上一篇咱们讲了CTCSOL中级面试的热点问答攻略，该篇咱们来看第五部分，也就是最后一部分的外语问答如何应对！
外语问答（7分钟） Question1 请回答外语考官提出的问题。 Question2 请回答外语考官提出的问题。 注：题目不呈现在试卷上，考生需根据考官现场提问进行回答，问题主要涉及“专业知识和专业技能”，样题如下： On Mr. Liu’s first weekend in Australia, a local teacher invited him to his home for dinner, asking him to “bring a plate”. Mr. Liu then arrived with an empty plate and a bottle of red wine, only to find each guest having brought some food. He suddenly realized that he had misunderstood the local teacher. Please comment on Mr. Liu’s approach. If I were to comment on Mr. Liu’s approach, I would say that this is a very typical case of cross-cultural misunderstanding caused by literal interpretation of language. When the local teacher in Australia invited Mr. Liu to dinner and asked him to “bring a plate,” Mr. Liu interpreted it according to his Chinese language habits — he thought he was literally being asked to bring an empty plate for dining. In fact, in Australian English, “bring a plate” is an idiomatic expression meaning to bring a dish of food to share at a party. This shows that even though the language is English, cultural context determines meaning. Mr. Liu’s reaction was understandable because, as a newcomer, he was not yet familiar with local social conventions. His behavior was polite and well-intentioned — he even brought a bottle of red wine as a gift — but it still led to an awkward situation. The key problem was not his attitude, but rather a lack of cultural awareness and pragmatic competence. From a teaching perspective, this case reminds us that language learning is inseparable from cultural learning. If we only teach vocabulary and grammar without explaining cultural usage, learners may produce linguistically correct but socially inappropriate responses. For instance, idiomatic expressions like “bring a plate,” “BYO,” or “make yourself at home” all carry cultural meanings that go beyond literal words. As Chinese language teachers, we often face similar challenges when teaching international students. For example, when teaching the Chinese expression “随便坐 (suíbiàn zuò),” students may misunderstand it as casual or impolite if we do not explain its cultural function of hospitality. Therefore, teachers need to explicitly introduce cultural connotations, social norms, and communicative strategies behind such expressions. If I were Mr. Liu, I would have confirmed the meaning politely before the event, for example by asking, “Should I bring a dish of food?” or observing what others do at similar gatherings. After realizing the misunderstanding, it would also be appropriate to laugh it off and use it as an opportunity to learn more about Australian culture. In conclusion, Mr. Liu’s mistake was not serious, but it highlights the importance of intercultural communicative competence — the ability to interpret meaning according to cultural context. As language teachers, we should help our students not only speak correctly but also act appropriately in different cultural environments. 中文参考： 如果让我评价刘老师的做法，我认为这是一个典型的跨文化误解案例，问题出在把语言按字面意思理解，但忽略了文化语境。 澳大利亚老师邀请他“bring a plate”，刘老师按照中文思维理解为“带一个空盘子”。但在澳大利亚英语中，“bring a plate”是一种习惯表达，意思是“带一道菜来分享”。这说明，即使听懂了单词，如果没有文化背景知识，也可能完全误解对方意图。刘老师的行为本身是礼貌的、善意的，他还带了葡萄酒，但因为缺乏语用能力和文化意识，还是出现了尴尬。 从教学角度看，这个案例提醒我们：语言学习必须与文化学习结合。如果只教词汇语法，而不讲文化用法，学习者就容易在现实交流中出现偏差。“bring a plate”“BYO”等表达都不是字面含义。同样，在中文教学中，学生也常误解“随便坐”“慢慢来”“有空来玩”等表达背后的文化功能。因此教师要帮助学生理解文化含义、社交规则和交际策略。 如果我是刘老师，我会提前确认，“需要我带点吃的吗？”；事后也可以幽默化解，把它当作了解澳大利亚文化的机会。总之，这个误解虽然小，但强调了跨文化交际能力的重要性。作为中文教师，我们不只教学生“说对”，还要帮助他们在真实文化环境中“说得合适”。 以上给出的《国际中文教师证书》中级面试当中的外语问答样题作答解析，仅为“个人观点”并非“唯一标准答案”（官方没有发布过任何作答解析），大家根据自身情况来应用哦~ |
