[碩士論文精品]外語教學中文化語境的構(gòu)建

II外語教學中文化語境的構(gòu)建研究生姓名劉燕導師姓名覃士藝李曉學科專業(yè)英語語言文學研究方向應用語言年級2003內(nèi)容摘要21世紀是一個跨文化合作和交流的時代，跨文化交際是其最主要特征。但外語教學中著重培養(yǎng)學生四項技能和忽略引導學生學習相關(guān)文化與語境的現(xiàn)狀，導致學生出現(xiàn)交際尤其是跨文化交際的障礙。所以，讓學生了解各種相關(guān)的文化和語境以及培養(yǎng)學生跨文化交際能力刻不容緩。如何提高學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，提出在外語教學構(gòu)建文化語境來提高外語教學質(zhì)量，以培養(yǎng)學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中構(gòu)建文化語境的現(xiàn)狀并探討了改進的途徑。問卷的結(jié)果和對結(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、學生、教學方法、教學材料和評估方法。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行分析在進行文化語境構(gòu)建的過程中，教室教學設(shè)備不足，教室容量過大；大部分教師把技能培養(yǎng)當成是外語教學的主要目標，教師參加的文化培訓和對目標語及其相關(guān)文化的接觸有限；學生缺乏對目標語及其相關(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；評價方式主要采用考試，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。在外語教學構(gòu)建文化語境的過程當中，教室應該盡量安裝教學輔助設(shè)備，并進行小班教學；教師應該樹立培養(yǎng)學生跨文化交際能力的外語教學目標，教師應獲得相關(guān)的文化培訓機會及涉獵相關(guān)的書籍，為構(gòu)建文化語境做準備，此外，教師應該注意提高自身的素質(zhì)，在構(gòu)建的過程中，充當好引導者，參與者和跨文化促進者的角色；學校和教師應盡量創(chuàng)造和目標語接觸的機會，同時發(fā)揮學生自我構(gòu)建文化語境的主動性；教學方法應結(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，可以加以補充實驗法。構(gòu)建交際文化語境主要是通過因特網(wǎng)和個人的接觸，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一系列概念并在其基礎(chǔ)上進行不同思維方式的對比。以上文化或文化語境相互交叉，所以融合法、任務法和問題啟發(fā)法在構(gòu)建各種文化語境的過程中可以結(jié)合使用；教材的文化注釋應系統(tǒng)化；評價的方式一則包含文化內(nèi)容，二則采用自我總結(jié)、記錄文化學習及重要事件、個案研究、文化滲透或者提倡更為成熟的考試形式?？傊疚膹男碌囊暯羌凑Z境的六要素探討外語教學的現(xiàn)狀和出路，結(jié)合問卷調(diào)查和當今相關(guān)的教學理論提出構(gòu)建文化語境的方法，這對本地區(qū)外語教學具有重要的意義。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)外語教學的專家和學者提供參考價值。為增強調(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,THEAUTHORPOINTSOUTTHATTHETEACHINGIMPROVEMENTCANBEEMBODIEDBYCONSTRUCTINGCONTEXTOFPROPOSITIONALCULTURE,CONTEXTOFCOMMUNICATIVECULTUREANDCONTEXTOFPATTERNSOFTHOUGHT,ONTHEBASISOFTHECLASSIFICATIONOFCULTUREPROPOSITIONALCULTURE,IVCOMMUNICATIVECULTUREANDPATTERNSOFTHOUGHTTOCONSTRUCTCONTEXTOFPROPOSITIONALCULTURECANBEIMPLEMENTEDBYTHECOMBINATIONOFTHEDIDACTICAPPROACHANDTHEEXPERIMENTALAPPROACHCONSTRUCTINGCONTEXTOFCOMMUNICATIVECULTURECANBEACCOMPLISHEDBYINTERNETANDTHROUGHPERSONALCONTACTWHICHCANCOMBINEWEBBASEDRESOURCESWITHTASKSINAVARIETYOFMEANSTHEMOSTLYFAVO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