大学英语精读课堂教学中的文化能力的培养

论文摘要

通讯技术以及经济全球化的迅猛发展改变了人们的时空观念,使人们在短时间内与来自不同文化背景的人所进行的交往日益频繁。而语言在交际中尤其是在跨文化交际中起着至关重要的作用。然而,在跨文化交际中由于对目的语与本土语言之间的文化差异缺乏足够的了解,人们往往遵循自己已经习惯了的习俗,交际过程中就不可避免地犯一些语用方面的错误,从而导致误解及交际的失败。在大学英语日常教学中我们不难发现:即使接受过几年正规的英语教育并取得了大学英语四、六级证书,大学生们在英语运用能力上仍有欠缺,或者根本不敢开口说英语,或是与西方人交流中障碍重重,闹出不少笑话,这种低效力的交流和沟通、相互间的误解,造成了跨文化交际的不良后果。这个问题应引起我们的注意。培养学生的跨文化交际能力应是大学英语教育的基本目标,为提高学生的跨文化交际能力,在大学英语精读课堂教学中进行文化教学必不可少。为促进大学英语精读课教学中的文化教学,并提高学生的跨文化交际能力,本文试图要解决大学英语精读课堂教学中文化差异所带来的文化干扰问题,并探索大学英语精读课堂教学中针对非英语专业学生之有效的文化教学的方法。全文共分五章。第一章介绍了大学英语精读课教学中针对非英语专业学生的文化教学的重要性。第二章从理论上论述了文化的定义以及文化与语言、跨文化交际的关系。第三章即全文的核心部分,对文化差异进行了详细地对比研究,即对中美主要文化模式进行了比较。本章还从听力、阅读、翻译三个层面论述了文化差异对大学英语精读课堂教学的影响,并且指出文化差异在大学英语精读课堂教学中重要作用。第四章采用了书面调查和个案研究的方法,对目前大学英语精读课教学中的文化教学现状进行了调查研究。研究结果表明:虽然教师们已认识到文化教学的重要性,但他们对文化教学的理解及课堂教学中的实施还存在不足。与此同时,学生们由于对相关的文化背景知识缺乏了解,从而导致在课堂教学中出现了一些语用失误以及对一些语篇材料的不理解。针对调查中所发现的问题,在第五章中作者就大学英语精读课堂教学中文化教学的原则及方法提出了建议,并由此进入本文的结束语,再次强调了文化教学的优点,并进一步指出文化教学应与语言教学相结合,从而达到外语教学的最终目的:培养学生的跨文化交际能力。

论文目录

• Abstract in English
• Abstract in Chinese
• Acknowledgement
• Chapter One Introduction
• Chapter Two Literature Review
• 2.1 Language: Definitions and Properties
• 2.2 Culture
• 2.2.1 What Is Culture
• 2.2.2 Characteristics of Culture
• 2.2.3 Cultural Relativism
• 2.2.4 Culture Shock
• 2.3 Language and Culture
• 2.4 Language Teaching and Culture Teaching
• 2.5 Intercultural Communication
• 2.5.1 Communication
• 2.5.1.1 Concept of Communication
• 2.5.1.2 Communication and Culture
• 2.6 Intercultural Communication
• 2.7 Intercultural Communication Breakdown
• 2.8 Pragmatic Failure
• 2.9 Schema Theory
• 2.9.1 Definitions of Schema
• 2.9.2 Schema and Culture
• 2.9.3 Schema and Intercultural Communication
• 2.9.4 Schema Theory and Culture Teaching
• Chapter Three Contrastive Studies on Cultural Differences
• 3.1 Comparison between Dominant American and Chinese Culture Patterns
• 3.1.1 Individualism vs. Collectivism
• 3.1.2 Equality vs. Large Power Distance
• 3.1.3 Assertiveness vs. Interpersonal Harmony
• 3.1.4 Low-Context Culture vs. High-Context Culture
• 3.1.5 Future-oriented vs. Past-oriented Cultures
• 3.2 Interference of Cultural Differences in the College English Intensive Reading Class
• 3.2.1 Cultural Influence on Listening Comprehension in the College English Intensive Reading Class
• 3.2.2 Cultural Influence on Reading Comprehension in the College English Intensive Reading Class
• 3.2.3 Cultural Influence on Translation in the College English Intensive Reading Class
• Chapter Four An Investigation of Current Culture Teaching in the College English Intensive Reading Class
• 4.1 A Description of College English Intensive Reading Course
• 4.2 Methodology
• 4.3 Teachers Survey and Analysis
• 4.3.1 Objectives and Subjects
• 4.3.2 Instrument and Method
• 4.3.3 Results and Discussion
• 4.4 Learners Survey and Analysis
• 4.4.1 Objectives and Subjects
• 4.4.2 Instrument and Process
• 4.4.3 Results and Discussion
• Chapter Five Considerations in Integrating Culture Teaching into the College English Intensive Reading Course
• 5.1 Principles for Integrating Language and Culture Teaching
• 5.1.1 Principle of Interest
• 5.1.2 Principle of Relativity
• 5.1.3 Principle of Gradation
• 5.1.4 Principle of Practicality
• 5.1.5 Principle of Fitness
• 5.1.6 Principle of Comparison
• 5.1.7 Principle of Objectivity
• 5.2 Taking the College English Intensive Reading Classroom as a Site of Cross-cultural Field
• 5.2.1 Teach Cultural Knowledge in Intensive Reading Course through Vocabulary
• 5.2.2 Teach Cultural Knowledge in Intensive Reading Course through Reading Comprehension
• 5.2.3 Teach Cultural Knowledge in Intensive Reading Course through Writing
• 5.3 Exploring Culture-based Activities
• 5.3.1 Interactive Activities
• 5.3.1.1 Role-playing
• 5.3.1.2 Communicating with Foreigners
• 5.4 Cultural-exposed Activities
• 5.4.1 Extensive Reading
• 5.4.2 Video Films Watching
• 5.4.3 Surfing on the Internet
• 5.5 Requirements for Language Teachers
• 5.6 Conclusion
• Appendix I
• Appendix II
• Bibliography