Designing an Intercultural Syllabus

本研究提出并阐述了设计跨文化交际能力教学大纲的理论框架，该教学大纲除Canale(1983)关于交际能力的组成部分外，还包括价值体系从第一语言到第二语言的转换的跨文化能力，以及非母语者与以英语为母语的人进行交际所必需的跨文化能力。在教学大纲中，根据其内在的心理语言学价值系统--跨文化交际模式--提供了清单，该模式采用了从核心到表层的层级结构，即价值观、信念、情感/情态过滤器，最后是语言功能。根据价值论，价值观被细分为逻辑、伦理和审美三个组成部分。信仰是一个社区的个人拥有和分享的思想和情感的倾向。规范是影响社区成员语言和非语言行为的规则。语言功能是自我实现的社会目的，它决定了说话人所采用的非语言形式。以清单《直接表达自己》为例。这种语言行为可以追溯到伦理价值的深层结构，然后上升到更深一层的个人主义信仰，然后是公共自我或坦率导向的规范，最后可能实现为“坚持”/“否定/认可”这一功能的表达。这一框架被认为是设计跨文化教学大纲的理论基础，其中的清单与语言功能相对应。为了更好地适应日本的外语教学环境，我们选择了美国文化作为日本文化的陪衬。

This research presents and expounds a theoretical framework for designing a syllabus for teaching intercultural communicative competence which comprises, in addition to Canale's (1983) for components of communicative competence, cross-cultural competence for shifts of value systems from L1 to L2, and which is required for non-native speakers' communication with native speakers of English. In the syllabus inventories are provided in accordance with its intrinsic psycholinguistic value system, the Intercultural Communication Model, which takes a hierarchical structure of, from core to surface, values, beliefs an affective/modal filter, and finally language functions.Values are subcategorized into three components such as logical, ethical, and aesthetical according to axiology. Beliefs are inclinations in thoughts and feelings owned and shared by individuals of a community. Norms are rules, which affect linguistic and non-linguistic behavior of community members. Language functions are social purposes of self-realization, which determine non-/linguistic forms the speaker adopts. Take as an example the inventory "express oneself directly." This language behavior is traced back to the deep structure of ethical value, then going up to a more surface layer, the belief of individualism, then to the norm of public-self or frankness-oriented, and finally may be realized as an utterance of the function "insisting"/"dis-/approving something."This framework is conceived as a theoretical basis for designing an intercultural syllabus in which inventories are given in correspondence to those of language functions. For the sake of pedagogic application to Japan's TEFL context, the US culture is selected as a foil to Japan's culture.