沈阳农业大学学报(社会科学版)

跨文化敏感度是影响跨文化交际能力的重要因素。通过对沈阳农业大学非英语专业大学生跨文化敏感度水平及其五个因素,即交际参与度、差异认同感、交际信心、交际专注度和交际愉悦感的调查发现,农科大学生跨文化敏感度总体呈中等偏低状态,其中差异认同感均值最高,交际自信心平均值最低,中间三项依次排序为交际愉悦感、交际专注度和交际参与度。比较分析跨文化敏感度五个因素的相关性,其中差异认同感、交际参与度与交际愉悦感都呈中度相关,差异认同感与交际参与度呈微弱相关,其与交际专注度呈低度相关,交际参与度与交际自信心呈负向弱相关。因此,高等农业院校大学英语应改革教学方法,营造良好的跨文化教学环境;拓展教学内容,深化跨文化敏感度的培养;重视语言社会性,塑造大学生独立的文化人格,不断提高大学生跨文化敏感度。

This article analyzes the overall level and factors of intercultural sensitivity of non-English majors of agricultural institutions of higher learning with Shenyang Agricultural University as example. These factors include interaction engagement, respect for cultural differences, interaction confidence, interaction attentiveness and interaction enjoyment. The analysis of the overall level of the intercultural sensitivity shows that the intercultural sensitivity of most non-English majors of agricultural colleges and universities was in the medium to low level; the mean of their respect for cultural differences was the highest whereas that of their interaction confidence was the lowest; and the means of the students' interaction enjoyment, interaction attentiveness and interaction engagement rank between the interaction confidence and the respect for cultural differences according to the order from high to low. The correlation analysis of the factors that constitute the intercultural sensitivity shows that both the respect for cultural differences and the interaction engagement are moderately correlated with the interaction enjoyment; weak correlation exists between the respect for cultural differences and the interaction engagement and there is low correlation between the respect for cultural differences and the interaction attentiveness; and the interaction engagement and the interaction confidence are negatively correlated to each other. Also, in view of the status quo of the intercultural sensitivity of non-English majors of agricultural institutions of higher learning suggestions on how to improve their intercultural sensitivity in college English teaching are made in the aspects of teaching mode,content, approach and the social nature of language as well.