高中英語閱讀教學(xué)中的文化教學(xué)

分類號密級

uDC編號

學(xué)位論文

CuItureTeachingandLear

nigi,UI.

Hi小Sohuoo1Readin

高申發(fā)話閱讀教學(xué)中的文化教學(xué)

宋啟福

指導(dǎo)教師姓名：尚華鋒教授江西師范大學(xué)外國語學(xué)院

申請學(xué)位級別：碩士專業(yè)名稱：英語教育

論文提交日期：2006年9月答辯日期：2006年11月日

學(xué)位授予單位和日期：江西師范大學(xué)2006年月日

答辯委員會主席：

評闋人：

二00六年九月

中文摘要

現(xiàn)代交通和通訊的便利，大大縮短了時(shí)空距離，使世界變得越來越小。在這

個“地球村”里，不同文化的人們之間的聯(lián)系越來越頻繁。如何使英語教學(xué)滿足社

會和經(jīng)濟(jì)的發(fā)展，成為擺在全體英語教師面前的一個迫切任務(wù)。發(fā)展學(xué)生的跨文

化交際能力尤為引人注目。在新的《英語課程標(biāo)準(zhǔn)》中，文化意識、文化理解和

跨文化交際能力已經(jīng)作為英語基礎(chǔ)教育的目標(biāo)首次被寫進(jìn)大綱。高中英語教師而

臨著探索適合具體教學(xué)語境的文化教學(xué)途徑以確保新課程標(biāo)準(zhǔn)順利實(shí)施的挑戰(zhàn)

跨文化交際是在20世紀(jì)80年代主要由胡文仲教授介紹傳入我國。從此，很

多中國學(xué)者和外語教師一直致力于把他們的研究成果應(yīng)用于外語教學(xué)。

長期以來，我國的外語教學(xué)把語言學(xué)習(xí)的重點(diǎn)放在語言本身，忽視了其它更

重要的因素。閱讀課被視為英語作為外語教與學(xué)的重要組成部分。遺憾的是，在

我國相當(dāng)長的時(shí)間里，人們把閱讀課看作一個消極的過程，僅僅滿足于語言知識

本身的傳授，其不良后果十分嚴(yán)重。令人欣慰的是，現(xiàn)在越來越多外語教育工作

者在研究和教學(xué)實(shí)踐中，逐漸認(rèn)識到語言教學(xué)并不僅僅是講授語言本身。從交際

的角度看，語言教學(xué)和文化教學(xué)息息相關(guān)。

語言和文化都是十分寬泛的話題，人們可以從不同的角度給它們下定義。語

言和文化之間的關(guān)系非常密切。它們相互依存，相互融合。一方面，語言是文化

的一部分，對文化起重要作用；另一方面，語言又受文化的影響，反映文化。因

此，學(xué)習(xí)語言必須了解該語言所承載的文化，反之亦然。

現(xiàn)在人們普遍認(rèn)識到交際能力的培養(yǎng)和提高是外語教學(xué)的目標(biāo)。因此，對不

同文化的理解和創(chuàng)造新事物的能力即文化創(chuàng)造力是交際能力的必然要求。

閱讀是英語學(xué)習(xí)的重要組成部分，是提高學(xué)生文化能力和交際能力的關(guān)鍵

點(diǎn)。盡管再也沒有多少人會否認(rèn)在閱讀中的進(jìn)行文化教學(xué)的重要性，但由于對文

化教學(xué)的概念沒有一個清晰的認(rèn)識、閱讀材料中文化信息的嚴(yán)重不足、沒有相應(yīng)

的文化導(dǎo)入的教學(xué)方法以及具體的教學(xué)目標(biāo)等原因，絕大多數(shù)老師仍然習(xí)慣性地

把教學(xué)重點(diǎn)放在語言本身，文化教學(xué)現(xiàn)狀仍然不容樂觀。

本文著重分析了交際能力的培養(yǎng)及閱讀課中文化學(xué)習(xí)的重要性和必要性，基

于這種分析，作者探討了文化教學(xué)的內(nèi)容并對語言教學(xué)的方法提出了一些建議,

旨在閱讀教學(xué)中增加文化因素，培養(yǎng)學(xué)生的文化意識和文化創(chuàng)造力，便他們能有

效地與不周國家，不同文化的人們進(jìn)行交際。

本文共分七章。

第一章進(jìn)行了文獻(xiàn)綜述，介紹了對跨文化交際和文化教學(xué)的研究，提出了語

言教學(xué)應(yīng)包括文化教學(xué)，須注重培養(yǎng)學(xué)生的文化意識和文化創(chuàng)造力。

第二章概括了我國目前英語閱讀教學(xué)的現(xiàn)狀，分析了以語法翻譯為中心的

“填鴨式”教學(xué)方法及其帶來的負(fù)面影響。

第三章論述了語言、文化和交際三者之間不可或缺的緊密關(guān)系，這是由于交

際需要掌握豐富的語言，了解相應(yīng)的文化知識。

第四章記錄了問卷調(diào)查的詳細(xì)資料?，交代了問卷調(diào)查的設(shè)計(jì)并進(jìn)而分析了調(diào)

查結(jié)果，為后面章節(jié)提出解決閱讀教學(xué)中存在的實(shí)際問題服務(wù)。

第五章說明了文化廣泛而深刻地影響著人們的交際甚至生活方式，文化必須

經(jīng)過學(xué)習(xí)才能獲得。文章提出了文化學(xué)習(xí)的六條原則和四種方法。

第六章關(guān)注具體的閱讀文化教學(xué)，揭示了成功交際的唯一途徑——增強(qiáng)學(xué)生

的文化意識，培養(yǎng)學(xué)生在不同交際環(huán)境中的文化創(chuàng)造力。文章還探討了具體的閱

讀教學(xué)方法。

第七章得出結(jié)論，閱讀是一種復(fù)雜的人類活動，文化意識是影響閱讀能力的

重要因素。文章就閱讀教學(xué)中如何實(shí)旌文化教學(xué)提出了建議。閱讀教學(xué)必須為學(xué)

生提供學(xué)習(xí)、實(shí)踐和交際的機(jī)會。

關(guān)鍵詞：文化教學(xué)，閱讀教學(xué)，語言，文化，跨文化交際

Abstract

Theworldseemstobegettingsma11erwiththeeonvenienc.ebro

ughtaboutby

moderntransportationandcommunicatftwhichhasreducedth

etimeanddistance

thatoncekeptthepeopleoftheworldapart.Inthis"globalvi11ag

e”，thecOntact

betweenpeopleofdifferentculturesbecomesmoreandmorefreque

nt.Howtomake

teachingofEnglishmeettheneedsofsocia1andeconomicdeve1opme

nthasbex：0tne

anurgenttasktoEnglishteachers.Especia11ydeve1op

inglearners'intercultura1

c0mmunicativecompetenceisdrawingmoreattentioni

nEnglishteaching.Forthe

firsttimeithasbeenprescribedintothenewEnglishCurricu1umSt

andard,whichis

beingcarriedoutalloverthecountry.Obviouslythisisachal1eng

etomostsenior

Englishteacher

s.

InterculturalcommunicationwasintroducedintoChinabyHuW

enzhongand

otherscholarsinthel980s.EversincethenmanyChinesescholarsa

ndforeign

languageteachershavebeenworkinginthisfieldandhavetriedtoa

pplythefindings

intheirresearchtoEnglishteaching.RC(ReadingCourse)h

asbeencOnsideredasthe

essentia1componentofEFL(Eng1ishasForeignLanguage)teaching

ndlearning.

Unfortunately,inChina,readinghaslongbeenviewedft^apass

iveprocess.Most

teachingmethodsadoptedinRCareloreadthetextquickiy,rete11t

hetext?answer

questions,anddomu1tipI1echoicesandSOOILTheresul

tofsuchteachingmethodsis

thatstudentslosetheirinterestinRCandneglectthecu

Iturelearning.

languageisasetofsymbo1sandtherulesforcombiningthosesym

bolsareused

andundersoodbypeop1einacommunity.Whenwestudya

noher1anguage,we8_00n

dscoverthatthesymboIs,thesoundsforthosesymbo1

andtheru1esforusingthose

symbo1sandsoundsaredifferent.Languagedoesnotexistapar

tfromcu1ture.

Cu1tureisakeyconceptinEnglishteaching.Definitionsofcu1

urearenumerous.

E.B.Talorfirstdefinedcultureas4(thatcomp1exwho1ewhichinc1ud

sknow1edge,

belief：art,morals,law,customandanyothercapabi1ities

andhabitsacquiredby

manasamemberofsocietyz\Sincethen,manyotherschoiarshaveoff

ered

additionaldefinitionsandapproachesfromallkindsoflevelsan

daspects.Now,there

aremorethan200definitions.Simplyput.cultureisasystemofmeaning.Thatistoo

abstractadefinitiontorea1

lyunderstand.'

Languageandcultureareinseparable.Nowadaysthereisabroad

recognitionthat

1anguage,ascode,reflectsculturaIpreoccupationsandconstrai

nsthewaypeop1e

think.Meanwhi1e,cultureisareflectionoflanguage,andin

f1uences1anguagegreat1y.

Themeaningsixoplehaveforwordsatedeterminedbytheculturein

whichpeople

havebeenraised.Differentcultureshavedifferentsymbolsandme

aningsofsymbo1s

shiftingfromcu1turetocu

1ture.

Communicationandcu1turearethetwokeyconceptsunderlyin

gthestudyof

intercu1tura1communication.Theterracommunicationhasbeenu

sedinmanyways

forvariedandofteninconsistentpurposes.Over20yearsag

o,Danceandtarson

(1972)reviewedtheliteratureOi1communica

tionandfoundl26definitionsof

communication.Sincethen,othershavebeenaddedtotheirl

ist.Itisnowwidely

recognizedthatcommunicativecompetenceisthegoa1offoreign1a

nguageteaching.

ThetheoryofcommunicativecompetencewasfirstproposedbyHyme

sin1971.It

referstotheabi1itytoapp1ythegrammatica1rulesofalanguageto

form

grammatica11ycorrectseutenccsandtoknowwhenandwhere

toUSethesesentences

and.CommUnicativecompetenceinc1udesth

eunderstandingofdifferemcu1turesand

thepOwertocreatenewthings.whichisca11edcu1tur

a1creativity.

RCisaprominentconstituentinEng1ishteachingandoneofth

in

impstudents1cu1tura1abi1ityandcommunicativecompetenc

e.A1thoughnoone

wou1ddenytheimporlanceofcultureteachinginRC,cu1tureteachi

gatmosime

a1mosta11cmptyta1kbecausethereisnoc1earknow1edgeaboutthe

notionofcu1ture

teaching，dequatecu1tura1informationinreadingmaterials,n

ocorresponding

gtechniquesnoconcreteguidanceastowhattheteacheris

dtobe

aimingat.Mostteacherssti11habitua1lyteachonlyling

uisticknow1edge.

Thisthesisana1yzesthecommunicativecompetenceandthenec

essityofculture

learninginRC.Basedontheana1ysis,theauthorstressestheconte

ntofcu1ture

teaching!smostclosetoeverydaylifeandbasictosuccessfu1commu

ation.Finally,

thepaperprovidessomesuggestionsonteachingmethodologyforf

ign1anguage

tches,aimingataddingcu1tura1factorsintoRCteachingandenh

aingtudents'

u1a1creativitysothattheycancommunicat

eftive1y.

Ththesisconsistsof

aPt

Chapterlisanintroduction.sel'v鶴asanintroduction,

smtmgthestudyoncultme

teaching,thedevelopmentofcultureteachingandtheteachingofRCinCh

Chapter2presents1iteraturereviewsonthesubjeet,fu11yde

tai1sthecurrent

situationofRCinChina.TheGT(GrammarTrans1ation、—centeredor

the

crammingMapproachresu1tsiI1students*incapabi1ityincommuni

cationwith

English-speakingpeople,andpoimoutthenatureofreading,anal

yzecurrent

Methodo1ogyandResu

Its.

Chapter3surveystheconceptsoflanguage,cu1ture,communic

ationandtheir

re1ationhips.Readingisakindofintercultura1communicationbe

tweenwriterand

readerwhobe1ongtodifferentcu1tures.Theneedofcommunication

PromotesI1sto

1etUre：itisimpossibietolearnaforeignlanguagewithoutu

nderstandngits

cu1ture.

designofthesurvey?theothershowingtheresusandt

heirana1y

Chapter5mentionscu1tureinfluencespeop1e'Slifeinawideand

profoundway,

however,itisnoteasytobeunderstood,anditmustb

e1earned.

Chapter6isconcernedwithconcretecultureteachinginRCandd

emonstrates

oncofthemostimportantwaystodevelopstudcnts'communicativecompetenceisto

improvestudents*culturalawarenessandincreasetheircultura1

creativity.Some

concreteapproachesarementionedhere.

Chapter7comestoaconclusionthatreading!sacomp1icatedhu

manbehavior

andcultureisanimportantfactorthat.affectscomprehemion.Thi

schaptersuggests

RCteachingmustprovidestudentswiththeopportunitiestolearn

toknow,to1earnto

doandlearntointerac

t.

Keywords：cultureteaching,ReadingCourse(Ro,1anguage,cu

1ture,

intereu1turaIcommuni

cation'

獨(dú)創(chuàng)性聲明

本人聲明所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工

作及取得的研究成果。據(jù)我所知，除了文中特別加以標(biāo)注和致謝的地

方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含

為獲得或其他教育機(jī)構(gòu)的學(xué)位或證書而使用過的材料。與我一同工作

的同志對本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說明并表

示謝意。

學(xué)位論文作者簽名：，象名搗簽字日期：伽f;年/f

月Z/日

學(xué)位論文版權(quán)使用授權(quán)書

本學(xué)位論文作者完金了解江西師范大學(xué)研究生院有關(guān)保留、使用

學(xué)位論文的規(guī)定，有權(quán)保留并向國家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)印

件和磁盤，允許論文被查闋和借闌。本人授權(quán)江西師范大學(xué)研究生院

可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進(jìn)行檢索，可以采

用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文。

（保密的學(xué)位論文在解密后適用本授權(quán)書）

學(xué)位論文作者簽名：，彖它揚(yáng)導(dǎo)師簽名：

簽字日期：泓時(shí)〃年.月口日簽字日期：〃口g年/J月L日

Acknow1edgemen

ts

ThisM.Athesisisaccomp1ishedundertheinstructionofmyres

pectab1e

supervisorProfessorXiaoHuafeng.Ia.niextremelygratefultohi

mforhisteaching,

support,inspiration,valuableandconstructivesuggestions,e

ncouragementand

elaboraterevisionstomythesis.Withouthishe1p,Icou1dn'thave

finishedthisstudy.

Mysincerethanksareduetotheteacherswhohe1pme

withthestudiesofmy

postgraduatecourses."ProfessorYuFubi11,ProfessorMuShixio

ng,ProfessorLi

Yongzhong,ProfessorLiFagen,ProfessorLinYaowu,ProfessorLiu

ChunyaI1,

ProfessorLiaoFutao,andotherprofessors.Itisthekearnestteac

hingandinstruction

thathe1pmetoenrchmyknowledgeof1inguisticsan

d1iterature.

last,butnotleast,manythankstomyfami1y一mymother,mywif

eandmy

daughterfortheirnevevtMngloveandsupport,withoutwhichthec

ompletionofthis

thesiswouldhavebeenratherdif

ficu1t.

x

ChapterlIntroductio

n

Withtherapiddeve1opmentofthewor1deconomyandf

requentcontactsbetween

differentcountries,intercu1tura1communicationisgettingmore

andmoreimportant.

What'smore,thedeve1opmentoflntemetandtheWor1dWe

baretransformingthe

who1ewor1dintoa1'globalvi11ageThisrequiresasmoothandconve

nient

communication.Thecommunicativebehaviorofpeoplef

romdifferentculturesis

ca11edintercu1tura1communication.SamovarandPortersaythati

ntercu1tura1

communicationoccurswhenamessagesenderisamemberofonecu1t

ureanda

messagereceiverisofanother(2000).Intercu1tura1communicati

onmustinvo1ve

differentculturalbackgrounds；theneedofinterculturalcommun

icationhasshednew

1ightontheissueofcultureteaching.Theroleofcultureteaching

isregardedasboth

know1edgeandbehaviorfromintrapersona1andinterpersona1pers

pectivesintermsof

interculturalcommunication(Rohriich,1983).Inaddition,atte

ntionhasbeendrawn

notonlylOToreignculturebuta1sotohomecullure.However,intercutturai

communicationfai1stomeetOll1nexpectatio

nsduetOvariousdifficultiesand1inguistic

barrierscroppingupinthecourSe：ofcommunication.Evenwhenthe

naturalbarrierof

aforeignlanguageissweptaway.sometimeswetnaysti1Ibeconfrontedwith

communicationfailures.Thus,asEng1ishteachers,it

isveryimportantforUStO

cu1tivatestudents'communicativecompetence,whichistheultima

tegoa1inEng1ish

1anguageteaching(ELT).

1.IStudiesonCultureTeachin

g

Therecognitionoftheimportanceofcul

ed」uctatui,ronectanebkae匕43e弓晨！因』修昌《3號昌！p涓p露昌/，,Acc。rding

toStem(1983),

in1889.whenSweet^bookThePracticaIStuayofLanguages：AGuidef

orTeachers

andLearnerswaspublished,therewast4noreferencetOanythingthatm

ightbe

describedasthe*culturaPaspectof1anguageteachingM(Stem,1983：2

63).World

WarIstimu1atedandpromotedmanycountries'e

ffortsininternationalunderstanding

andforeign1anguageteaching.Atthattime,thereWasastrongbelie

fthatcontent

aboutforeigncountriesandpeoplemustbeadde

dtolanguageprograms.Forexamp1e,

accordingtOStem(1983：247.249),aBritishreport,preparedbyan

ationa1

committeeinthemidstofWorldWarl,de1iberatelyreplacedtheterm

“Modern

Languages"with"ModemStudies”.indicatingthattheemphasi

swastobegivento

thestudyofaspectsofcultureratherthanlang

uagealone.

AfterWorldWarII,theunderstandingthatforeigncultureisane

cessary

componentoflanguageteachinghasbeenfrequent1yexpressedbyman

ylanguage

educatorsinmanycountries.ltisclearthatforeignlanguageteach

ershaveindeed

beengivenmanywaysofapproachingcu1tureteachinginlanguagepr

ograms.The

discussionsorsuggestionsmadebytheseianguageeducatorsindic

atetheexistenceof

apersistentmovementconcerncdwiththetreatmentoftargetcultureinf。reign

1anguageteaching.Thistrendisbasedontherecognitionthatafore

ignlanguageis

cioselylinkedtoitsrelativeculture.Asisfrequentiyacknowledg

edbylanguage

educators,uLanguageandculturearenotseparabl(Brooks,1964：8

5).0r,asRivers

says,4tLanguagecannotbeseparatedcomp1ete1

yfromthecultureinwhichisdeep1y

embeddedM(Rivers,1981：

315).

In'modernsociety,cultureteachinghasamuchmoreimportantpos

itionin

foreignlanguageteaching.Firstly,transportationandcommunic

ationtechno1ogyhave

madearapiddevelopment；peoplehaveincreasedthemobi1ity

tosuchanextentthat

distancedoesnotmattermuchanylonger.Second1y,mor

eandmorepeopiehave

highlyappreciatedandfullyunderstoodthesignificanceofgloba

1information

revo1utionthathasdevelopedwhi1epeop1evirtua11yunnoticed.Th

emajor

artifactsofthisquietrevo1utionarethecomputers,thecommunica

tionsatellites,and

inet?sophisticatedelectricaldevicesthathavebe圮，o

measmuchapartofourlives

&the1ectric1ight.Insuchachangingageofminimaltimeand

sPaceowehavefar

moechancestoencounterpeoplefromd

tercu1tura

communicaonhasbecomearea1itynmo

dernsociaives.

Chinabeganocarryoutthepolicyofreformandopeningtotheout

sideworldin

1978.Fromthenon,therehasbeenanever—increasingnumberof

Westerners

trave1ingtoChinaorlivingandworkinginChina.Ontheotherhand,i

ncreasing

numbersofChinesegoabroadtolive,studyorwork.Chineseeconomyh

asdeveloped

quick1ysince1978.Moreandmoretransnationalcorporationshavec

ometoinvestin

China.Inordertomeettheneedsofeconomicdevelopmentandthecha

11engesofnew

technologyrevolution,Englishteachersmustimprovestudents,co

mmunicative

competencethatinvolvesculturalunderstand

ingamongtheotherthings.

Therefore,languagcteachingshouldincludecultureteaching,

weneedtopay

2

生?。。。?！里！塵堅(jiān)！堅(jiān)望！！墮堅(jiān)?。〉?！韭