作者介紹
呂寧|責編:朱利鋒
呂寧，副教授，碩士研究生，美國密西西比學院訪問學者。畢業於上海大學外國語學院，主要研究方向為跨文化交際、跨文化外語教學。從事一線英語教學近20年，先後發表學術論文10余篇，主持、參與省級及以上教育教學研究課題20余項，參編教材3部，主持山東省職業教育名師工作室。先後獲得全國職業院校信息化教學比賽一等獎、山東省職業教育教學成果一等獎、中國紡織工業聯合會「紡織之光」教學成果一等獎等，受聘擔任全國職業院校技能大賽教學能力比賽評審專家、全國職業院校技能大賽英語口語賽項裁判等，先後被評為山東省職業教育青年技能名師、山東省文化素質教育教學指導委員會教學名師、淄博市有突出貢獻的中青年專家。
目錄
Chapter 1 The History of Foreign Language Teaching (FLT)
1.1 The approach, method, and technique
1.2 FLT methods mainly used in China
1.2.1 The grammar-translation method
1.2.2 The direct method
1.2.3 The audio-lingual method
1.2.4 The audiovisual method or the situational method
1.2.5 The communicative approach
Chapter 2 Intercultural Communication Competence (ICC)
2.1 Western researchers'study on ICC
2.1.1 The definitions of ICC
2.1.2 The components of ICC
2.1.3 Discussion on western researches
2.2 Chinese researchers'study on ICC
2.2.1 Hu Wenzhong and Gao Yihong's research
2.2.2 Jia Yuxin's research
2.2.3 Wen Qiufang's research
2.2.4 Zhao Aiguo and Jiang Yaming's research
2.2.5 Yang Ying and Zhuang Enping's ICC model
2.2.6 Discussion on Chinese researches
2.3 ICC in FLT
Chapter 3 Intercultural Approach to FLT
3.1 Concept of foreign language talents
3.1.1 An analysis of the syllabus
3.1.2 The current situation of foreign language talents
3.2 Theoretical foundations
3.2.1 The relationship among culture, language andcommunication
3.2.2 The feature of intercultural communication study
3.3 Teaching objectives
3.4 Teaching methods
3.5 Course books
3.6 Classroom techniques
3.6.1 Introducing cultural background
3.6.2 Exploring cultural information in language
3.6.3 Case study
3.6.4 Role-plays and simulations
3.6.5 Case diagnosis and resolution
3.7 Teachers
Chapter 4 An Experimental Application of Intercultural Approach to FLT in the Classroom
4.1 Preparation
4.2 Procedure
4.3 Data collection
4.4 Data analysis
4.4.1 Mean score
4.4.2 T-test
4.5 Results and discussion
4.6 Conclusion
Chapter 5 Challenges of Intercultural Approach to FLT in theDigital Time
5.1 Introduction
5.2 Methodology
5.2.1 Participants
5.2.2 Questionnaire
5.3 Results
5.3.1 Teaching mode
5.3.2 Course resource
5.3.3 Platform and technology
5.3.4 Satisfaction to the teaching effectiveness
5.4 Problems in the online teaching of Chinese colleges
5.4.1 Not forming the habit of online teaching and learning
5.4.2 The practicability of course resource need to be enhanced
5.4.3 Similar functions and lacking of characteristics
5.4.4 Informational competence to be promoted
5.4.5 Lacking research on online teaching
5.5 Strategies in online education development
5.5.1 Forming the habit of online teaching and learning by application of recorded teaching and live teaching
5.5.2 Upgrade the function of teaching resources and platforms by deleting, revising, and constructing
5.5.3 Improving college teachers' informational qualification by competition, training, and daily practice
5.5.4 Encourage online teaching research by transforming researchachievements
Ending
Appendix
Bibliography
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