CDA视域下大学英语教材中文化霸权的研究

论文摘要

在大学英语教学中,文化教学的重要性已经得到普遍认同。西方文化,尤其是英美文化价值观因英语的强势地位影响着大学生的世界观,英美文化霸权随着全球化时代的来临通过英语教学实践潜移默化地影响着大学生的意识形态,甚至造成大学生对西方文化的盲目崇拜,这既不符合大学英语教学目标的实现也不适应跨文化交际实际的需要。作为体现文化内容最直接的来源,教材内容的选择至关重要。本文以批评话语分析为理论框架,选取《二十一世纪大学英语》教材作为研究对象,首先从宏观方面采用内容分析法,依据Byram的文化分类标准,从社会身份和社会群体、社会交互性、信仰和行为、社会和政治机构、社会化和生活圈、国家历史、国家地理、定式和国家身份等八个方面对教材中文化内容进行归纳和分析,指出该教材文化内容的选择和安排以英美文化为主,东方文化尤其是中国本土文化严重缺失,从而揭示隐藏其后的西方文化霸权现象；在微观方面,笔者选用课文《就职演讲词》,运用批评话语分析方法,从分类和转换两方面揭示隐含在文本中的西方意识形态,从而识别西方文化霸权在课文中的体现。在此研究的基础上,笔者提出对教学和教材编写的启示：教师在英语课堂教学中须培养学生的创造性思维,引导学生树立对教材文化内容的批评意识；教材编写者也应认识到教材中文化内容的失衡,及时补充修订。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Motivations of the study
• 1.2 Significance of the study
• 1.3 Structure of the thesis
• Chapter Two Literature Review
• 2.1 Studies of culture hegemony abroad
• 2.2 Studies of culture hegemony at home
• Chapter Three Theoretical Framework
• 3.1 The role of textbooks
• 3.2 Definitions of culture
• 3.3 The relationship between language and culture
• 3.4 Culture and culture hegemony
• 3.5 Evaluation of textbooks
• 3.6 The theoretical base:CDA
• 3.6.1 Two major concern of CDA:power and ideology
• 3.6.2 Fairclough's three-dimensional model
• 3.6.3 Micro analysis method of CDA
• Chapter Four Research Design
• 4.1 Research questions
• 4.2 Research subject
• st Century College English'>4.2.1 The framework of 21^st Century College English
• st Century College English as research subject'>4.2.2 The reason for choosing 21^st Century College English as research subject
• 4.3 Research methods
• 4.3.1 Content analysis
• 4.3.2 Critical discourse analysis
• Chapter Five Results and Discussion
• st Century College English'>5.1 Content Analysis:Culture hegemony in 21^st Century College English
• 5.1.1 Social identity and social group
• 5.1.2 Social interaction
• 5.1.3 Belief and behavior
• 5.1.4 Social and political institution
• 5.1.5 Socialization and the life cycle
• 5.1.6 National history
• 5.1.7 National geography
• 5.1.8 Stereotypes and national identity
• 5.2 Critical Discourse Analysis:a specific example from textbook
• 5.2.1 Classification
• 5.2.2 Transformation
• Chapter 6 Conclusion
• 6.1 Major findings
• 6.1.1 Serious imbalance of cultural components
• 6.1.2 The lack of overall systematicity in the presentation of cultural component
• 6.1.3 Narrow selection of cultural content and insufficient negative cultural presentation
• 6.2 Some suggestions for both teaching and textbook compiling
• 6.3 Limitations of the study
• Bibliography
• Appendix
• Acknowledgements