摘要
基于高一虹教授对跨文化交际能力“跨越”与“超越”两个宏观层面的划分,进一步对跨文化交际能力培养的层次进行微观分解,提出“跨越”层面培养的层次包括语言层次(linguistic)(其中又包括语音、词汇、语法、语篇等次层次)、社会文化层次(social-cultural)和个人需要层次(individualneed);“超越”层面培养的层次包括一般性文化意识(general culturalawareness)层次和创造性运用(productive application)层次。在此基础上,提出对外语教学的启示及可行性建议。
Based on professor Gao Yihong＇s previous research in the field, this paper tries to further analyze the hierarchies of ICC development. According to the analysis, the author concludes that there are three sublevels of the linguistic level （pronunciation, vocabulary, grammar, context）, the social-cultural level and the individual need level in the going-across level, whereas there are two sub-levels of the general cultural awareness level and the productive application level in the going-beyond culture level. After a detailed analysis, some pedagogical implications and practical suggestions are given.
出处
《燕山大学学报（哲学社会科学版）》
2006年第1期125-128,共4页
Journal of Yanshan University:Philosophy and Social Science
关键词
跨文化交际能力
跨越
超越
层次性
intercultural communicative competence
going across culture
going beyond culture
hierarchicality
