| The development of globalization has led to an increasing number of international interactions and cultural exchanges among countries all over the world,so education in the context of the era of global multicultural interactions must pay attention to the cultivation of cultural literacy and intercultural communication competence.In the process of English teaching,importance must be attached to culture teaching,and culture teaching should not only provide cultural information but also attach more importance to the cultivation of intercultural communication competence(later referred to as ICC).However,culture teaching in domestic English language teaching reaches a level of stagnation at the stage of cultural information input,and the lack of cultural experience leads to learners’ inability to access the hidden cultural implicit information behind cultural knowledge.In order to teach culture in language teaching,this study conducts teaching design based on the literature on theories and specific studies of cultural experience teaching and intercultural communication competence at home and abroad.According to Moran,cultural experience teaching is an experiential model that leads language learners to learn language and the culture behind it through experiencing various cultural activities under the active guidance of the teacher,including explicit cultural products,facts,phenomena,etc.and implicit perceptions,beliefs,attitudes,etc.Based on this,the following research questions were raised:(1)How can cultural experience teaching be applied to English reading teaching?(2)How does cultural experience teaching affect students’ intercultural communication competence? In order to figure out the above research questions,two parallel classes of students in Neijiang No.1 Middle School were chosen as the subjects of this study,with Class A as the experimental class(48 students)and Class B as the control class(49 students).The two classes were taught by the cultural experience teaching approach and the common teaching approach respectively.The intercultural communication competence questionnaire was used to pre-test and post-test the students’ intercultural communication competence(see Appendix Ⅰ)and an intercultural competence test paper(see Appendix Ⅱ)in the post-test to test students’ intercultural communicative competence in order to find out the changes and differences of students after the implementation of the cultural experience teaching.The data were statistically analyzed by independent sample t-test,paired samples t-test and Person correlation analysis,and the results showed that:(1)In English reading classes,students can learn the target language and culture through the four stages of the cultural experiential learning cycle;(2)Cultural experience teaching can promote the development of students’ intercultural communication competence,including four dimensions of knowledge,attitude,skills and awareness,through classroom teaching.Finally,based on the previous study,this thesis makes suggestions on cultural experience teaching in terms of cultural experience resources,cultural experience teaching evaluation and teachers’ cultural awareness enhancement.Due to the factors of time and student samples,this thesis also has some shortcomings,but this empirical study is also an effective attempt to combine cultural experience theory and junior middle school English teaching and effectively improve students’ intercultural communication competence. |
