跨文化交际能力视域下的初中英语教材文化呈现方式分析——以人教版七年级教材为例

Analysis of Cultural Presentation Ways in Junior High School English Textbooks from the Perspective of Cross-Cultural Communication Competence—Taking the People’s Education Press Grade 7 Textbook as an Example

摘要: 研究以跨文化交际能力(Intercultural Communicative Competence, ICC)培养目标为视角，选取人教版七年级英语教材作为研究对象，重点分析教材中文化内容的呈现方式及其对于学生跨文化意识与跨文化理解能力发展的潜在支持或制约。采用张虹和李晓楠提出的《外语教材文化呈现分析框架》，对人教版初中英语教材的文化呈现进行分析。在地域文化方面：教材以中华文化为主要呈现内容，适度引入其他国家文化和国际文化，对目标语国家文化关注较少。在文化形式方面，文化产品与文化实践占比较高，文化观念仅有涉及但不充分，文化人物和文化社群缺失。在文化呈现方式方面，以显性的单一语篇为主，缺少跨文化语篇和隐性文化的呈现。从ICC视角进一步审视，教材中文化深层价值呈现不足，任务类型仍主要停留在理解与模仿层面，对跨文化态度、策略与批判意识的培养支持有限。因此，研究最后对教材编写者和教师提出建议，要强化对文化深层含义的呈现，并构建促进跨文化理解与对话能力的学习路径，以更好回应跨文化交际能力培养的教学目标。

Abstract: This study adopts the cultivation goal of Intercultural Communicative Competence (ICC) as its perspective and selects the PEP (People’s Education Press) Grade 7 English textbook as the research subject. It focuses on analyzing how cultural content is presented in the textbook and its potential support or constraints on the development of students’ intercultural awareness and intercultural understanding competence. Using the Framework for Analyzing Cultural Presentation in Foreign Language Textbooks proposed by Zhang Hong and Li Xiaonan, the study analyzes the distribution and presentation of cultural content. Regarding regional culture: the textbook prioritizes Chinese culture, moderately includes international and other national cultures, and gives limited attention to target language cultures. In terms of cultural forms, cultural products and practices dominate, while cultural concepts are underdeveloped and cultural figures and communities are largely absent. Regarding modes of cultural presentation, cultural content is mainly presented through explicit, single-discourse formats, with limited cross-cultural comparison and implicit cultural input. Further examined from the ICC perspective, the textbooks show insufficient presentation of deep cultural values, and task types remain primarily at the levels of comprehension and imitation, offering limited support for cultivating intercultural attitudes, strategies, and critical awareness. Therefore, the study offers suggestions for textbook compilers and teachers: they should strengthen the presentation of deep cultural meanings and construct learning pathways that promote intercultural understanding and dialogue competence, so as to better respond to the instructional objectives of cultivating intercultural communicative competence.