摘 要

随着经济全球化和国际化的快速发展，世界各国逐渐融合为一个紧密联系的整体，跨文化交际也日益频繁。社会对大学生提出的要求也随之提高，跨文化交际能力已成为非英语专业大学生需要掌握的基本能力之一。而英文影视作品作为文化的载体，集趣味性、真实性和多样性为一体，是大学生提高跨文化交际能力的有效途径之一。

鉴于此，本文以跨文化交际能力定义和相关理论知识为基础，通过大量的文献分析，采用问卷调查和访谈的形式，对武汉理工大学200名非英语专业大学生的跨文化交际能力和英文影视作品对其跨文化交际能力的影响进行了调查。研究结果表明，非英语专业大学生跨文化交际能力相对较好，在跨文化知识和跨文化技能方面较为欠缺；英文影视作品的欣赏与非英语专业大学生跨文化交际能力的四个维度即知识、态度、技能和意识呈显著正相关，其中，与跨文化意识的相关性最高，与跨文化知识的相关性较低。基于调查结果，笔者对大学英语教师及非英语专业大学生运用英文影视作品提高大学生跨文化交际能力给出了具体的可行性建议。

关键词：跨文化交际能力；英文影视作品；非英语专业大学生

Abstract

With the rapid development of economic globalization and internationalization, the world gradually melts into an intimately connected whole, and the intercultural communication is increasingly frequent. Therefore, the social requirement for college students has been increased, and the intercultural communicative competence is one of the basic abilities for non-English college students to master. Meanwhile, as the carrier of culture, English films and TV series combining the interestingness, authenticity with diversity are one of the effective approaches to improve non-English college students’ intercultural communicative competence.

Based on the related theories of intercultural communicative competence and extensive analysis of literature, this paper employed questionnaires and interviews to do a research with 200 non-English college students about the general situation of their intercultural communicative competence and the impact on it caused by English films and TV series in Wuhan University of Technology. The findings of the study indicates that non-English college students have relatively good intercultural communicative competence while the deficiency of intercultural knowledge and skill exists; the appreciation of English films and TV series is positively correlated with the four dimensions of non-English college students’ intercultural communicative competence, namely intercultural knowledge, attitude, skill and awareness; the appreciation of English films and TV series has the highest correlation with intercultural awareness while there is relatively low correlation with intercultural knowledge. Based on these findings of the research, the author brings up some specific and constructive suggestions on improving non-English college students’ intercultural communicative competence with the help of English films and TV series for college English teachers and non-English college students.

Key Words: intercultural communicative competence; English films and TV series; non-English college students

Contents

1. Introduction 1

1.1 Research Background 1

1.2 Research Purpose and Significance 2

2. Literature Review 4

2.1 Definition 4

2.1.1 Definition of Culture 4

2.1.2 Definition of Intercultural Communication (IC) 4

2.1.3 Definition of Intercultural Communicative Competence (ICC) 5

2.2 Relationship 6

2.2.1 Relationship between Language and Culture 6

2.2.2 Relationship between English Films amp;TV Series and ICC 6

3. Research Methodology 8

3.1 Research Question 8

3.2 Participant 8

3.3 Instrument 8

3.3.1 Questionnaire 9

3.3.2 Interview 9

3.4 Data Analysis 10

4. Result and Discussion 11

4.1 Result 11

4.1.1 Result of Non-English College Students’ ICC 11

4.1.2 Result of Non-English College Students’ Appreciation of English Films and TV Series 11

4.1.3 Result of the Impact on ICC Caused by English Films and TV Series 12

4.2 Discussion 13

4.2.1 General Situation of the Non-English College Students’ ICC 13

4.2.2 General Situation of the Impact on Non-English College Students’ ICC Caused by English Films and TV Series 15

4.2.3 Implication for College English Teachers and Non-English College Students 16

5. Conclusion 18

5.1 Summary of the Research 18

5.2 Limitation of the Study and Suggestion for Future Study 18

References 20

Appendix A 22

Appendix B 27

Acknowledgements 28

The Impact of English Films and TV Series on Non-English College Students' Intercultural Communicative Competence

——Take Wuhan University of Technology as an Example

1 Introduction

1.1 Research Background

At the age of globalization and information technology, the communication in literature and art and the cooperation in politics and economy between countries become more and more frequent. The practical presentation of cultural exchange including artists holding exhibitions overseas, businessmen signing foreign agreements and politicians making statements are called intercultural communication. People from different nations or regions cooperate with each other towards a common goal to get mutual benefit while facing the difficulties caused by cultural differences (Bai, 2016). Therefore, whether the international cooperation can be successful depends on whether each country can have cultural understanding, identity and respect, which gives a higher requirement for competent people’s quality, especially in intercultural communicative ability. Only when people are able to overcome the obstacles of cultural misunderstanding, can the communication go through smoothly and achieve mutual enrichment in each culture.

In China, people must know foreign culture including their language, customs, and manners and so on. With the knowledge, they can express and comprehend information much more efficiently, namely guarantee the effectiveness and fluency in communication. Actually, the more than 30 years’ reform and opening up policy is the process of conflicting and accepting between Chinese culture and western culture. The reason why China has achieved such a huge success is that we attach importance to the intercultural communication no matter in the economy support or in the cultivation of talents. In this new era, our country has a demand for professional international qualified people (Luo, 2014). As the cradle of talents and the base of training, universities take the responsibility to improve the traditional education in altering the educational concept, renewing the teaching contents and reforming the curriculum setting. College students should not only be good at their own majors, but also be aware of international understanding, competition and cooperation, which is the need from international laboring market for all-round people.

Meanwhile, compared to the traditional way to improve students’ intercultural communicative competence, real-life materials are always preferred due to their cultural authority, such as films and TV series. It covers various information about the foreign countries from political background to general people’s life, which comes from reality and then recreates it. The combination of sound and vision is dynamic, immediate and accessible (Wu, 2016). It makes up for the weakness in traditional English learning, for it brings language to life, and for it liberates college students form the rote-learning of vocabulary and grammar.

1.2 Research Purpose and Significance