重庆叙事融入大学英语专业写作教学的路径研究

Research on the Pathways for Integrating Chongqing Narratives into College English Writing Pedagogy

摘要: 本研究以跨文化交际理论为视角，探讨重庆叙事语料融入大学英语专业写作教学的路径及其实证效果。研究以任务型教学法(TBLT)和Byram跨文化交际能力(ICC)模型为理论框架，构建“语料驱动–任务导向–跨文化产出”的教学模式。语料来源包括《中国日报》英文版、重庆外宣文本，以及来自社交媒体、口述史与旅游影像等多元重庆叙事。研究在某高校英语专业两个平行班中开展六周教学实验，通过前后测成绩、问卷与访谈验证教学成效。结果表明，重庆叙事语料在真实性、文化性与教育适配性方面具有独特优势，能显著提升学生的语言表达、文化阐释与批判性思维能力。研究提出的教学路径具有较强的可操作性与可复制性，为大学英语课程改革和跨文化人才培养提供了实证依据与实践参考。然而，样本规模有限、语料构成尚需进一步拓展，未来研究可结合更多地方叙事与多模态教学实践加以深化。

Abstract: Drawing on the theoretical framework of intercultural communication competence, this study explores the pedagogical integration of Chongqing narratives into college English writing instruction and examines its teaching effectiveness through empirical validation. Guided by Task-Based Language Teaching (TBLT) and Byram’s Intercultural Communicative Competence (ICC) model, the study constructs a “corpus-driven, task-oriented, and cross-culturally productive” teaching model. The corpus consists of diverse Chongqing-related materials, including reports from China Daily, local government publicity texts, as well as non-official sources such as social media posts, oral histories, and travel blogs. A six-week teaching experiment was conducted with two parallel classes of English majors, using pre- and post-tests, questionnaires, and interviews to evaluate outcomes. Results indicate that the integration of Chongqing narratives enhances students’ language accuracy, cultural interpretation, and critical thinking abilities. The proposed teaching pathway demonstrates strong feasibility and replicability, offering practical implications for college English curriculum reform and the cultivation of interculturally competent writers. Limitations remain in terms of sample size and corpus diversity; future research should further expand data sources and explore multimodal applications of local narratives in foreign language education.