international communication discourse system;(2)Mutual constructing of Taoism and technology,to build the themes of the institution’s international communication discourse system;(3)Being fresh and smart,to build a network platform that shows the institution’s international communication discourse system;(4)Sticking to the principle of win-win cooperation,to control the institution’s international communication purposes and discourse intentionality;(5)Adopting evidence-based narrative model,to create the institution’s international communication subjects and discourse intertextuality;(6)Being exquisite and conservative,to choose the institution’s international communication contents and discourse informativity;(7)Being Clear both inside and outside,to integrate the institution’s international communication channels and discourse rhetoricity;(8)Focusing on the distribution of the audiences,to presuppose the institution’s international communication objects and discourse situationality;(9)Improving the internal and external quality,to ensure the institution’s international communication effects and discourse acceptability.Among them,number(1)to number(3)are the three key links in the reconstruction of discourse system,and number(4)to number(9)are the specific strategies for optimizing discourse elements.These suggestions will also help China’s TVET colleges and universities to better shape their own international image and enhance the cultural soft power of China’s higher vocational education.