《高中英语教材》中文化内容的跨文化评估
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摘要
在2003年国家教育部颁布的《高中英语课程标准》(简称《标准》)中,培养学生的文化意识首次被明确规定为英语教学的五项基本目标之一,即语言能力、语言知识、情感因素、学习策略和文化意识。同时文化意识的增强在《标准》中又被定位为文化知识,文化理解和跨文化交际的意识和能力。《标准》要求学生通过英语学习了解目的语国家文化、世界文化并通过文化对比加深对我国文化的理解从而实现英语教学的最终目标:培养学生的文化意识,提高跨文化交际能力。从而文化在语言教学中的地位进一步得到了肯定。教材是教学的基础和重要保障。目前国内广泛使用的人教版《高中英语教材》是否包含了比例适当、系统的文化内容呢?是否体现了科学的文化观并能促进学生的跨文化交际能力和文化意识的培养?是否能实现《标准》提出的目标呢?澄清这些问题、提出合理的建议对于英语教学实践、现有教材的修订、新教材的编写都具有一定的积极作用并将有利于促进文化教学渗透到语言教学的全过程和实现英语教学的最终目的,即培养学生的文化意识提高跨文化交际能力。
带着以上的问题,基于《高中英语课程标准》的要求并以张红玲的“跨文化外语教材评价理论”为指导,作者从跨文化角度分析与评价了高中英语教材。文章首先简述了文化教学的教学内容、理论发展等情况。在此基础上,进一步叙述了教材评价理论、评价方法以及评价标准。综合上述两方面内容,结合本文的实际需要,作者确定了本研究的评价方法及评价标准。本文采用定量和定性的研究方法。问卷用于调查师生们对于教材中文化的见解,在统计分析各文化项目所占比例后,作者利用SPSS13.0对问卷数据和统计数据进行分析整理。通过对相关内容的整理分析,作者从文化教学的目的语言文化、母语文化、世界文化和对比文化这四个方面对该教材的优点和不足分别作了解构。
研究发现,高中英语教材依据新课标的精神,选材内容涵盖面广,信息量大,富有时代气息,话题时尚,能激发学生的学习兴趣。但教材中的文化内容存在以下不足:1)教材所含的文化内容不够系统,大文化及小文化所呈现的内容量不均等;2)文化内容涉及中国文化信息量过少,不利于提高学生中西文化对比及跨文化交际能力;3)题材过于偏重于英美国家文化,轻世界文化知识,故而有文化帝国主义之嫌。针对不足,作者对教师、学生以及相关人员提出了如何完善教材和使用教材的建议。
Criteria for Senior High School English Curriculum was issued by the Chinese Ministry of Education in 2003. For the first time, cultural awareness is set as one of the five teaching goals at the senior middle school level, that is, language competence, language knowledge, affective aspects, learning strategy,cultural awareness; And the enhancement of cultural awareness is located in three aspects: cultural knowledge, cultural understanding, and intercultural communication. Consequently, the importance of culture in language teaching and learning is enhanced which establishes new target and direction for research in theoretical development as well as teaching practice in China. Therefore to clarify the questions that whether the cultural content in RSEFC books that are the most important elements, the basis and guarantee for English teaching is organized in a systematic and proper way, whether RSEFC books reflect the scientific view on language and culture and that whether RSEFC books can help the English teaching goals that formulated in Criteria for Senior High School English Curriculum is important. And the clarification may impose positive effect on the practice in language teaching and study, the revision of current textbooks as well as compilation of new textbooks, all of which will be helpful to cultivate the students’intercultural communicative competence.
Referring to the requirements Criteria for Senior High School English Curriculum and Zhang’s theory to evaluate English materials from the perspective of intercultural foreign language teaching, the thesis develops an analysis and evaluation on the culture-related materials in Senior English for China (Revised), (RSEFC is the short form) from these four facets: target culture, native culture, comparative culture and international culture. In order to strengthen the validity and reliability, the author adopts the quantitative and qualitative research methods, namely, the questionnaire for the teachers and students’ideas and statistic analysis for the proportion of each culture item with the help of SPSS13.0.
Findings were summarized as follows. Although RSEFC books stick to the requirement of Curriculum Criteria displaying and interpreting different aspects of culture from different angles, which satisfy the needs of students and the demands of teaching for teachers and contribute to our country English teaching, there are still some insufficiencies. First, the cultural content in RSEFC books is not systematic. Second, the cultural content shows limited influence on improving the students’ability of intercultural communication for little input of Chinese culture. Third, too much information about western culture but little about international culture and native culture is not helpful in fostering the students’moral qualities. For these insufficiencies the author offers constructive suggestions for the teachers and students and the relevant personnel.
带着以上的问题,基于《高中英语课程标准》的要求并以张红玲的“跨文化外语教材评价理论”为指导,作者从跨文化角度分析与评价了高中英语教材。文章首先简述了文化教学的教学内容、理论发展等情况。在此基础上,进一步叙述了教材评价理论、评价方法以及评价标准。综合上述两方面内容,结合本文的实际需要,作者确定了本研究的评价方法及评价标准。本文采用定量和定性的研究方法。问卷用于调查师生们对于教材中文化的见解,在统计分析各文化项目所占比例后,作者利用SPSS13.0对问卷数据和统计数据进行分析整理。通过对相关内容的整理分析,作者从文化教学的目的语言文化、母语文化、世界文化和对比文化这四个方面对该教材的优点和不足分别作了解构。
研究发现,高中英语教材依据新课标的精神,选材内容涵盖面广,信息量大,富有时代气息,话题时尚,能激发学生的学习兴趣。但教材中的文化内容存在以下不足:1)教材所含的文化内容不够系统,大文化及小文化所呈现的内容量不均等;2)文化内容涉及中国文化信息量过少,不利于提高学生中西文化对比及跨文化交际能力;3)题材过于偏重于英美国家文化,轻世界文化知识,故而有文化帝国主义之嫌。针对不足,作者对教师、学生以及相关人员提出了如何完善教材和使用教材的建议。
Criteria for Senior High School English Curriculum was issued by the Chinese Ministry of Education in 2003. For the first time, cultural awareness is set as one of the five teaching goals at the senior middle school level, that is, language competence, language knowledge, affective aspects, learning strategy,cultural awareness; And the enhancement of cultural awareness is located in three aspects: cultural knowledge, cultural understanding, and intercultural communication. Consequently, the importance of culture in language teaching and learning is enhanced which establishes new target and direction for research in theoretical development as well as teaching practice in China. Therefore to clarify the questions that whether the cultural content in RSEFC books that are the most important elements, the basis and guarantee for English teaching is organized in a systematic and proper way, whether RSEFC books reflect the scientific view on language and culture and that whether RSEFC books can help the English teaching goals that formulated in Criteria for Senior High School English Curriculum is important. And the clarification may impose positive effect on the practice in language teaching and study, the revision of current textbooks as well as compilation of new textbooks, all of which will be helpful to cultivate the students’intercultural communicative competence.
Referring to the requirements Criteria for Senior High School English Curriculum and Zhang’s theory to evaluate English materials from the perspective of intercultural foreign language teaching, the thesis develops an analysis and evaluation on the culture-related materials in Senior English for China (Revised), (RSEFC is the short form) from these four facets: target culture, native culture, comparative culture and international culture. In order to strengthen the validity and reliability, the author adopts the quantitative and qualitative research methods, namely, the questionnaire for the teachers and students’ideas and statistic analysis for the proportion of each culture item with the help of SPSS13.0.
Findings were summarized as follows. Although RSEFC books stick to the requirement of Curriculum Criteria displaying and interpreting different aspects of culture from different angles, which satisfy the needs of students and the demands of teaching for teachers and contribute to our country English teaching, there are still some insufficiencies. First, the cultural content in RSEFC books is not systematic. Second, the cultural content shows limited influence on improving the students’ability of intercultural communication for little input of Chinese culture. Third, too much information about western culture but little about international culture and native culture is not helpful in fostering the students’moral qualities. For these insufficiencies the author offers constructive suggestions for the teachers and students and the relevant personnel.
引文
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Cheung Chi-Kim. 2001. The Use of Popular Culture as a stimulus to motivate secondary students’English learning in Hong Kong. ELT Journal 55/1:55-61.
Ministry of Education. 2003. Criteria for Senior High School English Curriculum. Beijing: People's Education Press
Cunningsworth, A. 2002. Choosing Your Coursebook. Shanghai: Shanghai Foreign Language Education Press.
Dart, L. 2001. Culture and the New English Curriculum. The Use of English. Vol.1: 21-23
Datesman, M. & Crandall, J. 2006. An Introduction to American Culture. Beijing: World Publishing Corporation
Domoney, L. & Harris, S. 1993. Justifield and Ancient: Pop Music in EFL Classroom. EFL Journal, 47, 234-241
Doughlas, B. 2009. The Value of Culture. Educational Leadship, Apr2009. Du, R.2003. Essays on British and American Literature and ELT in China. Shanghai: Shanghai Foreign Language Education Press. (杜瑞清,《英美文学与英语教学》,上海:海外语教育出版社。)
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Kramsch, C. 1993. Context and Culture in Language Teaching. Oxford: Oxford University Press
Krashen S.D.1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press, pp 10-32.
Lado, R. 1957. Linguistics across Cultures. Ann Arbor: University of Michigan Press.
Li, Zh. 2005. Characters and suggestions on the new Senior English for China. Foreign Language Teaching in Schools Journal, 7.(李志坤,新版高中英语教材的特点与使用建议,《中小学外语教学(中学篇)》,2005,7.)
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Nostrand, H. L. 1974. Empathy for a second culture: Motivations and techniques. Responding to new realities. pp. 263-327.
Cortés, N.C. 2007 Language Meeting Culture in the Foreign Language Classroom: a Comparative Study. Interlingüística, Vol 17, pp. 230-237
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Bean, R. 2006. Cross-culture Competence and Training in Australia. The Diversity Factor, Vol.14, No1.
Bennett, M. J. 1993. How Not to Be a Fluent Fool: Understanding the Cultural Dimension of Language. The Language Teacher Vol. 27(9)
Blair, J.G. & McCormack, J. 2008 Western Civilization with Chinese Comparisons. Shanghai: Fudan Univerity
Brooks, N. 1968. Teaching culture in the foreign language classroom. Foreign Language Annals, 1 (3), pp. 204-217.
Byram, M. 1997. Teaching and Assessing Intercultural Communicative Competence. UK: Frankfurt Lodge.
Chen, S. 1999. Culture Teaching in Foreign Language Education (In Chinese). Beijing: Beijing Language and Culture University Press. (陈申,《外语教育中的文化教学》,北京:北京语言文化大学出版社。)
Cheng, X. 2002. Analysis and Design of English Textbooks (In Chinese). Beijng: Beijing Foreign Language Teaching and Research Press. (程晓堂,《英语教材分析与设计》,北京:外语教学与研究出版社。)
Cheung Chi-Kim. 2001. The Use of Popular Culture as a stimulus to motivate secondary students’English learning in Hong Kong. ELT Journal 55/1:55-61.
Ministry of Education. 2003. Criteria for Senior High School English Curriculum. Beijing: People's Education Press
Cunningsworth, A. 2002. Choosing Your Coursebook. Shanghai: Shanghai Foreign Language Education Press.
Dart, L. 2001. Culture and the New English Curriculum. The Use of English. Vol.1: 21-23
Datesman, M. & Crandall, J. 2006. An Introduction to American Culture. Beijing: World Publishing Corporation
Domoney, L. & Harris, S. 1993. Justifield and Ancient: Pop Music in EFL Classroom. EFL Journal, 47, 234-241
Doughlas, B. 2009. The Value of Culture. Educational Leadship, Apr2009. Du, R.2003. Essays on British and American Literature and ELT in China. Shanghai: Shanghai Foreign Language Education Press. (杜瑞清,《英美文学与英语教学》,上海:海外语教育出版社。)
Grant, N. 1987. Making the Most of Your Textbook. New York: Longman Group UK Limited.
Gu, J. 1990. Language and Culture (In Chinese). Shanghai: Shanghai Foreign Language Education Press. (顾嘉祖,《语言与文化》,上海:上海外语教育出版社。)
Hall, E. T. 1976. Beyond Culture. Garden City, NY: Doubleday and Company. Hall, J. K. 2005. Teaching and Researching Language and Culture. Beijing: Foreign Language Teaching and Research Press
Hu, W. & Y.Gao. 1997. Foreign Language Education and Culture (In Chinese). Changsha: Hunan Education Press. (胡文仲,高一虹,《外语教育与文化》,长沙:湖南教育出版社。)
Hutchingson, T. & Waters. 1987. English for Specific Purpose. Cambridge: Cambridge University Press.
Jiang, P. & A. Liu. 2008. Investigation on the role of teachers in culture teaching. Journal of Shenyang Agricultural University (蒋萍,刘爱真《文化教学中外语教师学习者角色的调查分析》,沈阳农业大学学报(社会科学版))
Kang, Zh. 2009. Analyzing the cultural materials in senior English and teaching strategies. Journal of Basic English Education, Vol.11, No.1 (康志鹏,《高中英语文化素材分析和教学策略》,英语基础教学,2009, 第11卷,第1期)
Kluckhohn, C. 1948. Mirror of Man. New York: McGraw-Hill.
Kramsch, C. 1993. Context and Culture in Language Teaching. Oxford: Oxford University Press
Krashen S.D.1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press, pp 10-32.
Lado, R. 1957. Linguistics across Cultures. Ann Arbor: University of Michigan Press.
Li, Zh. 2005. Characters and suggestions on the new Senior English for China. Foreign Language Teaching in Schools Journal, 7.(李志坤,新版高中英语教材的特点与使用建议,《中小学外语教学(中学篇)》,2005,7.)
Lies, Sercu. 2005. Foreign Language Teachers and the Implementation of Intercultural Education. European Journal of Teacher Education, Vol.28, No.1,
Liu, D. 2004. On the Standards to English Materials Evaluation. Curriculum and Textbook Reform, Vol. 12 (刘道义,浅议英语教材的评价标准,《课程教材改革》,2004, 12.)
Lu, H. 2007. Domestics and abroad researches on evaluating English materials. Foreign Language Teaching & Research in Basic Education. Vol4. (鲁红霞,《国内外英语教材评价研究》,外语教学研究,2007年第4期)
Lu, G. 2009. A Pilot study on the docking of English language in universities and that in middle schools. Enterprise Science and Technology& Development. Vol 6 (陆桂晶,《中学英语与大学英语教学衔接初探》,企业科技与发展,2009年第6期)
Mohammadi, J. D. & Mohammadi, A. S. 1995. Questioning the Media: a Critical Introdution. Califormia: Sage Publicatons
Moran, R. P. 2004 Teaching Culture: Perspectives in Practice. Beijing: Foreign Language Teaching and Research Press
Nostrand, H. L. 1974. Empathy for a second culture: Motivations and techniques. Responding to new realities. pp. 263-327.
Cortés, N.C. 2007 Language Meeting Culture in the Foreign Language Classroom: a Comparative Study. Interlingüística, Vol 17, pp. 230-237
Ping, H. & Zhang, G. 1999. English Idioms and British-and-American Culture. Beijing: Foreign Language Teaching and Research Press. (平洪,张国杨,《英语习语和英美文化》,北京:外语教育与研究出版社。)
Posthofen, S. R, 1995 Bridging the Gap: Teaching Culture in the Foreign Language Classroom. Logan, UT: Utah State University.
Robinson, G. N. 1985. Intercultural Understanding: Process and approaches for foreign language, English as a second language and bilingual educators. New York: Pergamon Press.
Seelye, N. 1993. Teaching Culture: Strategies for Intercultural Communication. Lincolnwood, Illinions: National Textbook Company Publishing Group.
Sheldon, L. 1988. Evaluation ELT textbooks and materials. ELT Journal, 42 (4), pp. 237-246.
Shen. Y 2006 Multiuculturlism and Its Relationship to the Teaching of Mordern English. Hangzhou: Zhejiang University Press. (沈银珍,《多元文化与当代英语教学》,杭州:浙江大学出版社)
Straub, H. 1999. Designing a Intercultural Course. English Forum, vol. 37: 3, Suo, M. 2008. On cultivation of the awareness of intercultural communicative competence in Senior English Materials. Teaching Research for Primary and Middle Schools. Vol6. (索敏,《谈高中英语教材中的跨文化交际意识得培养》,中小学教学研究,2008年第6期)
Thanasoulas,D. 2001 The Importance Of Teaching Culture In The Foreign Language Classroom
http://radicalpedagogy.icaap.org/content/issue3_3/7-thanasoulas.html Tobey, M. L. 2000. Lisa Loeb Fellowship: Cultural Encounters as a Lens for Foreign Language Acquisition and Pedagogy. Journal of Education, Vol5
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