基于“产出导向法”的大学英语教学中中国文化的渗透及翻译研究
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摘要
大学英语教学中中国文化的缺失,极大地影响了大学生的职业需求和平等的跨文化交际能力。在大学英语教学中引入"产出导向法"理论,并进行中国文化的渗透及翻译模式训练,不但能减轻教师负担,提高教学质量,促进学生学习效果,同时在很大程度上提高了学生的跨文化交际能力,缓解了学生跨文化交际的"失语现象",增强了学生的"文化自觉性",降低了涉外交际中的"文化逆差"。
The lack of Chinese culture in college English teaching has greatly influenced the occupation needs of students and equality of intercultural communication. Through the introduction of production-oriented approach( POA) in College English teaching and the training of the penetration of Chinese culture and translation mode,the teachers' burden can not only be reduced,but teaching quality and students' learning effect can be promoted as well. Meanwhile,the students' communicative competence has been improved greatly,which alleviates the students' "Aphasia"phenomenon in intercultural communication. Moreover,students' cultural consciousness has been enhanced and cultural deficit in intercultural communication has been reduced to some extent.
The lack of Chinese culture in college English teaching has greatly influenced the occupation needs of students and equality of intercultural communication. Through the introduction of production-oriented approach( POA) in College English teaching and the training of the penetration of Chinese culture and translation mode,the teachers' burden can not only be reduced,but teaching quality and students' learning effect can be promoted as well. Meanwhile,the students' communicative competence has been improved greatly,which alleviates the students' "Aphasia"phenomenon in intercultural communication. Moreover,students' cultural consciousness has been enhanced and cultural deficit in intercultural communication has been reduced to some extent.
引文
[1]教育部高等学校大学外语教学指导委员会.大学英语教学指南(征求意见稿)[Z].2014-12.
[2]Larsen-Freeman D.Teaching Language:From Grammar to Grammaring[M].Boston,MA:Thomson Heinle,2005.
[3]文秋芳.大学英语教学中通用英语与专用英语之争:问题与对策[J].外语与外语教学,2014,(1):1-8.
[4]丁雅萍,吴勇.新视野大学英语读写教程1[M].北京:外语教学与研究出版社,2015.
[5]文秋芳.构建“产出导向法”理论体系[J].外语教学与研究,2015,(4):547-558.
[6]教育部高等教育司.大学英语课程教学要求[M].北京:外语教学与研究出版社,2007.
[7]夏纪梅.大学英语教师的外语教育观念、知识、能力、科研现状与进修情况调查结果报告[J].外语界,2002,(5):35-41.
[8]文秋芳.输出驱动—输入促成假设——构建大学外语课堂教学理论的尝试[J].中国外语教育,2014,(2):3-12.
[9]Van de Pol,Monique J,Jos B.Scaffolding in teacherstudent interaction:A decade of research[J].Educational Psychological Review,2010,(22):271-296.
[10]张文娟.基于“产出导向法”的大学英语课堂教学实践[J].外语与外语教学,2016,(2):106-114.
[11]杨晓琼,戴运财.基于批改网的大学英语自主写作教学模式实践研究[J].外语电化教学,2015,(2):17-23.
[12]Arnold J.Affect in Language Learning[M].Cambridge:Cambridge University Press,1999.
[13]Miyawaki K.Selective learning enabled by intention to learn in sequence learning[J].Psychological Research,2012,76:84-96.
[14]文秋芳.“师生合作评价”:“产出导向法”创设的新评价形式[J].外语界,2016,(5):37-43.
[2]Larsen-Freeman D.Teaching Language:From Grammar to Grammaring[M].Boston,MA:Thomson Heinle,2005.
[3]文秋芳.大学英语教学中通用英语与专用英语之争:问题与对策[J].外语与外语教学,2014,(1):1-8.
[4]丁雅萍,吴勇.新视野大学英语读写教程1[M].北京:外语教学与研究出版社,2015.
[5]文秋芳.构建“产出导向法”理论体系[J].外语教学与研究,2015,(4):547-558.
[6]教育部高等教育司.大学英语课程教学要求[M].北京:外语教学与研究出版社,2007.
[7]夏纪梅.大学英语教师的外语教育观念、知识、能力、科研现状与进修情况调查结果报告[J].外语界,2002,(5):35-41.
[8]文秋芳.输出驱动—输入促成假设——构建大学外语课堂教学理论的尝试[J].中国外语教育,2014,(2):3-12.
[9]Van de Pol,Monique J,Jos B.Scaffolding in teacherstudent interaction:A decade of research[J].Educational Psychological Review,2010,(22):271-296.
[10]张文娟.基于“产出导向法”的大学英语课堂教学实践[J].外语与外语教学,2016,(2):106-114.
[11]杨晓琼,戴运财.基于批改网的大学英语自主写作教学模式实践研究[J].外语电化教学,2015,(2):17-23.
[12]Arnold J.Affect in Language Learning[M].Cambridge:Cambridge University Press,1999.
[13]Miyawaki K.Selective learning enabled by intention to learn in sequence learning[J].Psychological Research,2012,76:84-96.
[14]文秋芳.“师生合作评价”:“产出导向法”创设的新评价形式[J].外语界,2016,(5):37-43.