大学英语教学中文化教学现状的再透析

随着语言与文化关系研究的不断深入,如何在外语教学中实施文化教学已经成了外语教学界研究和讨论的热点。影响高校大学英语教学中的文化教学的因素主要有学生本身、教材内容和教师。其中教师因素是文化教学中的重中之重,因此,提高外语教学中的文化教学水平,教师是关键。     

外语教学中的文化教学

不同的语言代表着不同的文化，学习一种外语的同时也在学习这种语言的文化。因此，外语教学不应只停留在语言因素本身，而应引导学生深入地了解和学习目标语的文化知识。文化教学应当包含在语言教学的各个环节之中，只有语言知识与文化背景相结合才能使学生更好地习得语言本身。     

沉浸式技术在外语教学中的应用探析

本文首先概述了语言和文化"沉浸"概念的发展过程,继而从早期的局部网络计算机出发,探讨了历来各种新兴科技尤其是沉浸式技术在外语教学领域的具体应用及其给外语教学带来的影响,最后讨论了沉浸式技术给未来外语教学和研究带来的挑战。     

维果茨基社会文化视角下外语教师语言知识的建构

本文从维果茨基的社会文化理论的视角探讨外语教师的语言知识的建构,认为外语教师的语言知识,不论是关于语言的知识、运用语言的知识,还是教学的语言知识都应被视为是从社会环境的经验中产生的。外语教师的教学的语言知识至少应该涉及关于语言的知识,对外语学习过程的理解,以及批判的语言意识等几个方面。这几个方面的知识都与教师原有的生活经历和知识基础相关。外语教师的学习和教学经验决定了其教学的语言知识基础,这就意味着教师的自传应置于外语教师发展中的重要的地位。     

The treatment of culture in the foreign language curriculum: an analysis of national curriculum documents

Teaching culture in the foreign language classroom has been widely debated ever since its importance was recognized. Current research suggests that centralized ‘top down’ curricular policies can become potential constraints to teaching culture and points to the need for adapting curricula for culture-integrated language learning. This study analysed official curriculum documents published in 14 different countries to identify how the sociocultural component to Teaching English as a Foreign Language is reflected in the document. To date, there is scarce research on the place of culture in English as a Foreign Language curricula; hence, the present study aims at filling in a gap in this area. The study points to the following findings: curricula state the importance of culture in language learning and promote an integrative view of teaching language and culture; cultural objectives focus on appreciating cultural diversity, raising cultural awareness and reinforcing students’ positive cultural identity; teachers are portrayed as facilitators (rather than transmitters) of cultural knowledge yet, learners are described as acquiring (rather than discovering) cultural knowledge; curriculum documents focus on cultural knowledge and attitudes towards foreign cultures, rather than on the skills needed for successful interaction. These findings are elaborated and discussed, with potential implications for practice.     

浅谈外语教学中的文化导入

语言既与化互为依存，又是化的组成部分。外语教学不仅是语言教学，而且应该包括化教学。在外语教学中导入化知识应循序渐进，应从词汇教学为先导内容，同时应注重中外化对比。     

谈外语教学中文化因素的导入

传统的外语教学过分注重语言能力的培养而忽视语用能力 ,外语教学过程中应导入文化因素 ,注意文化意识的培养。     

论第二语言习得中的过渡语错误

过渡语是第二语言或外语学习过程中,学习者使用的介于母语和目的语之间的过渡性语言;传统的二语学习理论过分强调其错误的负面作用。本文依据错误分析理论．重新探讨了第二语言习得过程中过渡语错误的性质极其重要意义,并分析了过渡语与语言错误之间的关系,指出它在第二语言习得过程中举足轻重的地位和由此给外语教学带来的启示。     

东南亚留学生汉语语用失误浅析

对外汉语教学实践中,由于文化背景的差异使留学生在进行语言实际运用中常常会出现诸如某些语气、词义以及话语交际的错误。语用失误分为语用-语言失误和社交-语用失误。通过对东南亚留学生习得汉语过程中存在的停顿、重音、语气、词义等语用-语言失误和社交-语用失误的深入研究,探析留学生汉语语用失误的形成原因。     

Discourses of Linguistic dominance: A Historical Consideration of French Language Ideology

The paper offers a historical perspective on the linguistic and cultural imperialism embedded in the struggle to maintain French as a leading international language. France was the nation-state where the ideology of national language was first clearly formulated and directly extended to overseas colonies. This shows the close relationship between linguistic nationalism and imperialism. It was believed that French was the language of universal human reason and had the power to civilize people who spoke it. This myth of the "clarté française" and the "mission civilisatrice" had a strong influence on various kinds of metalinguistic discourses that created the taken-for-granted representation of French as dominant language. It is the essential strategy of language dominance to establish the hierarchy of languages as if it were natural order of things. When French was obliged to yield the status of international language to English, there emerged the ideology of "Francophonie" which tried to defend its privilege against the monopoly of English, but the same ideology is also directed against minorities' claims for their own linguistic human right. It could be said that these discourses form a recursive prototype of language dominance whose variations are to be found in other shapes almost all over the world.     

Linguistics and Foreign Language Teaching

This paper tries to elaborate on the general influences of some basic linguistic theories on the teaching of English as a foreign language. Meanwhile, it further makes a systematic analysis of how language teachers can draw benefit from different branches of linguistics.     

Discourses of Linguistic dominance: A Historical Consideration of French Language Ideology

The paper offers a historical perspective on the linguistic and cultural imperialism embedded in the struggle to maintain French as a leading international language. France was the nation-state where the ideology of national language was first clearly formulated and directly extended to overseas colonies. This shows the close relationship between linguistic nationalism and imperialism. It was believed that French was the language of universal human reason and had the power to civilize people who spoke it. This myth of the "clarté française" and the "mission civilisatrice" had a strong influence on various kinds of metalinguistic discourses that created the taken-for-granted representation of French as dominant language. It is the essential strategy of language dominance to establish the hierarchy of languages as if it were natural order of things. When French was obliged to yield the status of international language to English, there emerged the ideology of "Francophonie" which tried to defend its privilege against the monopoly of English, but the same ideology is also directed against minorities' claims for their own linguistic human right. It could be said that these discourses form a recursive prototype of language dominance whose variations are to be found in other shapes almost all over the world.     

在日汉语教学方法浅析

改革开放以来中国的经济不断发展壮大,随着中国国际声望的日益提高,全球掀起了学习汉语热的高潮,对外汉语教学也成了热门话题,那么摆在我们面前的任务就是如何做好对外汉语教学工作。对外汉语教学的对象就是指母语不是汉语而是其他国家语言的外国学生,这就涉及到各个国家的学生状况,然而每个学生的自身条件、文化背景、教育背景、语言背景、学习的目的等不同,教学的方法和效率也就不同。如何使学生能够更好、更快、更准确地掌握汉语和运用汉语,换句话来说,让学生喜欢上汉语,传播中华民族文化,搞好国际交流是对外汉语教学的目的。对外汉语教学是有针对性的,对不同的学生采取相应的不同的教学方法,否则就达不到教学目的,鉴于此,结合日本汉语教学方面的问题作一些有益的探讨,以期进一步提高中对日汉语教学质量。     

基于外语磨蚀理论的ESP词汇教学研究

影响外语学习者第二语言磨蚀的主要因素包括学习者的外语习得方式、磨蚀前的外语水平和磨蚀中的外语接触、受蚀时间跨度、年龄以及社会情感因素等。外语磨蚀成因的研究有助于我们制定出ESP词汇习得的最佳时间,形成高效的ESP词汇策略训练机制,指导学生树立正确的学习动机并完善ESP继续教育学习。     

Language,Identity, and Emotionality: Exploring the Potential of Language Portraits in Preparing Teachers for Diverse Learners

The present study, framed from a critical and transformative approach to teacher education, aims to investigate whether language portraits (Prasad, 2010)—the mapping of one’s language and cultural make-up on a body template—can help improve student teachers’ self-understanding about language and identities and can foster critical reflection regarding their attitudes towards linguistic diversity. This study looks particularly at how emotional engagement in autobiographical portraits and narratives of language experiences and practices could potentially facilitate personal interrogation of social assumptions and open up possibilities for greater intellectual examination of the sociopolitical dimensions of second-language teaching and learning.     

语言中的性别歧视及其变化

语言性别歧视研究是语言与性别关系研究的一个重要方面,语言性别研究不仅有助于两性语言的研究,社会文化的研究,而且有助于预测语言的发展趋势和制定文字的政策。本文在弄清什么是语言性别歧视的基础上,从三个方面着手探讨该问题：性别歧视在语言中的表现 语言性别歧视存在的社会、文化、心理原因 以及简略介绍性别歧视在语言中的表现与发展。     

外语学习中文化身份的探究(英文)

With the trend of globalization and the diversity of culture,language learners should improve intercultural communication competence in the flexible culture atmosphere.Especially,they should be aware of the importance of cultural identity in foreign language learning.On the basis of theories on intercultural communication study and second language acquisition,it will discuss the relationship between cultural identity and foreign language learning by analyzing the case study of language and culture learning experiences.     

Regional Identity,Language and Education Policy in Switzerland

This article argues that identity and language issues exert a powerful influence on the politics and policies of education in Switzerland. Regional and local linguistic and cultural differences affect the education policies of the Swiss federal government, the 26 Swiss cantons, and the more than 3000 Swiss communities. Switzerland's highly decentralized political system and its mechanisms of direct democratic citizens' participation force educational policy-makers at the national, regional, and local level to take into account not only their own locality's culture and language, but also that of their neighboring towns, cantons, and regions. The article uses the example of the introduction of second language instruction as a case study to illustrate why and how education policy at all levels of the polity reflects Switzerland's cultural and linguistic diversity and the strong local and regional identities of the Swiss citizenry.     

从生态语言教学观谈外语教学中的文化导入

语言是文化的载体,又是文化的一部分。因此,外语的教学离不开文化的教学。两者之间的关系恰似一体之两面。基于此,在分析外语教学中文化导入的重要性的基础上,从生态语言教学观的角度论述如何进行文化导入,以期进一步提高外语教学质量。     

浅谈外语语言教学与文化渗透

外语教学应涉及文化教学,这在外语教学界已成共识。但在外语教学中,应该导入哪些文化项目,如何将文化渗透与语言教学有机地结合起来,这些吸引着语言界越来越多的研究者去开拓。从外语教学中文化渗透的重要性出发,探讨了外语教学中文化渗透的内容、原则、策略和具体方法。