[碩士論文精品]外語教學(xué)中文化語境的構(gòu)建

II外語教學(xué)中文化語境的構(gòu)建研究生姓名劉燕導(dǎo)師姓名覃士藝?yán)顣詫W(xué)科專業(yè)英語語言文學(xué)研究方向應(yīng)用語言年級(jí)2003內(nèi)容摘要21世紀(jì)是一個(gè)跨文化合作和交流的時(shí)代，跨文化交際是其最主要特征。但外語教學(xué)中著重培養(yǎng)學(xué)生四項(xiàng)技能和忽略引導(dǎo)學(xué)生學(xué)習(xí)相關(guān)文化與語境的現(xiàn)狀，導(dǎo)致學(xué)生出現(xiàn)交際尤其是跨文化交際的障礙。所以，讓學(xué)生了解各種相關(guān)的文化和語境以及培養(yǎng)學(xué)生跨文化交際能力刻不容緩。如何提高學(xué)生的跨文化交際能力本文結(jié)合語境以及語言和文化的關(guān)系，提出在外語教學(xué)構(gòu)建文化語境來提高外語教學(xué)質(zhì)量，以培養(yǎng)學(xué)生的跨文化交際能力。本文通過問卷和訪談的形式，在三所不同高校調(diào)查了廣西高校的外語教學(xué)中構(gòu)建文化語境的現(xiàn)狀并探討了改進(jìn)的途徑。問卷的結(jié)果和對(duì)結(jié)果的分析從文化語境的六要素展開。這六要素分別是背景、教師、學(xué)生、教學(xué)方法、教學(xué)材料和評(píng)估方法。問卷調(diào)查出現(xiàn)的主要問題也將從文化語境的六要素進(jìn)行分析在進(jìn)行文化語境構(gòu)建的過程中，教室教學(xué)設(shè)備不足，教室容量過大；大部分教師把技能培養(yǎng)當(dāng)成是外語教學(xué)的主要目標(biāo)，教師參加的文化培訓(xùn)和對(duì)目標(biāo)語及其相關(guān)文化的接觸有限；學(xué)生缺乏對(duì)目標(biāo)語及其相關(guān)的文化接觸；課文中相關(guān)文化的講解方法主要采用分析法；文化注釋的內(nèi)容瑣碎，不連貫；評(píng)價(jià)方式主要采用考試，但考試沒有涵蓋相關(guān)的文化內(nèi)容。本文針對(duì)問卷調(diào)查出現(xiàn)的問題從文化語境的六要素提出建議。在外語教學(xué)構(gòu)建文化語境的過程當(dāng)中，教室應(yīng)該盡量安裝教學(xué)輔助設(shè)備，并進(jìn)行小班教學(xué)；教師應(yīng)該樹立培養(yǎng)學(xué)生跨文化交際能力的外語教學(xué)目標(biāo)，教師應(yīng)獲得相關(guān)的文化培訓(xùn)機(jī)會(huì)及涉獵相關(guān)的書籍，為構(gòu)建文化語境做準(zhǔn)備，此外，教師應(yīng)該注意提高自身的素質(zhì)，在構(gòu)建的過程中，充當(dāng)好引導(dǎo)者，參與者和跨文化促進(jìn)者的角色；學(xué)校和教師應(yīng)盡量創(chuàng)造和目標(biāo)語接觸的機(jī)會(huì)，同時(shí)發(fā)揮學(xué)生自我構(gòu)建文化語境的主動(dòng)性；教學(xué)方法應(yīng)結(jié)合文化和文化語境的分類，文化分為陳述文化，交際文化和思維方式，文化語境也可以分為陳述文化語境，交際文化語境和思維方式語境。在構(gòu)建各種不同文化語境的過程中，構(gòu)建陳述文化語境不能單一用分析法，可以加以補(bǔ)充實(shí)驗(yàn)法。構(gòu)建交際文化語境主要是通過因特網(wǎng)和個(gè)人的接觸，采用因特網(wǎng)的方式包括使用最新上映的影片、舉行競賽、網(wǎng)上購物、比較網(wǎng)上新聞、寫他人傳記等。構(gòu)建思維方式語境主要引進(jìn)一系列概念并在其基礎(chǔ)上進(jìn)行不同思維方式的對(duì)比。以上文化或文化語境相互交叉，所以融合法、任務(wù)法和問題啟發(fā)法在構(gòu)建各種文化語境的過程中可以結(jié)合使用；教材的文化注釋應(yīng)系統(tǒng)化；評(píng)價(jià)的方式一則包含文化內(nèi)容，二則采用自我總結(jié)、記錄文化學(xué)習(xí)及重要事件、個(gè)案研究、文化滲透或者提倡更為成熟的考試形式。總之，本文從新的視角即語境的六要素探討外語教學(xué)的現(xiàn)狀和出路，結(jié)合問卷調(diào)查和當(dāng)今相關(guān)的教學(xué)理論提出構(gòu)建文化語境的方法，這對(duì)本地區(qū)外語教學(xué)具有重要的意義。這次調(diào)查雖僅限于廣西區(qū)內(nèi)，但調(diào)查的結(jié)果可以為關(guān)心廣西甚至西部地區(qū)外語教學(xué)的專家和學(xué)者提供參考價(jià)值。為增強(qiáng)調(diào)查的信度和效度，本次調(diào)查還可以嘗試跨地區(qū)甚至跨文化的研究。關(guān)鍵詞文化語境外語教學(xué)交際能力跨文化交際能力陳述文化交際文化思維方式IIIONCULTURALCONTEXTCONSTRUCTIONINFOREIGNLANGUAGETEACHINGPOSTGRADUATELIUYANSUPERVISORSQINSHIYILIXIAOGRADE2003MAJORENGLISHLANGUAGEANDLITERATURERESEARCHORIENTATIONAPPLIEDLINGUISTICSABSTRACTTHE21STCENTURYISLITERALLYANERAOFINTERCULTURALCOOPERATIONANDINTERCULTURALCOMMUNICATIONTHUS,ITISHARDLYSTRANGETHATTHEPRESENTCOMMONLYACCEPTEDGOALINFOREIGNLANGUAGETEACHINGFLTINCHINAISCOMMUNICATIVECOMPETENCEANDMANYFEELITNATURALTOREGARDINTERCULTURALCOMMUNICATIVECOMPETENCEICCASTHEULTIMATEGOALHOWEVER,THECURRENTCOLLEGEENGLISHTEACHINGFORENGLISHMAJORSINTHESURVEYSTILLFOCUSESONTHECULTIVATIONOFFOURFUNDAMENTALLANGUAGESKILLSWHILENEGLECTINGTHEDEVELOPMENTOFLEARNERSINTERCULTURALCOMMUNICATIVECOMPETENCETHUSLEARNERSCOMMUNICATIONANDINTERCULTURALCOMMUNICATIONINPARTICULARAREOFTENCONFRONTEDWITHANUMBEROFCOMMUNICATIVEOBSTACLES,WHICHMAKEUSREALIZETHEURGENCYANDNECESSITYOFDEVELOPINGLEARNERSICCBUTHOWSHALLWECULTIVATELEARNERSICCTHETHESISATTEMPTSTOSEARCHFORMETHODSOFLEARNERSDEVELOPMENTOFICCONTHEBASISOFLANGUAGE,CULTUREANDCONTEXTANDFINDOUTTHATCULTURALCONTEXTCONSTRUCTIONCANGUIDEANDIMPROVETHECURRENTFLTTHETHESISCONCERNSTHEANALYSISOFCURRENTSITUATIONOFCULTURALCONTEXTCONSTRUCTIONINTERMSOFTHEABOVESIXVARIABLESINGUANGXIZHUANGAUTONOMOUSREGIONTHESESIXVARIABLESARETHESETTING,THETEACHER,THELEARNER,THEINSTRUCTIONALMETHOD,THEINSTRUCTIONALMATERIALANDTHEASSESSMENTTHETHESISALSOCONCERNSTHEIRCORRESPONDINGPROBLEMSBYMEANSOFQUESTIONNAIRESANDINTERVIEWSIMPLEMENTEDINTHREEUNIVERSITIESITISFORTHEPURPOSEOFOBTAININGENLIGHTENMENTTOFIGUREOUTPRACTICALAPPROACHESTHERESULTSANDIMPLICATIONSOBTAINEDFROMTHEQUESTIONNAIRESAREALSOPRESENTEDINTHEABOVESIXVARIABLESOFCULTURALCONTEXTTHERESULTSPRESENTTHECURRENTSITUATIONOFCULTURALCONTEXTINTHEFOLLOWINGTHEUNDESIRABLYEQUIPPEDSETTINGCLASSROOMOFALARGESIZETHETEACHERSSKILLORIENTEDGOALINFLTANDTHEIRLIMITEDEXPOSURETOTHETARGETCULTUREANDTHETRAININGCONCERNINGCULTURELEARNERSINSUFFICIENTDIRECTEXPERIENCESTHEDIDACTICINSTRUCTIONALAPPROACHTHESKILLBASEDSYLLABUSWITHQUITEFEWEXERCISESCONCERNINGCULTURETHEISOLATEDANDFRAGMENTARYCULTURALNOTESTHEASSESSMENTEXCLUDINGCULTUREITISIMPLIEDTHATFORABETTERCONSTRUCTEDCULTURALCONTEXTINFLT,THECLASSROOMBEBETTERARMEDWITHSOMETEACHINGFACILITIESANDITBEOFASMALLERSIZETEACHERSANDLEARNERSSHOULDVIEWTHEINCREASINGLYIMPROVEDFORMALCLASSROOMASAVENUEFORFLTTEACHERSAREHOPEDTOSHIFTTHEIRTRADITIONALSKILLORIENTEDGOALTOINTERCOMMUNICATIONORIENTEDONETEACHERSARENECESSARILYPROVIDEDWITHSOMETRAININGPROGRAMSCONCERNINGCULTUREINORDERTOKNOWTHEWAYSTOCONSTRUCTCULTURALCONTEXTBETTER,ANDSOMEROLESINCLUDINGANORGANIZER,APARTICIPANTANDANINTERCULTURALFACILITATORAREGREATLYREQUIREDWHENTEACHERSCONSTRUCTCULTURALCONTEXTLEARNERSAUTONOMYISPROMOTEDFORTHEIRSELFCONSTRUCTIONOFCULTURALCONTEXTBOTHTEACHERSANDLEARNERSARESTRONGLYNEEDEDTOBEPROVIDEDWITHMORECHANCESTOCONTACTWITHTHETARGETCULTUREWITHRESPECTTOTHEINSTRUCTIONALMETHODS,THEAUTHORPOINTSOUTTHATTHETEACH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