中学生英语阅读理解中的跨文化障碍分析及解决策略
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摘要
阅读的目的是获取信息,它体现了读者与作者双向的思想交流。阅读本身就是一种交际活动,而英美文化知识又是影响阅读中交际实现的一个重要因素。在英语阅读教学中要加强文化方面的教学,以帮助实现读者与作者之间真正的心理交流。
阅读是一个人的语言知识、文化背景知识以及其他专业知识共同起作用的过程。中国学生在习得英语特别是阅读方面遇到了很多由文化差异带来的障碍。
文化是一种复杂的社会现象,各个社会之间都存在着文化差异,而语言是文化的一部分,任何语言都是某种文化的反映,是文化的传播工具,没有不包含文化内容的语言。文化因素是影响阅读理解的重要因素,英汉文化差异直接影响着中国学生对阅读文章的理解。
本文探讨了阅读的实质和跨文化的内涵,明确了阅读就是语言符号转变成意义信息的解码过程。分析了文化差异给英语阅读带来的障碍及其产生的原因,指出跨文化障碍造成的原因本质上是因为思维模式和价值观念上的差异。外语教学中跨文化意识应该是指对异国文化与本国文化的异同的敏感度和在使用外语时根据目标语(如英语)文化来调整自己的语言理解和语言产出的自觉性。这种敏感度是可以培养的,这种自觉性也是可以培养的。
跨文化能力的形成并非只是一个简单的知识学习过程,它要求学生实现心理层次的调整。阅读教学中跨文化意识培养的最高境界应该是帮助学生形成对待世界各民族文化的正确态度和信念。所以,外语教育中的跨文化教学的目的决不只在于异文化知识的传授。事实上,在跨文化交际活动中,任何文化都有向异文化开放的可能,即产生文化的互化,而过分坚持自己的文化或过分依顺对方的文化都可能导致交际失败。因此,跨文化教学的重要目标应该是提高跨文化意识而非简单地认同和接受异国文化。
“英语国家社会文化知识的学习和掌握情况”的问卷调查表明,多数学生对英语国家的文化知识学习不够重视、了解不多。他们学习英语的主要目的是应付考试,缺乏学习英语的兴趣,看来英语教学还没有充分发挥其应有的作用:为学生提供一个了解异国社会和文化的窗口。
笔者在教学实践中就阅读中进行文化渗透了进行了尝试和实证,效果明显。学生可以在教师的引导下融入到教材的文化内容中,对西方国家的社会制度、历史、民族习性以及价值观等文化现象有一个较为系统全面的了解,并对目的语国家或其它国家现存的典型社会问题获得初步的认识。只有充分利用这些丰富的文化信息,才能使语言和文化学习真正情景化、语境化,提高学生鉴别与鉴赏异国文化的能力,从而进一步提高英语阅读分析的能力。
The purpose of the reading is to obtain information.Reading embodies thought exchanges between reader and author .Reading itself is a kind of social intercourse activity. British and American cultural knowledge is an important factor which influences reading to carry out in the social intercourse. The teacher should strengthen the teaching of culture in English reading teaching, in aid of carrying out the real mental state exchanges between reader and author.
Reading is the process in which language knowledge, cultural background and other professional knowledge function together. The Chinese students meet a lot of obstacles which are brought by the cultural difference especially in English reading.
Culture is a kind of complicated social phenomena. Cultural difference exists in each society , and language is one part of culture. Any language is a certain reflection of the culture and also a cultural media. The cultural factor is the important factor which influences reading comprehension .
The paper discusses the essence of reading and the connotation of cross-culture, and explains the decoding process that the language sign is changed into meaning information. The paper points out that the cross-cultural barriers result from the difference of the thinking mode and the concept of value. The cross-culture consciousness in the foreign language teaching should mean the sensitivity of the difference and similarity between the foreign culture and the native culture ,and the awareness to adjust one’s own language comprehension and language output according to the culture of the target language(such as English) while using the foreign language. The sensitivity can be developed, and the awareness also can be developed.
The formation of cross-culture ability isn't just a simple knowledge learning process. It requests a student to carry out the adjustment of mental layer. The highest degree of developing the cross-culture consciousness is to help a student to have right attitude towards the world culture. Therefore, the purpose of the cross-culture teaching in the foreign language education will never be the instruction which lies in different cultural knowledge. In fact, in the cross-cultural intercourse activity, any culture has the possibility which opens towards the different culture. However, holding one’s own culture excessively or following the other culture excessively may cause failure in the social intercourse. Therefore, the important target of cross-culture teaching should be to raise cross-culture consciousness rather than to approve and accept foreign culture.
The questionnaire of "the study about English Speaking countries’social culture and its knowledge“shows that most students know little about the culture of English speaking countries. Most of the learners, whose purpose is to cope with examination, lack the interest in studying English .
The writer does some experiments on culture permeating in English reading, whose results are effective. The student can integrate the cultural contents of teaching materials under the teacher's leading, understand completely the cultural phenomenon of west nations such as social system, history, race temperament and value etc. and acquire initial understanding of typical model social problems. Only by making use of the cultural information, can the teacher raise a student’s ability to discriminate and appreciate foreign culture and improve his English reading analytical ability thus and further.
阅读是一个人的语言知识、文化背景知识以及其他专业知识共同起作用的过程。中国学生在习得英语特别是阅读方面遇到了很多由文化差异带来的障碍。
文化是一种复杂的社会现象,各个社会之间都存在着文化差异,而语言是文化的一部分,任何语言都是某种文化的反映,是文化的传播工具,没有不包含文化内容的语言。文化因素是影响阅读理解的重要因素,英汉文化差异直接影响着中国学生对阅读文章的理解。
本文探讨了阅读的实质和跨文化的内涵,明确了阅读就是语言符号转变成意义信息的解码过程。分析了文化差异给英语阅读带来的障碍及其产生的原因,指出跨文化障碍造成的原因本质上是因为思维模式和价值观念上的差异。外语教学中跨文化意识应该是指对异国文化与本国文化的异同的敏感度和在使用外语时根据目标语(如英语)文化来调整自己的语言理解和语言产出的自觉性。这种敏感度是可以培养的,这种自觉性也是可以培养的。
跨文化能力的形成并非只是一个简单的知识学习过程,它要求学生实现心理层次的调整。阅读教学中跨文化意识培养的最高境界应该是帮助学生形成对待世界各民族文化的正确态度和信念。所以,外语教育中的跨文化教学的目的决不只在于异文化知识的传授。事实上,在跨文化交际活动中,任何文化都有向异文化开放的可能,即产生文化的互化,而过分坚持自己的文化或过分依顺对方的文化都可能导致交际失败。因此,跨文化教学的重要目标应该是提高跨文化意识而非简单地认同和接受异国文化。
“英语国家社会文化知识的学习和掌握情况”的问卷调查表明,多数学生对英语国家的文化知识学习不够重视、了解不多。他们学习英语的主要目的是应付考试,缺乏学习英语的兴趣,看来英语教学还没有充分发挥其应有的作用:为学生提供一个了解异国社会和文化的窗口。
笔者在教学实践中就阅读中进行文化渗透了进行了尝试和实证,效果明显。学生可以在教师的引导下融入到教材的文化内容中,对西方国家的社会制度、历史、民族习性以及价值观等文化现象有一个较为系统全面的了解,并对目的语国家或其它国家现存的典型社会问题获得初步的认识。只有充分利用这些丰富的文化信息,才能使语言和文化学习真正情景化、语境化,提高学生鉴别与鉴赏异国文化的能力,从而进一步提高英语阅读分析的能力。
The purpose of the reading is to obtain information.Reading embodies thought exchanges between reader and author .Reading itself is a kind of social intercourse activity. British and American cultural knowledge is an important factor which influences reading to carry out in the social intercourse. The teacher should strengthen the teaching of culture in English reading teaching, in aid of carrying out the real mental state exchanges between reader and author.
Reading is the process in which language knowledge, cultural background and other professional knowledge function together. The Chinese students meet a lot of obstacles which are brought by the cultural difference especially in English reading.
Culture is a kind of complicated social phenomena. Cultural difference exists in each society , and language is one part of culture. Any language is a certain reflection of the culture and also a cultural media. The cultural factor is the important factor which influences reading comprehension .
The paper discusses the essence of reading and the connotation of cross-culture, and explains the decoding process that the language sign is changed into meaning information. The paper points out that the cross-cultural barriers result from the difference of the thinking mode and the concept of value. The cross-culture consciousness in the foreign language teaching should mean the sensitivity of the difference and similarity between the foreign culture and the native culture ,and the awareness to adjust one’s own language comprehension and language output according to the culture of the target language(such as English) while using the foreign language. The sensitivity can be developed, and the awareness also can be developed.
The formation of cross-culture ability isn't just a simple knowledge learning process. It requests a student to carry out the adjustment of mental layer. The highest degree of developing the cross-culture consciousness is to help a student to have right attitude towards the world culture. Therefore, the purpose of the cross-culture teaching in the foreign language education will never be the instruction which lies in different cultural knowledge. In fact, in the cross-cultural intercourse activity, any culture has the possibility which opens towards the different culture. However, holding one’s own culture excessively or following the other culture excessively may cause failure in the social intercourse. Therefore, the important target of cross-culture teaching should be to raise cross-culture consciousness rather than to approve and accept foreign culture.
The questionnaire of "the study about English Speaking countries’social culture and its knowledge“shows that most students know little about the culture of English speaking countries. Most of the learners, whose purpose is to cope with examination, lack the interest in studying English .
The writer does some experiments on culture permeating in English reading, whose results are effective. The student can integrate the cultural contents of teaching materials under the teacher's leading, understand completely the cultural phenomenon of west nations such as social system, history, race temperament and value etc. and acquire initial understanding of typical model social problems. Only by making use of the cultural information, can the teacher raise a student’s ability to discriminate and appreciate foreign culture and improve his English reading analytical ability thus and further.
引文
①全日制普通高级中学《英语课程标准》(实验稿)第 9 页,北京师范大学出版社 2001
②马博森.阅读教学中的话语分析模式[J] 第 63 页. 北京:外语教学与研究,2000(2),
③邓炎昌. 语言文化[M]. 第 128 页 北京:外语教学与研究出版社,1989.
④胡文仲. 超越文化的屏障[M].第 178 页 北京:外语教学与研究出版社,2004.
⑤邢福义. 文化语言学[M]第 24 页. 武汉:湖北人民出版社,1990.
[1]Anderson R. Frame works for comprehending discourse,American Education Research Journal, 1997(14)
[2]Linell Davis.中西文化之鉴[M].上海:外语教学与研究出版社,2004
[3]Wang Lin. A study on cross-culture barriers in reading of English, Asian EFL Journal,2004(2)
[4]爱德华·C·斯图尔特、密尔顿·著,卫景宜译 跨文化分析[M].北京:百花文艺出版社,2000
[5]包惠南 文化语境与语言翻译[M].北京:翻译出版公司,2003
[6]陈金平 试论外语教育教学[J ]曲阜:曲阜师范大学学报 2002 年(2)
[7]陈 申 语言文化教学策略研究 [M].北京:北京大学出版社,2001
[8]陈舒. 文化与外语教学[J ]. 北京:国外外语教学,1997, (2) .
[9]戴凡. 文化碰撞[M].上海:上海外语教育出版社 2003 . [10 ]邓炎昌. 语言文化[M]. 北京:外语教学与研究出版社,1989.
[11]邓炎昌,刘润清. 语言与文化——英汉语言文化对比[M]. 北京:外语教学与研究出版社,1997.
[12]韩志先. 英语阅读教程(III)[M]. 北京:高等教育出版社,1989.
[13]侯维瑞. 英国英语与美国英语[M]. 上海: 上海外语教学出版社, 1992.
[14]胡春洞 外语教育语言学[M]. 南宁:广西教育出版社 1996
[15]胡春洞,王才人 英语学习论[M].南宁:广西教育出版社,1996
[16]胡文仲. 超越文化的屏障[M]. 北京:外语教学与研究出版社,2004.
[17]胡文仲,高一虹. 外语教学与文化[M].长沙: 湖南教育出版社,1997.
[18]黄子成 中学英语教学建模[M]. 南宁:广西教育出版社 1998
[19]李娅琳 试论垮文化交际中平等缺失及对策[J ]廊坊:廊坊师范学院学报 2004(3)
[20]李荫华.大学英语(精读第三册) [M].上海:上海外语教育出版社,2000: 48
[21]李瑛. 文化因素对词汇理解的干扰[J ]. 北京:国外外语教学,1998 , (4).
[22]林大津 跨文化交际研究[M]. 福州:福建人民出版社 1996
[23]刘润清,吴一安. 中国英语教育研究[M]. 北京:外语教学与研究出版社,2000.
[24]马博森.阅读教学中的话语分析模式[J]. 北京:外语教学与研究,2000(2),66-63
[25]宋飞. 文化背景在外语教学中的作用[J ]. 北京:外语教学与研究,1998 , (2) .
[26]王福祥,吴汉樱 文化与语言[M].北京:外语教学与研究出版社,1993
[27]王勇. 在语言教学中培养跨文化交际能力[J ]. 北京:国外外语教学,1998 , (2) .
[28]王佐良,丁往道. 英语文体学引论[M].外语与教学与研究出版社,1998.
[29]温爱玲. 跨文化障碍与英语听力理解[J].北京:中小学英语教学与研究,1999(3).
[30]萧立明. 输入强化与文化适应[J ]. 北京: 外语教学与研究,1996 , (1) .
[31]邢福义. 文化语言学[M]. 武汉:湖北人民出版社,1990.
[32]许力生 跨文化的交际能力[J ]. 武汉:外语与外语教学 2000(7)
[33]杨平. 词汇的社会文化特征[J ]. 北京:外语与外语教学,1994 , (3) .
[34]张占一,1990,试论交际文化和知识文化,《语言教学与研究》第三期。
[35]张伊娜 外语教育中跨文化教学内涵[J ]北京:国外外语教学 2000(3)
[36]张正东 中国外语教学法理论与流派[M]. 科学出版 2000
[37]朱惠芳:研读《英语课程标准》 调整阅读教学策略》[J ]中小学英语教学与研究 2003
[38]周榕,2000,欧洲小学外语教学趋势简介,《外国中小学教育》第三期。
②马博森.阅读教学中的话语分析模式[J] 第 63 页. 北京:外语教学与研究,2000(2),
③邓炎昌. 语言文化[M]. 第 128 页 北京:外语教学与研究出版社,1989.
④胡文仲. 超越文化的屏障[M].第 178 页 北京:外语教学与研究出版社,2004.
⑤邢福义. 文化语言学[M]第 24 页. 武汉:湖北人民出版社,1990.
[1]Anderson R. Frame works for comprehending discourse,American Education Research Journal, 1997(14)
[2]Linell Davis.中西文化之鉴[M].上海:外语教学与研究出版社,2004
[3]Wang Lin. A study on cross-culture barriers in reading of English, Asian EFL Journal,2004(2)
[4]爱德华·C·斯图尔特、密尔顿·著,卫景宜译 跨文化分析[M].北京:百花文艺出版社,2000
[5]包惠南 文化语境与语言翻译[M].北京:翻译出版公司,2003
[6]陈金平 试论外语教育教学[J ]曲阜:曲阜师范大学学报 2002 年(2)
[7]陈 申 语言文化教学策略研究 [M].北京:北京大学出版社,2001
[8]陈舒. 文化与外语教学[J ]. 北京:国外外语教学,1997, (2) .
[9]戴凡. 文化碰撞[M].上海:上海外语教育出版社 2003 . [10 ]邓炎昌. 语言文化[M]. 北京:外语教学与研究出版社,1989.
[11]邓炎昌,刘润清. 语言与文化——英汉语言文化对比[M]. 北京:外语教学与研究出版社,1997.
[12]韩志先. 英语阅读教程(III)[M]. 北京:高等教育出版社,1989.
[13]侯维瑞. 英国英语与美国英语[M]. 上海: 上海外语教学出版社, 1992.
[14]胡春洞 外语教育语言学[M]. 南宁:广西教育出版社 1996
[15]胡春洞,王才人 英语学习论[M].南宁:广西教育出版社,1996
[16]胡文仲. 超越文化的屏障[M]. 北京:外语教学与研究出版社,2004.
[17]胡文仲,高一虹. 外语教学与文化[M].长沙: 湖南教育出版社,1997.
[18]黄子成 中学英语教学建模[M]. 南宁:广西教育出版社 1998
[19]李娅琳 试论垮文化交际中平等缺失及对策[J ]廊坊:廊坊师范学院学报 2004(3)
[20]李荫华.大学英语(精读第三册) [M].上海:上海外语教育出版社,2000: 48
[21]李瑛. 文化因素对词汇理解的干扰[J ]. 北京:国外外语教学,1998 , (4).
[22]林大津 跨文化交际研究[M]. 福州:福建人民出版社 1996
[23]刘润清,吴一安. 中国英语教育研究[M]. 北京:外语教学与研究出版社,2000.
[24]马博森.阅读教学中的话语分析模式[J]. 北京:外语教学与研究,2000(2),66-63
[25]宋飞. 文化背景在外语教学中的作用[J ]. 北京:外语教学与研究,1998 , (2) .
[26]王福祥,吴汉樱 文化与语言[M].北京:外语教学与研究出版社,1993
[27]王勇. 在语言教学中培养跨文化交际能力[J ]. 北京:国外外语教学,1998 , (2) .
[28]王佐良,丁往道. 英语文体学引论[M].外语与教学与研究出版社,1998.
[29]温爱玲. 跨文化障碍与英语听力理解[J].北京:中小学英语教学与研究,1999(3).
[30]萧立明. 输入强化与文化适应[J ]. 北京: 外语教学与研究,1996 , (1) .
[31]邢福义. 文化语言学[M]. 武汉:湖北人民出版社,1990.
[32]许力生 跨文化的交际能力[J ]. 武汉:外语与外语教学 2000(7)
[33]杨平. 词汇的社会文化特征[J ]. 北京:外语与外语教学,1994 , (3) .
[34]张占一,1990,试论交际文化和知识文化,《语言教学与研究》第三期。
[35]张伊娜 外语教育中跨文化教学内涵[J ]北京:国外外语教学 2000(3)
[36]张正东 中国外语教学法理论与流派[M]. 科学出版 2000
[37]朱惠芳:研读《英语课程标准》 调整阅读教学策略》[J ]中小学英语教学与研究 2003
[38]周榕,2000,欧洲小学外语教学趋势简介,《外国中小学教育》第三期。