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本文结合现有理论,从跨文化交际学的角度,提出了跨文化交际能力(培养)至少应该包括的五个方面,其核心是移情能力。之后,在跨文化交际能力(培养)的视角下讨论了三种外语教学法,指出其优缺点。文章强调为了培养学生的跨文化交际能力,外语教学除了要多元化、注重学生的主体地位外,还必须在跨文化视野下进行,关注文化语境及其差异和多元化。本文同时指出评价一种外语教学法的客观标准可以是这种方法在多大程度上有利于培养学生的跨文化交际能力。
This article combines existing theories, from the perspective of cross-cultural communication, puts forward at least five aspects that should be included in cross-cultural communication competence (cultivation), and its core is empathy ability. Later, three foreign language teaching methods were discussed from the perspective of cross-cultural communication competence (cultivation), pointing out its advantages and disadvantages. The article emphasizes that in order to cultivate students’ intercultural communicative competence, foreign language teaching must not only be diversified and focus on the subjective status of students, but must also be carried out in a cross-cultural perspective, focusing on cultural context and its diversity and diversity. At the same time, this paper points out that evaluating the objective criteria of a foreign language teaching method may be the extent to which this method is conducive to cultivating students’ intercultural communicative competence.