从跨文化交际视角解析中国学生与外籍教师的课堂文化冲突

大千世界中，多彩的文化一直都是人类文明的载体，它是一部人类文明的发展史。但是，文化与文化之间也会产生冲击，这就是我们所说的文化冲突。文化冲突在一定程度上会阻碍人类文明的发展。学习外语的中国学生与外籍教师在跨文化的教学情境下，就时常会产生课堂文化冲突。这种课堂文化冲突会成为外籍教师与中国学生在教与学中的障碍，影响外籍教师和中国学生的工作和学习。本论文以霍夫斯泰德的文化维度为理论依据，通过对中国学生和外籍教师进行采访，对中国学生和外籍教师之间产生的课堂文化冲突进行分析，找到引起此类文化冲突的原因。并且将运用Young Yun Kim 的“跨文化交际模式”，从认知、情感、行为这三方面培养中国学生的跨文化交际能力，同时，高校更应该加强学生与外籍教师之间的交流与沟通，以减少课堂文化冲突产生的几率。
本论文共分为六部分：第一部分介绍相关的研究背景。第二部分将对文化冲突的定义和特点做出解释。第三部分是本文的重点。第一部分是对该论题所要运用到的研究方法和采访对象做出解释，对采访所涉及到的问题进行设计。第二部分则是通过对中国学生与外籍教师的采访，归纳采访到的材料，总结中国学生与外籍教师在跨文化教学情境下感受到哪些文化冲突。第四部分运用霍夫斯泰德的文化维度对研究结果进行各方面的分析。第五部分根据Young Yun Kim的“跨文化交际模式”对课堂文化冲突提出可行的解决方式。最后一部分总结全文,并对该领域的研究给出建议。

关键词：文化冲突；文化维度理论；跨文化交际模式；中国学生；外籍教师
Culture Conflicts between Chinese Students and Foreign Teachers in Class: A Cross-Cultural Communication Approach

Abstract: In this world, culture has always been the carrier of human civilization, and it is a part of human civilization. But, there will be intercultural conflicts among cultures. To some extent, intercultural conflicts can obstruct the development of human civilization. In cross-cultural class, Chinese students and foreign teachers may meet intercultural conflicts. These culture conflicts in class can be the obstacles between Chinese students and foreign teachers when they work together. Based on Hofstede’s “Culture Dimension Theory”, this thesis attempts to analyze theses culture conflicts in class between Chinese students and foreign teachers through interviews, and finds out the cause. It also will use Young Yun Kim’s Intercultural Communication Competence Model, comes up with some advices to solve the problems of intercultural conflicts between Chinese students and foreign teachers. According to this model, this thesis applies to train the intercultural communication competence of students in cognitive, affective and operational components, to reduce the possibility of causing culture conflicts in class.
The thesis is divided into six parts: The first part provides a panoramic view of the thesis, introducing the background of the study. The second part gives the definition of culture conflicts and introduces the characteristics of culture conflicts. The third part is the most important part of this thesis. First, it will explain the research methods and the objects of this study. Second, it will sum up the materials from interview and find out whether Chinese students and foreign teachers feel culture conflicts in cross-cultural class. The results are discussed in the fourth part which is based on the theory of “Culture Dimension Theory”. Various suggestions for culture conflicts in class are also proposed in the fifth part. The last part draws a conclusion of the study, and offers suggestions for further studies in this area.

Keywords: Culture Conflict; Culture Dimension Theory; Intercultural Communication Competence Model; Chinese students; foreign teachers

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