外语教学中的文化身份及文化融合研究

论文摘要

本文通过对华裔留学生文化身份的思考和建构,对该群体对差异性文化的定位与融合程度,以及对其在融合过程中出现的“文化休克”现象及“本土文化休克”问题的探讨与研究,采用文献综述,调查问卷,访谈等形式收集相关研究数据和资料,结合多元文化教学背景下外语教学的特点与发展前景,旨在对全球化背景下其他少数族裔留学生文化身份的定位,以及多元语境下不同文化背景的群体间的融合与发展有所启示。本文通过对华裔留学生文化身份定位的分析,以及其在差异性文化的融合过程中所出现的问题与解决问题途径的讨论,目的在于对多元文化背景下外语教育教学过程中会产生的“文化休克”现象有所启示。论文主体部分由五章构成:第一章:论文介绍;通过对论文的主题,目的,研究方法及意义的论述与解析,分别以的文化身份理论为理论基础,结合文化身份定位,差异性文化融合,“文化休克”与“本土文化休克”等相关概念,对文化身份,文化融合的基本理论及文化阻碍现象的进行阐述与分析。第二章:文献综述;通过对文化身份与文化融合的理性分析,结合当前多元文化背景下,留学生文化身份定位与文化融合的现状,进行国内外研究背景,国内外现状分析,研究的价值与前景等方面的阐述。第三章:调查实验与数据分析;采用文献分析,调查问卷,访谈等形式收集相关研究数据和资料。搜集资料后做相关分析,得出实验结果。第四章:结论综述;以第一章理论基础为分析背景,第二章学情报告为分析依据,第三章实验结果为数据资料,进行分析并总结得出相关结论,在留学生对差异性文化进行身份定位和文化融合过程中,通过提高文化敏感度,提倡主动学习与适应以及成就鼓励式教学等融合策略的应用,在以美国多元课堂中教材选择,课堂设置以及课程目标为参照模式,旨在克服差异文化产生的“民族中心主义”,“刻板印象”,及“文化休克”现象对留学生文化身份的界定与文化适应有所启示,在解决研究课题的同时,达成研究主旨,完成研究目标。第五章:实践应用;在以前四章为相关理论基础和试验研究前提下,将留学生文化定位与融合过程中所获得的启示有机的结合到当前多元文化背景下外语教学的过程中,以提高学生对多元文化的认知与融合程度。

论文目录

• 摘要
• ABSTRACT
• CHAPTER 1 INTRODUCTION
• 1.1 THE INTERPRETATION OF THE KEY CONCEPTS
• 1.1.1 The Concept of the Identity
• 1.1.2 The Interpretation of the Cultural Identity
• 1.1.3 The Concept of the Acculturation
• 1.1.4 The Cultural Identity in the Acculturation Process
• 1.2 THE PURPOSE OF THE STUDY
• 1.2.1 The Further Understanding of the Cultural Identity
• 1.2.2 The Identity Orientation in the Acculturation
• 1.2.3 The Application to the Cultural Competence
• 1.3 THE SIGNIFICANCE OF THE STUDY
• 1.3.1 The Identity Orientation in the Cultural Diversity
• 1.3.2 The Influence on the English Teaching
• 1.4 THE GENERAL ORGANIZATION
• CHAPTER 2 LITERATURE REVIEW
• 2.1 THE CURRENT RESEARCH OF THE CULTURAL IDENTITY
• 2.1.1 The Theory Base of the Cultural Identity
• 2.1.2 The Current Study on the Cultural Identity
• 2.1.3 The Dilemma of the Study on the Cultural Identity
• 2.2 THE CURRENT RESEARCH OF THE MULTICULTURAL ACCULTURATION
• 2.2.1 The Theory Base of the Acculturation
• 2.2.2 The Current Study on the Acculturation
• 2.2.3 The Dilemma of the Study on the Acculturation
• 2.3 THE RELATION BETWEEN IDENTITY AND ACCULTURATION
• 2.3.1 The Identity Orientation
• 2.3.2 The Positive Effect
• 2.3.3 The Negative Effect
• 2.4 THE STRATEGIES OF IDENTITY ORIENTATION
• 2.4.1 Stimulus-response Process
• 2.4.2 Multi-discrimination Process
• 2.4.3 Problem-solving Process
• CHAPTER 3 RESEARCH DESIGN AND DATA ANALYSIS
• 3.1 RESEARCH AND METHODOLOGY
• 3.1.1 Source and Content of the Research
• 3.1.2 Subjects and Procedures
• 3.2 DATA ANALYSIS
• 3.2.1 Overall Analysis
• 3.2.2 Detailed Analysis
• 3.3 SUMMARY OF THE RESEARCH
• CHAPTER 4 RESEARCH DISCUSSION AND IMPLICATION
• 4.1 THE BARRIERS IN THE IDENTITY ORIENTATION
• 4.1.1 The Ethnocentrism
• 4.1.2 The Stereotypes
• 4.1.3 The Cultural Shock
• 4.2 THE STRATEGIES TO OVERCOME THE BARRIERS
• 4.2.1 Cultural Sensitive Strategy
• 4.2.2 Positive Study Strategy
• 4.2.3 Language Assimilating Strategy
• 4.2.4 Achievement Encouraged Strategy
• 4.3 THE APPLICATION OF THE STRATEGIES
• 4.3.1 Field independence vs. field sensitivity
• 4.3.2 Trial and error vs. “watch then do”
• 4.3.3 Direct VS. Indirect communication
• 4.3.4 Topic-centered Communication VS. Topic-associating Communication
• 4.4 THE REFLECTION ON THE ENGLISH TEACHING
• 4.4.1 The Selection of the Teaching Material
• 4.4.2 The Arrangement of the Class Activities
• 4.4.3 The Design of the Curriculum Level
• 4.5 THE SIGNIFICANCE ON THE ENGLISH TEACHING
• CHAPTER 5 CONCLUSION
• 5.1 THE CULTURAL IDENTITY IN ENGLISH TEACHING
• 5.2 THE ACCULTURATION ON THE CULTURAL IDENTITY
• 5.3 THE SUGGESTIONS FOR THE ENGLISH TEACHING
• 5.4 CONCLUSION AND LIMITATION
• REFERENCES
• APPENDIX 1：THE ENGLISH VERSION OF THE QUESTIONNAIRE
• APPENDIX 2：QUESTIONNAIRE ON CROSS-CULTURAL COMMUNICATION
• ACKNOWLEDGE