大学英语教材中目的语文化预设的评价研究 ——以《新视野大学英语》（读写教程）（第二版）为例

论文摘要

大学英语是我国高等教育的一个重要组成部分,关系着高校非英语专业学生的个人发展。我国大学英语经过六十余年的发展取得了显著成绩,当然也存在许多的不足。除了教学方法、教师素质、课程设置、学生个人因素等方面的影响外,教材也是影响英语教学质量的重要因素之一。因此,大学英语教材改革就成了促进大学英语课程发展的基础和关键。随着大学英语的发展,文化问题也变得日益突出。如何评价教材本身所包含的文化内容,如何提高学生的文化预设知识和文化敏感性,加强学生的跨文化语用交际能力,提高学生的文化意识成为了当今大学英语教材评价中的一个重要内容。本文以《新视野大学英语》（读写教程）（第二版）为例,在前人关于教材评价和翻译中的文化预设理论的基础之上,作者借鉴苛平的文化预设分类和胡美馨的教材跨文化预设设计分类从而建立起自己的教材分析理论框架,通过对兰州城市学院和甘肃政法大学共25名教师和298名学生进行问卷和访谈调查,并使用SPSS软件对调查结果进行分析后,得出了该系列教材中文化预设设计上的优缺点以及教师学生的教学及学习情况。并针对不足,作者也提出了教材编写以及教师授课方面的建议。研究结果表明:《新视野大学英语》较为合理的设计了文化预设,对苛平所提出的四个分类皆有涉及,但在教材对于文化预设知识的解释说明以及练习的设计上有着明显的不足;教师与学生具有一定的语用预设、跨文化语用预设及文化预设意识,尤其是对目的语文化预设也有着一定的了解;虽然教师学生大都有着较为强烈的学习欲望,但由于众多因素的影响,并不是所有的学生都能很好的掌握目的语文化预设知识。本文同时指出,鉴于《大学英语课程要求》中对文化有着明确的要求以及教师学生强烈的学习愿望,作者希望在以后的教材编写中要更合理安排文化知识并关注教材使用者的兴趣。当然,本论文也存着一定局限性。比如,本论文的研究工具都由作者本人设计,即使做了前测并进行了改进,但仍不可避免的会出现一定的效度和信度不理想的问题;对于除纸质教材和CD-ROM外其他的介质分析不够等。希望以后的研究能够更加完善、合理。

论文目录

• Abstract
• 摘要
• List of Abbreviation
• List of Tables
• List of Figures
• Chapter 1 Introduction
• 1.1 The purpose of this study
• 1.2 The significance of this study
• 1.3 The background knowledge of this study
• 1.3.1 The introduction to NHCE
• 1.3.2 The introduction to CECR
• 1.3.3 The relationship between NHCE and CECR
• 1.3.4 The introduction to teaching material evaluation
• 1.3.5 The introduction to cultural presupposition
• 1.4 The structures of this study
• Chapter 2 Literature Review
• 2.1 Culture and language teaching
• 2.1.1 The definition of culture
• 2.1.2 The relationship between culture and language
• 2.2 The related studies of teaching material evaluation
• 2.2.1 The studies of teaching material evaluation abroad
• 2.2.2 The studies of material evaluation at home
• 2.3 The related studies of pragmatic presupposition
• 2.3.1 The studies of pragmatic presupposition abroad
• 2.3.2 The studies of pragmatic presupposition at home
• 2.4 The related studies of the cross-cultural pragmatic presupposition
• 2.4.1 The studies of cross-cultural pragmatic presupposition abroad
• 2.4.2 The studies of cross-cultural pragmatic presupposition at home
• 2.5 The related studies of the cultural presupposition
• 2.5.1 The studies of cultural presupposition abroad
• 2.5.2 The studies of cultural presupposition at home
• 2.6 The related studies of college English course books
• 2.6.1 The related studies based on the cultural presupposition
• 2.6.2 The related studies based on other theories
• 2.7 The originalities of the present study
• Chapter 3 Theoretical Framework
• 3.1 The criteria of material evaluation
• 3.2 Cultural presupposition
• 3.2.1 The definition of cultural presupposition
• 3.2.2 The classification of cultural presupposition
• 3.3 The requirements of CECR
• 3.4 The training model of the awareness of cross-cultural pragmatic presupposition
• 3.5 The criteria of course book evaluation in the present study
• Chapter 4 Research Design
• 4.1 Research questions
• 4.2 Evaluation materials
• 4.3 Subjects of this study
• 4.3.1 Subjects of teachers
• 4.3.2 Subjects of students
• 4.4 Research instruments and methods
• 4.4.1 Questionnaires
• 4.4.2 Interviews
• 4.4.3 Counting and statistics
• 4.5 The procedures of the study
• 4.5.1 Pilot-test and improvement
• 4.5.2 Investigation of questionnaires and interviews
• 4.5.3 Counting and statistics
• Chapter 5 Descriptive Analysis of the Present Study
• 5.1 Textual investigation of NHCE
• 5.2 Descriptive analysis of questionnaires
• 5.2.1 Descriptive statistics of the understanding of cultural presupposition
• 5.2.2 Descriptive statistics of the design of cultural presupposition in NHCE
• 5.2.3 Descriptive statistics of the teachers’treatment of cultural presupposition
• 5.2.4 Descriptive statistics of the expectation of teachers and students
• 5.2.5 Descriptive statistics of the evaluation of the students’cultural competence
• 5.2.6 General evaluation of cultural presupposition and the understanding of NHCE
• 5.3 Descriptive statistics of interviews
• 5.3.1 Investigation of the understanding of cultural presupposition
• 5.3.2 Investigation of the evaluation of teaching and learning situation of cultural presupposition
• 5.3.3 Investigation of the general evaluation and suggestion of cultural presupposition
• Chapter 6 Conclusion, Suggestion and Limitation
• 6.1 Conclusion
• 6.2 Implication and suggestion
• 6.3 Limitation
• Bibliography
• Appendix Ⅰ The form of four domains of cultural presupposition in Reading and Writing
• Appendix Ⅱ 教师调查问卷
• Appendix Ⅲ 学生调查问卷
• Appendix Ⅳ 教师访谈提纲
• Appendix Ⅴ 学生访谈提纲
• Acknowledgements