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基于多元文化主义的第三空间理论认为,不同文化和语种的交流与传播是一个寻求平等对话、和而不同的第三空间的过程。笔者以为,国际汉语教师作为跨文化的交际者和传播者,需要具备这样一种第三空间的思维方式和视角。第三空间思维方式和视角的建立也是不断提高跨文化敏感性的过程,需要经历6个基本阶段:1、否定(文化差异)阶段;2、自我保护阶段;3、弱化(文化差异)阶段;4、接受(文化差异)阶段;5、适应(文化差异)阶段;6、整合(文化差异)阶段。本文尝试性地将第三空间理论(Kramsch,1993)与跨文化敏感性发展模式(Bennett,1993;Bennett&Bennett,2004)相结合,提出并探讨国际汉语教师跨文化交际能力培养的第三空间模式。为此,本文将主要分析探讨以下三个问题:1、国际汉语教师跨文化交际能力培养的第三空间模式;2、国际汉语教师建立第三空间思维方式和视角的过程;3、国际汉语教师跨文化交际能力发展过程中的文化身份建构。
The third space theory based on multiculturalism holds that the exchange and dissemination of different cultures and languages is a process of seeking a third space of equality and dialogue. I believe that as a cross-cultural communicator and communicator, international Chinese teachers need to have such a third-dimensional way of thinking and perspective. The establishment of the third spatial thinking mode and perspective is also a process of continuous improvement of cross-cultural sensitivity. It needs to go through 6 basic stages: 1, stage of denial (cultural difference) 2 stage of self-protection 3, stage of weakening (cultural difference) 4, to accept (cultural differences) stage; 5, to adapt (cultural differences) stage; 6, integration (cultural differences) stage. This paper tentatively combines the third spatial theory (Kramsch, 1993) with the cross-cultural sensitivity development model (Bennett, 1993; Bennett & Bennett, 2004) to propose and discuss the third spatial model for the cultivation of intercultural communication skills of international Chinese teachers. Therefore, this article will mainly analyze and discuss the following three questions: 1. The third spatial model of international Chinese teachers’ intercultural communicative competence; 2. The process of setting up the third spatial thinking style and perspective of international Chinese teachers; 3. The international Chinese teachers Construction of Cultural Identity in the Development of Intercultural Communication Competence.