在中国作为外语的英语课堂教学中的文化导入研究
摘要
语言是文化的载体，并对文化起着重要作用。有些社会学家认为，语言是社会的冠石——没有语言，就没有文化；从另一方面看，语言又受文化的影响。可以说，语言反映一个民族的特征，它不仅包括着该民族的历史和文化背景，而且蕴藏着该民族对人生的看法、生活方式和思维方式。因此，语言与文化互相影响，互相作用；理解语言必须了解文化，理解文化必须了解语言。学习一种外语不仅要掌握语音、语法、词汇和习语等语言知识，而且还要知道使用这种语言的人如何看待事物，如何观察世界；要了解他们如何用语言宋反映社会的思想、习惯、行为；要懂得他们的“心灵之语言”——文化。实际上，学习语言与了解语言所反映的文化是分不开的。
文化是冻结了的人际交流，而交际是流动着的文化。所以交际与文化的关系甚为密切。以语言、交际与文化的关系为基石，通过分析作为外语的英语教学方法的历史发展，可以明显地看出对学生交际能力的培养变得越来越重要。但是，长期以来，在中国作为外语的大学英语教学(TEFL)中，英语教学一直注重语言知识的传输，忽视对学生交际能力这一语言学习本质的培养。为了从考察我国外语学习者英语社会文化能力中获得反馈，借以了解我国作为外语的英语教学中社会文化教学的成果和问题，笔者在四年制大学非英语专业本科生中进行了一次英语社会文化问卷调查，并将其结果和语言测试(全国大学英语四级统考)成绩进行对比和统计分析，一定程度上反映了我国大学英语教学中学生社会文化能力普遍低下的现状。
在TEFL中，语言教学必须同社会文化教学相结合。笔者认为
结合的最佳方式应该是在课堂教学中把社会文化和语言有机地结合
起来，既要避免两者互不联系，各行其事，也要避免任何一方失去
其独立性。笔者尝试在大学英语精读和写作等课堂上进行文化知识
的导入。在精读课堂上，从含有丰富文化知识的词和习语、语句和
篇章三个方面进行文化知识的导入。精读课堂上的文化导入可使枯
燥难记难懂的词汇和语句变得富有生气和活力，这样，不仅能使学
生摆脱单调的英语学习气氛，而且可使学生感觉到语言学习的兴趣
并有效地提高他们的语言应用能力。在写作课堂教学中，通过分析
英汉两种语言不同的修辞模式和英汉两民族不同的思维模式，可以
看出文化的导人使学生更好地迎合以英语为母语的人的写作习惯，
从而写出更通畅、更地道的英文。在实际的课堂教学中教师还要注
意文化导入的实用性、合适性、循序渐进性和系统性等原则，认真
引导学生在课外进行文化知识的学习，同时要注意中国文化的重要
性。试验的结果证明这一方法帮助学生在丰富语言知识的同时掌握
了重要的文化知识，从而有效地促进了学生语言交际能力的提高。
In language is clothed culfore; and for that maller a language plays a
very important role in boosting a culture. Scholars of social sciences
have come forth with the proposition that language holds culture in place
the way a keystone does an arch. Therefore they maintain that in the
absence of a language viability of a cultUre would be out of the question.
On the other handso they affirmeculture conditions developmefit of
language; and in the broadest sense a language can mirror generic traits
of a people who uses it. So by it can be reflected not only historical as
well as cultural background of the people in question but also their
general aPproach to life and way of life. Language and culthe are
always locked in interaction. From this is fOllowed that to Anow the one
presuPposes to Anow the otheL So it is comPletely reasonable to assert
that solely linguistic proficiency in a fOreign language can be coamed as
only half baked unless acquisition of such proficiency is ever made in
the perspective of pragmatics. As we surely knoW pragmatics as the
branch of semiotic dealing with the causal and other relations between
words, expressions, etc, is inseparable from working of cultUre so far as
a language is concemed. Therefore it is only aPpropriate to pronounce
that without an adequate knowledge of the culture of a nation it is very
difficult for a non-native sPeaker of the nation's language to master it
perfectly. In the case of leaming the English language, a learner has not
only to leam the language itself but also to make himself familiar with
cultures of the English-speaking nations, so that he makes use of the
English language, he should be able to understand correctly What is told
him in Eng1ish and express himself in English correctly and
idiomatically. To sum up, leaming a fOreign language calls, in fact, for
leaming the culture of the people Who are native speakers of that
language.
Culture is a fabric of frozen interpersonal communication, whereas
interpersonal communication is just raw stuff from which culture is to
be transmogrified. So the relationship between communication and
culture is much closer than it meets our eyes. Based on our analysis both
of the relationship betwCen language, cornmunication and culture and of
the fOrmulation process of TEFL methods, we can readily come to the
conclusion that cultivating students' communicative competence, Which
is the primary goal of language leaming, is an academic task now
assuming unPrecedefited imPortance. Bllt in China even amil recently
English teaching in college has been focusing on imparting linguistic
knowledge to the neglect of students' communicative compCtence.
Nowadays in China majority of the teachers of English have keenly felt
the necessity of leading their students to acquire as much of the
knowledge of the cultures of English-speaking nations as possible.
I believe I am one axnong the majority specified above. In order to
gain a clear and concise picture of how things stand with English
leamers' English socio-cultural ability in colleges in our country and
detect academic flaws in this cormection, I have conducted a
socio-cultural questionnaire on college carnpuses and made comparisons
and analyses of statistics thus obtained, in addition to carrying oat a
series of comparative studies of statistics available from such sources as
"National College English Test, Band-4". TO some extent, the findings
from my researches specified above serve to shed light on the real state
vl I I
English teaching in our college is now in. Here by "real state" is meam
the grim reality that the scope of knowledge of most of the college
students covered by my researches in the domain of culthes of the
Western nations is saddeningly limited.
Foreign-language teaching ought to be conducted in conjugation with
scholastic endeavor at instilling ifito the students knowledge of cultofe of
the people using the fOreign language involved in our teachi
文化是冻结了的人际交流，而交际是流动着的文化。所以交际与文化的关系甚为密切。以语言、交际与文化的关系为基石，通过分析作为外语的英语教学方法的历史发展，可以明显地看出对学生交际能力的培养变得越来越重要。但是，长期以来，在中国作为外语的大学英语教学(TEFL)中，英语教学一直注重语言知识的传输，忽视对学生交际能力这一语言学习本质的培养。为了从考察我国外语学习者英语社会文化能力中获得反馈，借以了解我国作为外语的英语教学中社会文化教学的成果和问题，笔者在四年制大学非英语专业本科生中进行了一次英语社会文化问卷调查，并将其结果和语言测试(全国大学英语四级统考)成绩进行对比和统计分析，一定程度上反映了我国大学英语教学中学生社会文化能力普遍低下的现状。
在TEFL中，语言教学必须同社会文化教学相结合。笔者认为
结合的最佳方式应该是在课堂教学中把社会文化和语言有机地结合
起来，既要避免两者互不联系，各行其事，也要避免任何一方失去
其独立性。笔者尝试在大学英语精读和写作等课堂上进行文化知识
的导入。在精读课堂上，从含有丰富文化知识的词和习语、语句和
篇章三个方面进行文化知识的导入。精读课堂上的文化导入可使枯
燥难记难懂的词汇和语句变得富有生气和活力，这样，不仅能使学
生摆脱单调的英语学习气氛，而且可使学生感觉到语言学习的兴趣
并有效地提高他们的语言应用能力。在写作课堂教学中，通过分析
英汉两种语言不同的修辞模式和英汉两民族不同的思维模式，可以
看出文化的导人使学生更好地迎合以英语为母语的人的写作习惯，
从而写出更通畅、更地道的英文。在实际的课堂教学中教师还要注
意文化导入的实用性、合适性、循序渐进性和系统性等原则，认真
引导学生在课外进行文化知识的学习，同时要注意中国文化的重要
性。试验的结果证明这一方法帮助学生在丰富语言知识的同时掌握
了重要的文化知识，从而有效地促进了学生语言交际能力的提高。
In language is clothed culfore; and for that maller a language plays a
very important role in boosting a culture. Scholars of social sciences
have come forth with the proposition that language holds culture in place
the way a keystone does an arch. Therefore they maintain that in the
absence of a language viability of a cultUre would be out of the question.
On the other handso they affirmeculture conditions developmefit of
language; and in the broadest sense a language can mirror generic traits
of a people who uses it. So by it can be reflected not only historical as
well as cultural background of the people in question but also their
general aPproach to life and way of life. Language and culthe are
always locked in interaction. From this is fOllowed that to Anow the one
presuPposes to Anow the otheL So it is comPletely reasonable to assert
that solely linguistic proficiency in a fOreign language can be coamed as
only half baked unless acquisition of such proficiency is ever made in
the perspective of pragmatics. As we surely knoW pragmatics as the
branch of semiotic dealing with the causal and other relations between
words, expressions, etc, is inseparable from working of cultUre so far as
a language is concemed. Therefore it is only aPpropriate to pronounce
that without an adequate knowledge of the culture of a nation it is very
difficult for a non-native sPeaker of the nation's language to master it
perfectly. In the case of leaming the English language, a learner has not
only to leam the language itself but also to make himself familiar with
cultures of the English-speaking nations, so that he makes use of the
English language, he should be able to understand correctly What is told
him in Eng1ish and express himself in English correctly and
idiomatically. To sum up, leaming a fOreign language calls, in fact, for
leaming the culture of the people Who are native speakers of that
language.
Culture is a fabric of frozen interpersonal communication, whereas
interpersonal communication is just raw stuff from which culture is to
be transmogrified. So the relationship between communication and
culture is much closer than it meets our eyes. Based on our analysis both
of the relationship betwCen language, cornmunication and culture and of
the fOrmulation process of TEFL methods, we can readily come to the
conclusion that cultivating students' communicative competence, Which
is the primary goal of language leaming, is an academic task now
assuming unPrecedefited imPortance. Bllt in China even amil recently
English teaching in college has been focusing on imparting linguistic
knowledge to the neglect of students' communicative compCtence.
Nowadays in China majority of the teachers of English have keenly felt
the necessity of leading their students to acquire as much of the
knowledge of the cultures of English-speaking nations as possible.
I believe I am one axnong the majority specified above. In order to
gain a clear and concise picture of how things stand with English
leamers' English socio-cultural ability in colleges in our country and
detect academic flaws in this cormection, I have conducted a
socio-cultural questionnaire on college carnpuses and made comparisons
and analyses of statistics thus obtained, in addition to carrying oat a
series of comparative studies of statistics available from such sources as
"National College English Test, Band-4". TO some extent, the findings
from my researches specified above serve to shed light on the real state
vl I I
English teaching in our college is now in. Here by "real state" is meam
the grim reality that the scope of knowledge of most of the college
students covered by my researches in the domain of culthes of the
Western nations is saddeningly limited.
Foreign-language teaching ought to be conducted in conjugation with
scholastic endeavor at instilling ifito the students knowledge of cultofe of
the people using the fOreign language involved in our teachi
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Brumfit C.J and K. Johnson. 2000． The Communicative Approach to Language Teaching[M]. Shanghai: Shanghai Foreign Language Education Press.
Brumfit, C.J. and Carter,R.A. 2000． Literature and Language Teaching[M]. Shanghai: Shanghai Foreign Language Education Press.
Byram, M. 1989． Cultural Studies in Foreign Language Education[M]. Clevedon and Philadelphia: Multilingual Matters.
--1997． Cultural awareness as vocabulary learning[J], in Language Learning Journal, Sept. No. 16, pp.51-57．
Byram, M. & V. Esarte-Sarries. 1990． Investing Cultural Studies in Foreign Language Teaching[M]. Multilingual Matters Ltd.
Cheng, Xiaotang. 2000． Culture of Learning and ELT in China[J], Teaching English in China, Vol.23 No.1．
Cook, Guy and Seidlhafer, Barbarn. 1999． Principles and Practice in Applied Linguistics[M]. Shanghai: Shanghai Foreign Language Education Press.
Ellis, Rod. 2000． Second Language Acquisition[M]. Shanghai: Shanghai Foreign Language Education Press.
--. 1999． The Study of Second Language Acquisition[M]. Shanghai: Shanghai Foreign Language Education Press.
--.1999． Understanding Second Language[M]. Shanghai: Shanghai Foreign Language Education Press.
--. 1999． Understanding second Language Acquisition[M]. Shanghai: Shanghai Foreign Language Education Press.
Guo Shangxing & Sheng Xingqing, 1994． A History Of Chinese Culture[M]. Kaifeng: Henan University Press.
Halliday, M.A.K. 1973． Explorations in the Functions of Language[M]. London: Edward Arnold.
Hatim, Basil. 2001． Communication Across cultures-Translation Theory and Contraastire Text linguistics[M]. Shanghai: Shanghai Foreign Language Education Press.
Haviland, W. A. 1975． Cultural Anthropology (3rd ed.) [M]. New York: Holt, Rinehart and Winston.
Heath, S. B. 1985． The Cross-cultural Study of Language Acquisition[M]. Papers and Reports on Child Language Development, 24,1-21．
Hinkel, Eli. 2001． Culture in Second Language and Learning[M]. Shanghai: Shanghai Foreign Language Education Press.
Hoey, Michael.2000． Patterns of Lexis in Text[M]. Shanghai: Shanghai Foreign Language Education Press.
Howatt, A.P.R. 1999． History of English Language Teaching[M]. Shanghai:Shanghai Foreign Language Education Press.
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