[硕士论文精品]外语教学中文化语境的构建

II外语教学中文化语境的构建研究生姓名刘燕导师姓名覃士艺李晓学科专业英语语言文学研究方向应用语言年级2003内容摘要21世纪是一个跨文化合作和交流的时代，跨文化交际是其最主要特征。但外语教学中着重培养学生四项技能和忽略引导学生学习相关文化与语境的现状，导致学生出现交际尤其是跨文化交际的障碍。所以，让学生了解各种相关的文化和语境以及培养学生跨文化交际能力刻不容缓。如何提高学生的跨文化交际能力本文结合语境以及语言和文化的关系，提出在外语教学构建文化语境来提高外语教学质量，以培养学生的跨文化交际能力。本文通过问卷和访谈的形式，在三所不同高校调查了广西高校的外语教学中构建文化语境的现状并探讨了改进的途径。问卷的结果和对结果的分析从文化语境的六要素展开。这六要素分别是背景、教师、学生、教学方法、教学材料和评估方法。问卷调查出现的主要问题也将从文化语境的六要素进行分析在进行文化语境构建的过程中，教室教学设备不足，教室容量过大；大部分教师把技能培养当成是外语教学的主要目标，教师参加的文化培训和对目标语及其相关文化的接触有限；学生缺乏对目标语及其相关的文化接触；课文中相关文化的讲解方法主要采用分析法；文化注释的内容琐碎，不连贯；评价方式主要采用考试，但考试没有涵盖相关的文化内容。本文针对问卷调查出现的问题从文化语境的六要素提出建议。在外语教学构建文化语境的过程当中，教室应该尽量安装教学辅助设备，并进行小班教学；教师应该树立培养学生跨文化交际能力的外语教学目标，教师应获得相关的文化培训机会及涉猎相关的书籍，为构建文化语境做准备，此外，教师应该注意提高自身的素质，在构建的过程中，充当好引导者，参与者和跨文化促进者的角色；学校和教师应尽量创造和目标语接触的机会，同时发挥学生自我构建文化语境的主动性；教学方法应结合文化和文化语境的分类，文化分为陈述文化，交际文化和思维方式，文化语境也可以分为陈述文化语境，交际文化语境和思维方式语境。在构建各种不同文化语境的过程中，构建陈述文化语境不能单一用分析法，可以加以补充实验法。构建交际文化语境主要是通过因特网和个人的接触，采用因特网的方式包括使用最新上映的影片、举行竞赛、网上购物、比较网上新闻、写他人传记等。构建思维方式语境主要引进一系列概念并在其基础上进行不同思维方式的对比。以上文化或文化语境相互交叉，所以融合法、任务法和问题启发法在构建各种文化语境的过程中可以结合使用；教材的文化注释应系统化；评价的方式一则包含文化内容，二则采用自我总结、记录文化学习及重要事件、个案研究、文化渗透或者提倡更为成熟的考试形式。总之，本文从新的视角即语境的六要素探讨外语教学的现状和出路，结合问卷调查和当今相关的教学理论提出构建文化语境的方法，这对本地区外语教学具有重要的意义。这次调查虽仅限于广西区内，但调查的结果可以为关心广西甚至西部地区外语教学的专家和学者提供参考价值。为增强调查的信度和效度，本次调查还可以尝试跨地区甚至跨文化的研究。关键词文化语境外语教学交际能力跨文化交际能力陈述文化交际文化思维方式IIIONCULTURALCONTEXTCONSTRUCTIONINFOREIGNLANGUAGETEACHINGPOSTGRADUATELIUYANSUPERVISORSQINSHIYILIXIAOGRADE2003MAJORENGLISHLANGUAGEANDLITERATURERESEARCHORIENTATIONAPPLIEDLINGUISTICSABSTRACTTHE21STCENTURYISLITERALLYANERAOFINTERCULTURALCOOPERATIONANDINTERCULTURALCOMMUNICATIONTHUS,ITISHARDLYSTRANGETHATTHEPRESENTCOMMONLYACCEPTEDGOALINFOREIGNLANGUAGETEACHINGFLTINCHINAISCOMMUNICATIVECOMPETENCEANDMANYFEELITNATURALTOREGARDINTERCULTURALCOMMUNICATIVECOMPETENCEICCASTHEULTIMATEGOALHOWEVER,THECURRENTCOLLEGEENGLISHTEACHINGFORENGLISHMAJORSINTHESURVEYSTILLFOCUSESONTHECULTIVATIONOFFOURFUNDAMENTALLANGUAGESKILLSWHILENEGLECTINGTHEDEVELOPMENTOFLEARNERSINTERCULTURALCOMMUNICATIVECOMPETENCETHUSLEARNERSCOMMUNICATIONANDINTERCULTURALCOMMUNICATIONINPARTICULARAREOFTENCONFRONTEDWITHANUMBEROFCOMMUNICATIVEOBSTACLES,WHICHMAKEUSREALIZETHEURGENCYANDNECESSITYOFDEVELOPINGLEARNERSICCBUTHOWSHALLWECULTIVATELEARNERSICCTHETHESISATTEMPTSTOSEARCHFORMETHODSOFLEARNERSDEVELOPMENTOFICCONTHEBASISOFLANGUAGE,CULTUREANDCONTEXTANDFINDOUTTHATCULTURALCONTEXTCONSTRUCTIONCANGUIDEANDIMPROVETHECURRENTFLTTHETHESISCONCERNSTHEANALYSISOFCURRENTSITUATIONOFCULTURALCONTEXTCONSTRUCTIONINTERMSOFTHEABOVESIXVARIABLESINGUANGXIZHUANGAUTONOMOUSREGIONTHESESIXVARIABLESARETHESETTING,THETEACHER,THELEARNER,THEINSTRUCTIONALMETHOD,THEINSTRUCTIONALMATERIALANDTHEASSESSMENTTHETHESISALSOCONCERNSTHEIRCORRESPONDINGPROBLEMSBYMEANSOFQUESTIONNAIRESANDINTERVIEWSIMPLEMENTEDINTHREEUNIVERSITIESITISFORTHEPURPOSEOFOBTAININGENLIGHTENMENTTOFIGUREOUTPRACTICALAPPROACHESTHERESULTSANDIMPLICATIONSOBTAINEDFROMTHEQUESTIONNAIRESAREALSOPRESENTEDINTHEABOVESIXVARIABLESOFCULTURALCONTEXTTHERESULTSPRESENTTHECURRENTSITUATIONOFCULTURALCONTEXTINTHEFOLLOWINGTHEUNDESIRABLYEQUIPPEDSETTINGCLASSROOMOFALARGESIZETHETEACHERSSKILLORIENTEDGOALINFLTANDTHEIRLIMITEDEXPOSURETOTHETARGETCULTUREANDTHETRAININGCONCERNINGCULTURELEARNERSINSUFFICIENTDIRECTEXPERIENCESTHEDIDACTICINSTRUCTIONALAPPROACHTHESKILLBASEDSYLLABUSWITHQUITEFEWEXERCISESCONCERNINGCULTURETHEISOLATEDANDFRAGMENTARYCULTURALNOTESTHEASSESSMENTEXCLUDINGCULTUREITISIMPLIEDTHATFORABETTERCONSTRUCTEDCULTURALCONTEXTINFLT,THECLASSROOMBEBETTERARMEDWITHSOMETEACHINGFACILITIESANDITBEOFASMALLERSIZETEACHERSANDLEARNERSSHOULDVIEWTHEINCREASINGLYIMPROVEDFORMALCLASSROOMASAVENUEFORFLTTEACHERSAREHOPEDTOSHIFTTHEIRTRADITIONALSKILLORIENTEDGOALTOINTERCOMMUNICATIONORIENTEDONETEACHERSARENECESSARILYPROVIDEDWITHSOMETRAININGPROGRAMSCONCERNINGCULTUREINORDERTOKNOWTHEWAYSTOCONSTRUCTCULTURALCONTEXTBETTER,ANDSOMEROLESINCLUDINGANORGANIZER,APARTICIPANTANDANINTERCULTURALFACILITATORAREGREATLYREQUIREDWHENTEACHERSCONSTRUCTCULTURALCONTEXTLEARNERSAUTONOMYISPROMOTEDFORTHEIRSELFCONSTRUCTIONOFCULTURALCONTEXTBOTHTEACHERSANDLEARNERSARESTRONGLYNEEDEDTOBEPROVIDEDWITHMORECHANCESTOCONTACTWITHTHETARGETCULTUREWITHRESPECTTOTHEINSTRUCTIONALMETHODS,THEAUTHORPOINTSOUTTHATTHETEACHINGIMPROVEMENTCANBEEMBODIEDBYCONSTRUCTINGCONTEXTOFPROPOSITIONALCULTURE,CONTEXTOFCOMMUNICATIVECULTUREANDCONTEXTOFPATTERNSOFTHOUGHT,ONTHEBASISOFTHECLASSIFICATIONOFCULTUREPROPOSITIONALCULTURE,IVCOMMUNICATIVECULTUREANDPATTERNSOFTHOUGHTTOCONSTRUCTCONTEXTOFPROPOSITIONALCULTURECANBEIMPLEMENTEDBYTHECOMBINATIONOFTHEDIDACTICAPPROACHANDTHEEXPERIMENTALAPPROACHCONSTRUCTINGCONTEXTOFCOMMUNICATIVECULTURECANBEACCOMPLISHEDBYINTERNETANDTHROUGHPERSONALCONTACTWHICHCANCOMBINEWEBBASEDRESOURCESWITHTASKSINAVARIETYOFMEANSTHEMOSTLYFAVOREDMEANSCOULDBEWATCHINGNEWLYRELEASEDFILMS,HOLDINGAPUBQUIZORANYOTHERKINDSOFCOMPETITIONS,SHOPPINGONTHEINTERNET,COMPARINGNEWSMEDIAININTERNET,ANDWRITINGBIBLIOGRAPHIES,ETCTOCONSTRUCTCONTEXTOFPATTERNSOFTHOUGHTCANBEDONEBYOFFERINGALISTOFCONCEPTSSOTHATTHEAUTHORCANMAKEACONTRASTIVEANALYSISOFDIFFERENTMODESOFTHOUGHTSINCETHEREARESOMEOVERLAPPINGCONCEPTSAMONGTHESETHREETYPESOFCULTURE,SOSKILLBASEDMETHOD,TASKBASEDMETHOD,QUESTION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