大学英语听力教学中的文化导入
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摘要
目前,国内外语言学界对文化教学的重要性和必要性的问题已经达成共识,但如何进行文化教学与外语教学的融合仍在激烈讨论中。文化导入是指在外语教学中进行文化教学时的具体步骤和方法。本文从听力教学中的文化导入视角出发,详细提出听力教学中进行文化教学的框架-文化导入内容、原则、测试方法、具体导入步骤及策略,希望能为外语教学与文化教学的融合提供建设性意见和建议。
本文首先通过列举文化差异引起的听力理解障碍证明听力教学中融入文化的必要性。随之通阅文化教学在外语教学中的发展研究,目的是为作者的观点提供理论支持,同时也显示中国目前关于大学英语听力教学中文化教学的研究不足的现实。并指出大学英语听力教学中的文化导入应以培养、提高学生的跨文化交际能力为目标。
论文采用了书面调查和课堂观摩的方法对目前大学英语听力教学中的文化教学现状进行了调查研究,研究结果表明:文化教学在不同的听力教学模式下进行的程度也有所不同。虽然教师们已认识到文化教学的重要性,但他们对文化教学的理解及课堂教学中的实施还存在不足;听力教材中的文化内容缺乏系统性;学生对听力教学中实施文化教学持积极态度。基于以上调查结果,作者提出应该在传统的听力教学模式中加入文化教学,注重内容的教授。尽管视听课为文化教学融入听力教学提供了良好环境,但文化教学的内容,方法等还有待进一步研究。
根据文献综述及实验结果得出如下结论:文化教学融入大学英语听力教学具有重要意义且势在必行。因此,作者详细阐述了文化教学在融入听力教学时所应遵循的原则,文化内容,以及如何在听力教学中对文化内容进行测试等内容。同时,作者针对两种不同的听力教学课型提出文化教学策略及方法的若干建议。希望能更好的利用现在教学资源进行文化教学,同时也反映了作者对文化教学融入大学英语听力教学的理解。
This thesis is concerned with the integration of culture teaching into the College English Listening Teaching in China. It has been generally agreed that culture teaching is of importance and necessity to the foreign language teaching by the linguists abroad and at home. But a hot debate is still going on that is how to integrate culture teaching into the foreign language teaching. The thesis is constructed from the perspective of integrating culture teaching into the College English Listening Teaching, illustrating the specific procedures and methods of culture teaching.
To begin with, the fact of culture difference barricading listening comprehension is analyzed, followed by a literature review concerning the culture teaching in the foreign language teaching and College English Listening Teaching. The author also made it clear that the integration of culture teaching in College English Listening Teaching should pursue the aim of cultivating students’intercultural communicative competence. All of the above provide both as theoretical supports for the author’s study and for the purpose of indicating the lack of culture teaching research in the College English Listening Teaching.
To understand how culture teaching is currently implemented in the College English Listening Teaching, an empirical study is made. The author concludes from the survey that a) culture teaching has been conducted in different degrees under the two different listening teaching models; b) no listening teaching materials are designed under the cultural content curriculum; although teachers have realized the importance of culture teaching, their understanding and practice of integration of culture teaching into listening teaching needs to be developed and explored; c) students hold positive attitude toward the practice of culture teaching in CELT. Two considerations have been drawn from the survey: one is culture teaching should be merged into the traditional listening course; the other is audio-video course should be content-based. The integration of culture teaching under both listening teaching models requires more profound and thorough study.
Based on the literature review and the result of the survey, one conclusion is drawn that it is necessary and of significance to integrate culture teaching in CELT. Thus, the author has provided a detailed illustration on the culture teaching principles, contents and evaluation system that would be used in CELT. Besides of this, the author also proposes several suggestions on the specific procedures and strategies of culture teaching under the two different listening teaching models respectively, in hope of taking the most use of the current condition to perform the best culture teaching and reflecting the author’s understanding of integrating culture teaching into the College English Listening Teaching.
本文首先通过列举文化差异引起的听力理解障碍证明听力教学中融入文化的必要性。随之通阅文化教学在外语教学中的发展研究,目的是为作者的观点提供理论支持,同时也显示中国目前关于大学英语听力教学中文化教学的研究不足的现实。并指出大学英语听力教学中的文化导入应以培养、提高学生的跨文化交际能力为目标。
论文采用了书面调查和课堂观摩的方法对目前大学英语听力教学中的文化教学现状进行了调查研究,研究结果表明:文化教学在不同的听力教学模式下进行的程度也有所不同。虽然教师们已认识到文化教学的重要性,但他们对文化教学的理解及课堂教学中的实施还存在不足;听力教材中的文化内容缺乏系统性;学生对听力教学中实施文化教学持积极态度。基于以上调查结果,作者提出应该在传统的听力教学模式中加入文化教学,注重内容的教授。尽管视听课为文化教学融入听力教学提供了良好环境,但文化教学的内容,方法等还有待进一步研究。
根据文献综述及实验结果得出如下结论:文化教学融入大学英语听力教学具有重要意义且势在必行。因此,作者详细阐述了文化教学在融入听力教学时所应遵循的原则,文化内容,以及如何在听力教学中对文化内容进行测试等内容。同时,作者针对两种不同的听力教学课型提出文化教学策略及方法的若干建议。希望能更好的利用现在教学资源进行文化教学,同时也反映了作者对文化教学融入大学英语听力教学的理解。
This thesis is concerned with the integration of culture teaching into the College English Listening Teaching in China. It has been generally agreed that culture teaching is of importance and necessity to the foreign language teaching by the linguists abroad and at home. But a hot debate is still going on that is how to integrate culture teaching into the foreign language teaching. The thesis is constructed from the perspective of integrating culture teaching into the College English Listening Teaching, illustrating the specific procedures and methods of culture teaching.
To begin with, the fact of culture difference barricading listening comprehension is analyzed, followed by a literature review concerning the culture teaching in the foreign language teaching and College English Listening Teaching. The author also made it clear that the integration of culture teaching in College English Listening Teaching should pursue the aim of cultivating students’intercultural communicative competence. All of the above provide both as theoretical supports for the author’s study and for the purpose of indicating the lack of culture teaching research in the College English Listening Teaching.
To understand how culture teaching is currently implemented in the College English Listening Teaching, an empirical study is made. The author concludes from the survey that a) culture teaching has been conducted in different degrees under the two different listening teaching models; b) no listening teaching materials are designed under the cultural content curriculum; although teachers have realized the importance of culture teaching, their understanding and practice of integration of culture teaching into listening teaching needs to be developed and explored; c) students hold positive attitude toward the practice of culture teaching in CELT. Two considerations have been drawn from the survey: one is culture teaching should be merged into the traditional listening course; the other is audio-video course should be content-based. The integration of culture teaching under both listening teaching models requires more profound and thorough study.
Based on the literature review and the result of the survey, one conclusion is drawn that it is necessary and of significance to integrate culture teaching in CELT. Thus, the author has provided a detailed illustration on the culture teaching principles, contents and evaluation system that would be used in CELT. Besides of this, the author also proposes several suggestions on the specific procedures and strategies of culture teaching under the two different listening teaching models respectively, in hope of taking the most use of the current condition to perform the best culture teaching and reflecting the author’s understanding of integrating culture teaching into the College English Listening Teaching.
引文
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①Quoted in College English Test 4, 2004
①Rost. M. Teaching and Researching Listening. [M]. Foreign Language Teaching and Research Press, 2004, p: 3
②Quoted in College English Test 4, Dec, 2006
①Quoted in College English Test 4, June, 2006
②Rost. M. Teaching and Researching Listening. [M]. Foreign Language Teaching and Research Press, 2004.p: 59.
③Rumelhart. D. E. & Ortony. A. The Representation of Knowledge in Memory. [A]. In R. C. Anderson. R. J. Spiro &W.E. Montague (Eds.). Schooling and the Acquisition of Knowledge. [C]. Hillsdale, NJ: Erlbaum, 1977. P: 266.
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②陈申.外语教育中的文化教学[M].北京:北京语言文化大学出版社,1999.p: 160
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③胡文仲,高一虹.外语教学与文化[M].长沙:湖南教育出版社,1997.p: 161
①胡文仲,高一虹.外语教学与文化[M].长沙:湖南教育出版社,1997.p: 119
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①Quoted from Family Album U.S.A, Episode 6, Thanksgiving
①Quoted from Family Album U.S.A, Episode 6, Thanksgiving
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①Quoted in College English Test 4, 2004
①Rost. M. Teaching and Researching Listening. [M]. Foreign Language Teaching and Research Press, 2004, p: 3
②Quoted in College English Test 4, Dec, 2006
①Quoted in College English Test 4, June, 2006
②Rost. M. Teaching and Researching Listening. [M]. Foreign Language Teaching and Research Press, 2004.p: 59.
③Rumelhart. D. E. & Ortony. A. The Representation of Knowledge in Memory. [A]. In R. C. Anderson. R. J. Spiro &W.E. Montague (Eds.). Schooling and the Acquisition of Knowledge. [C]. Hillsdale, NJ: Erlbaum, 1977. P: 266.
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①Quoted from Family Album U.S.A, Episode 6, Thanksgiving
①Quoted from Family Album U.S.A, Episode 6, Thanksgiving
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