体育硕士公共英语教学跨文化转向：CAK模型视角下的能力培养新范式

The Cross-Cultural Shift in Teaching Public English for Master’s Students in Physical Education: A New Paradigm for Competency Development through the CAK Model

摘要: 随着经济全球化浪潮的持续推进，体育事业跨国协作与人文互动呈现出常态化特征。在此背景下，强化体育专业硕士研究生的跨文化交际素养，不仅是应对多元文化场域挑战的必要准备，更构成推动我国体育事业高质量发展的关键举措。作为体育领域高端人才培养体系的核心要素，硕士研究生阶段的公共英语课是体育专业硕士研究生阶段进行外语学习和跨文化学习的主要平台。本研究聚焦体育硕士研究生公共英语课堂中跨文化能力的提升路径。基于彭仁忠的CAK跨文化能力模型(涵盖认知、情感、行为三维度)，结合《中国外语教育跨文化能力教学参考框架》，通过实证研究探讨公共英语课程与跨文化能力培养的融合机制。研究选取天津某体育学院143名体育硕士研究生为实验对象，采用标准化跨文化能力测评工具(ICT)，通过“认知构建–态度塑造–行为实践”三阶段教学干预，结合体育专业场景(如国际体育组织规则、跨国训练文化冲突)设计沉浸式教学任务。从而验证，基于CAK模型的跨文化能力教学可有效提升体育硕士研究生的跨文化胜任力，其核心策略包括重构“体育 + 文化”立体化课程体系、创新“情境 + 互动”教学方法、搭建“校内 + 国际”协同实践平台。该实践路径为体育高层次人才国际化培养提供了可复制的教学模式，契合国家体育对外交往的战略需求。

Abstract: With the continuous advancement of economic globalization, cross-border collaboration and cultural interaction in the sports industry have become a regular feature. Against this backdrop, enhancing the intercultural communication competence of master’s degree students in sports is not only a necessary preparation for coping with the challenges of a multicultural environment but also a key measure to promote the high-quality development of China’s sports industry. As a core element of the high-end talent cultivation system in the sports field, the public English course at the master’s degree level serves as the primary platform for foreign language and intercultural learning for sports master’s degree students. This study focuses on the improvement paths of intercultural competence in the public English classroom for sports master’s degree students. Based on Peng Renzhong’s CAK intercultural competence model (covering cognitive, affective, and behavioral dimensions), and in combination with the “Teaching Reference Framework for Intercultural Competence in Foreign Language Education in China”, an empirical study is conducted to explore the integration mechanism of public English courses and intercultural competence cultivation. The study selected 143 sports master’s degree students from a sports college in Tianjin as the experimental subjects, using the standardized intercultural competence assessment tool (ICT), and through a three-stage teaching intervention of “cognitive construction - attitude shaping - behavioral practice”, designed immersive teaching tasks based on sports professional scenarios (such as international sports organization rules, cross-border training cultural conflicts). Thus, it was verified that the intercultural competence teaching based on the CAK model can effectively enhance the intercultural competence of sports master’s degree students. The core strategies include reconstructing a three-dimensional “sports + culture” curriculum system, innovating “context + interaction” teaching methods, and building a “campus + international” collaborative practice platform. This practical path provides a replicable teaching model for the internationalization of high-level sports talent cultivation, which is in line with the strategic needs of China’s sports diplomacy.