对外汉语教学中要增强留学生的跨文化意识

第二语言教学的主要目标是培养学生的跨文化交际能力，培养学生跨文化交际能力的关键是帮助他们不断增强跨文化意识。增强留学生的跨文化意识既要了解跨文化意识的重要性和阻力，还要获取增强跨文化意识的方法，才能够达到跨文化效果，有助于对外汉语教学。     

浅谈日语教学与跨文化交际能力的培养

日语教学的目的是培养学习者掌握一门新的语言进行对日交流。跨文化交际能力是日语教学的高级目标，具有重要的现实意义。笔者通过对中日间跨文化交际的分析，探讨日语教学过程中跨文化交际能力的培养方式和途径。     

外语教学中跨文化交际能力的培养

本文以跨文化交际重要性为切入点，深刻探讨如何培养跨文化交际能力。     

跨文化视域下的商务英语教学策略探究

由于国际交往日趋频繁,市场对具有较强跨文化交际能力的商务英语人才的要求也不断提高,因而跨文化交际能力的培养在商务英语教学中愈来愈重要。商务英语教学的最终目标是培养学生在商务环境下的跨文化交际能力,因此,在跨文化交际视域下,商务英语教学应结合培养目标、注重课堂教学、使用现代教学手段和方法等策略以提高学生跨文化交际能力。     

大学英语教学中培养跨文化交际能力的实施途径

大学英语教学的根本目的就是实现跨文化交际。在当今经济文化全球化的背景下,培养大学生的跨文化交际能力显得尤其重要。文中从文化差异的表现、跨文化交际的重要性以及如何实现跨文化交际三个方面进行阐述,旨在培养学生的英语交际能力,更好地实现英语教学的目的。     

医学英语教育下的跨文化交际能力的培养

随着国际交流的日益频繁,了解跨文化交际知识,提高跨文化交际能力,对于搞好医学英语教学,为我国医学事业培养高质量复合型人才的意义尤为重要。医学英语教学中,应正视教学的现状,导入跨文化交际知识,注重培养学生的跨文化交际能力。     

初中英语教学中跨文化交际的培养

跨文化交际通过英文翻译过来就是cross-cultural communication,从英文翻译的cross单词我们就可以理解跨文化交际,就是两个不同语言文化之间交际。中国在不断与世界接轨,我们的国民不断地走出去,我们也不断地迎来其它国家的人民。因此,在跨文化交际方面我国通过英语不断向低年级普及来加深我们对于国外文化的理解。就当前初中英语的教学现状而言,我国已经从最初的应试教育逐渐过度到能力教育,做好初中英语教学过程中的跨文化交际,就是从小培养我们的学生的跨文化交际能力。     

初中英语教学跨文化意识的培养

语言是文化的载体，又是文化的重要组成部分，它有自己丰富的文化内涵。文化靠语言存储与传播，语言与文化密不可分。跨文化意识是综合语言运用能力的一个重要组成部分，中学英语教学中不可忽视。文章阐述了语言与文化的关系，跨文化交际在英语教学中的意义以及培养学生跨文化交际的方法和提高学生跨文化意识的能力。     

跨文化交际及大学英语教学策略的研究

语言是文化的载体并反映文化,因此,学好英语与学习它的文化是不可分割的。而学生们在交际中出现的语用失误表明学生在交际中缺少足够文化知识或文化意识。为了减少学生在交际中的失误以更好地培养他们的英语交际能力,作者指出了文化教学的重要性,提出了在教学中如何培养跨文化意识、减少跨文化交际中的文化干扰、提高学生的跨文化交际能力的具体措施。     

外语教学与跨文化交际认知和行为能力的培养

培养大学生的文化认知能力是外语教学中不可缺少的重要组成部分,良好的文化认知可以促进学生跨文化交际能力的提高。文章根据一项实证调查,分析了跨文化交际认知和行为能力之间的关系,并指出在外语教学中,教师要不断地为学生注入文化思想和思维方式,提高文化认知。     

跨文化教育观在高职英语教学中的构建

本文从语言和文化关系的角度,阐述跨文化教育中存在的误区,提出跨文化教育的对策,探讨在英语教学过程中,在搞好语言基础教学的同时,不仅要渗透语言交际文化教育,更要重视高职学生对文化差异的敏感性的认识和及跨文化价值观的构建。     

The Applicability of Wildlife Value Orientations Scales to a Muslim Student Sample in Malaysia

This article addresses the applicability of quantitative wildlife value orientation scales in Muslim students in Malaysia. As Malaysian culture is deeply influenced by Islam ideology, this article presents a case for addressing the cross-cultural applicability of the scales. The current wildlife value orientation scales were reliable—all Cronbach’s alphas ≥ .65—and had predictive validity—8 to 14% of variance of acceptability of lethal control was explained. Yet, both reliability and predictive validity were of lesser magnitude than figures in previous Western studies. Especially the hunting beliefs scale did not reflect basic thinking about wildlife in our sample, and our data suggest two different hunting dimensions—consequences of hunting for wildlife and human opportunities for hunting. For future cross-cultural comparisons of wildlife value orientations, amendment of the scales to better reflect salient beliefs in non-Western nations is recommended.     

Cultivation of Intercultural Business Communication Competence in Business English Teaching

Different countries communicate more and more frequently as the development of economic globalization.In business fields,culture becomes into the lever and lubricant influencing those business activities.Thus,cultivating talents with intercultural communication competence is the final purpose of business English teaching.This paper has analyzed the reasons for the lacking of cultivating of intercultural communication competence in business English teaching by using the theories like the relationship between culture and language and communication competence,and then it suggested some ways to cultivate such kind of competence.In these ways,it is hoped that will cultivate more talents with excellent quality of intercultural communication competence and suitable for this age of economic globalization.     

Cumulus–Oocyte Communications in the Horse: Role of the Breeding Season and of the Maturation Medium

Horse is a seasonal breeder and information on oocyte quality outside the breeding season is very limited. Ovaries obtained at the slaughterhouse are a convenient but often limited source of oocytes in this species. As the low quantity of ovaries leads to an intensive use of all available material, it would be useful to know whether ovaries collected during the non‐breeding season are suitable for in vitro maturation (IVM). In an attempt to characterize the effect of season on oocyte quality, we investigated the permeability of the gap junctions (GJ) present between cumulus cells and oocytes because of their important role in oocyte growth and maturation. We also compared the effect of supplementing the maturation medium with bovine serum albumin (BSA) or oestrus mare serum (EMS). A total of 645 oocytes isolated from 158 and 154 ovaries collected during the breeding and the non‐breeding season, respectively, were used in this study. Oocytes were matured for 30 h in TCM 199 supplemented either with 10% EMS or with 4 mg/ml BSA. The presence of permeable GJs between cumulus cells and oocytes was investigated with the injection of a 3% solution of the fluorescent dye Lucifer yellow into the ooplasm. No differences in efficiency of oocyte retrieval or oocyte meiotic competence were detected between oocytes collected during the breeding and non‐breeding season. The vast majority (90%) of the oocytes collected during the breeding season had fully functional communications with their surrounding cumulus cells but such communications were completely interrupted in 55.3% of the oocytes collected during the non‐breeding season. During the non‐breeding season, the proportion of oocytes whose communications with cumulus cells were classified as closed or intermediate at the end of maturation was lower in the group matured with BSA than with EMS (71.4 vs 97.7, p < 0.05). The same trend, although not statistically significant, was observed during the breeding season also. The presence of BSA caused an incomplete cumulus expansion during both seasons. Our data indicate that oocytes collected during the non‐breeding season do not show any meiotic deficiency but lack active communication with the surrounding cumulus cells at the time of their isolation from the ovary. No data are available at present for determining the consequences on the developmental competence even if data from other species suggest that this is likely.     

The Analysis on the Application of Pragmatic Theory in Translation

Pragmatic research is the specific meaning of the language in the specific context.translation is a language communication activity,which is a sense of cross-cultural conversion,it aims to seek the balance of original language and the target language in different cultural contexts.to apply pragmatic theory in translation,it can effectively guide the practice of translation.And in the process of translation,the pragmatic theories are also been further tested and refined.In this paper,starting with the necessity and guidance in language translation process from pragmatic view.and start a further discussion about the application of pragmatic in translation.     

Teaching and learning communication in veterinary medicine

Drawing on extensive evidence and experience in human medicine, this article offers a practical conceptual framework for thinking more precisely about how to teach and learn communication systematically and intentionally in veterinary medicine. The overarching goal is to promote the development of communication programs so as to improve communication in veterinary practice to a professional level of competence. A three-part conceptual framework is presented that first explores the rationale behind teaching and learning communication, including the evidence base regarding the impact of communication on clinician-client interactions and outcomes of care and the research on teaching and learning communication skills in medicine. The second part considers four ways to conceptualize what to teach and learn, as explicated by (a) the domains of communication in veterinary medicine; (b) 'first principles' of effective communication; (c) evidence-based goals or outcomes for communication programs; and (d) delineation and definition of the specific individual skills that research evidence supports, as presented in the Calgary-Cambridge Guides. The last part of the conceptual framework examines how to teach communication, including the use of models, a primary focus on skill development as the backbone of communication programs, and the value of other methods supported by the evidence, such as simulated patients, videotape, small groups, and feedback and facilitation skills. Communication impacts the clinician- client interaction and outcomes of care in very significant ways. Communication can and should be taught and learned with as much rigor as other aspects of clinical competence. Veterinary programs at all levels should include the teaching of communication.     

Assessment of first-year veterinary students' communication skills using an objective structured clinical examination: the importance of context

Communication skills are considered to be a core clinical skill in veterinary medicine and essential for practice success, including outcomes of care for patients and clients. While veterinary schools include communication skills training in their programs, there is minimal knowledge on how best to assess communication competence throughout the undergraduate program. The purpose of this study was to further our understanding of the reliability, utility, and suitability of a communication skills Objective Structured Clinical Examination (OSCE). Specifically we wanted to (1) identify the greatest source of variability (student, rater, station, and track) within a first-year, four station OSCE using exam scores and scores from videotape review by two trained raters, and (2) determine the effect of different stations on students' communication skills performance. Reliability of the scores from both the exam data and the two expert raters was 0.50 and 0.46 respectively, with the greatest amount of variance attributable to student by station. The percentage of variance due to raters in the exam data was 16.35%, whereas the percentage of variance for the two expert raters was 0%. These results have three important implications. First, the results reinforce the need for communication educators to emphasize that use of communication skills is moderated by the context of the clinical interaction. Second, by increasing rater training the amount of error in the scores due to raters can be reduced and inter-rater reliability increases. Third, the communication assessment method (in this case the OSCE checklist) should be built purposefully, taking into consideration the context of the case.     

Employer and new graduate satisfaction with new graduate performance in the workplace within the first year following convocation from the Ontario Veterinary College

Mailed questionnaires administered to employers of graduates and to graduates of the Ontario Veterinary College in 2000 and 2001, 7 to 10 months after convocation, surveyed new graduate performance in the workplace. Proficiency at 9 species-specific (in 4 practice contexts) and 7 nonspecies-specific clinical activities were rated as "high," "some," or "low." Fifteen nonvocation-specific attributes, reflecting interpersonal, communication, and business skills, and the new graduate's competence to do his/her job were rated as "very good," "good," or "poor." Ninety or more percent of employers reported "high" to "some" proficiency in 8/9, 5/9, 3/9, and 1/9 activities relative to small animal, food animal, equine, and exotic animal practice, respectively, and in 5/7 nonspecies-specific clinical activities. Ninety or more percent of employers assessed workplace proficiency as "very good" to "good" in 13/15 nonvocation-specific work skills and overall competence to do the job for which the new graduate had been hired.     

Veterinary medicine in the media society--science and media in relation to FMD

The outbreak and explosive spread of foot-and-mouth disease in the European Union brought about an intense discussion in the media. FMD was an outstanding media topic in Germany. But the scientific experts of veterinary medicine had no prominent role in this public debate. The reason for this fact seemed to be a lack of competence to present themselves and their knowledge in the media arena. The scientists should try to fit themselves in the media society by training their communication competence.     

Communications and Data Collection: Lessons from Studies in the Extensive Livestock Production Areas of Kenya

Two-way communication, a key component in the effective delivery of veterinary services to livestock keepers, has conventionally been difficult in the extensive pastoralist livestock production systems of Kenya. These difficulties lie in the challenges of the harsh terrain and poor road system, which exacerbate the problems posed by the large distances between frontline personnel and headquarters staff. Information and communication technology provides an opportunity for addressing these data communication challenges, facilitating rapid and broad-based sharing of information throughout the livestock value chain. The platform provided by the mobile technology enables early warning of impending disease events, essential for effective containment of outbreaks that result in knowledgeable interventions. The lessons learned in establishing mobile data communications for the extensive livestock production areas of Kenya are described in this article. The advantages of available technology are discussed and suggestions put forward on how the transmission of data from remote field locations to a central database can be extended for use in other related situations.