英语诗歌在大学英语文化教学中的作用
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摘要
文化教学一直是大学英语教学中不可忽视的一部分。国内外语言学家对外语教学中的文化教学进行过很多研究,《大学英语课程教学要求》也把提高学生综合文化素养作为大学英语教学的教学目标之一。然而,通过笔者的调查发现,虽然师生对文化教学持肯定的态度,但是我国的大学英语文化教学现状不容乐观。为提高大学生的英语学习的兴趣和积极性,加强学生对目的语文化内涵的理解,笔者进行了如何利用英语诗歌来优化并提高文化教学质量的研究。
本研究首先对大学英语教学中文化教学的现状进行了了解和分析。对湖南大学共190名非英语专业的大学生(包括4个专业)进行了问卷调查;并对湖南大学20名大学英语教师进行了听课和访谈。通过分析问卷调查和访谈结果发现,虽然很多教师和学生都认识到文化教学的重要性,但是通过诗歌内容来进行文化教学在大学教学中未受到足够的重视。因此,为改革大学英语文化教学,提高学生学习英语兴趣和英语文化的积极性,笔者在教学中进行了“作品集评价法”的教学实验。在实验中,教师首先要求学生根据教师的安排和学生自己的需要,完成一系列作业。然后,教师对学生的学习态度、方法和成绩进行综合评价。
通过对实验数据的分析表明:两组经过试验后存在着明显差异,采用诗歌作品集评价法的实验组的文化成绩和英语期末测试明显优于未采用诗歌教学的控制组。在文化测试中,实验组得出的标准方差明显小于控制组得出的标准方差。即实验组在文化学习上的自觉性和目的性比控制组的相对稳定。因此,在文化教学中采取诗歌“作品集评价法”的教学方法是切实可行的。同时通过分析双变量相关性说明虽然文化能力与语言水平没有显著的相关性,但是文化教学确实能提高学生学习英语的兴趣。
虽然本研究存在一些不足之处,但肯定了诗歌在文化教学起到的积极作用,并且对诗歌在文化教学中的运用提出了可行的方法和建议。
Culture teaching as an important part cannot be ignored in the College English teaching, since many domestic and foreign experts and educators have done some research on this subject, and it is one purpose of teaching aims, which is definitely stipulated in the College English Curriculum Requirements to improve students’culture literacy. While the current situation of culture teaching in CET is not satisfying due to the author’s investigation, though both teachers and students have positive attitude to culture teaching. In order to arouse students’interest in learning English as well as to improve their target cultural awareness, the author focuses on the exploration of an effective English poetry teaching to optimize the quality of culture teaching.
This research has made a deep study and analysis on the current situations of culture teaching in CET. 190 non-English majors from Hunan University (including 4 majors) have done the questionnaires; 20 English teachers from Hunan University have been interviewed and their classes have been observed. It can be concluded on the results of questionnaires and interview that many teachers and students have realized the importance of culture teaching, but poetry learning in culture teaching has been ignored in CET. Therefore, portfolio assessment as a means of promoting cultural teaching has adopted in the experiment to improve the students’interest in learning English and culture. During the experiment, the students should finish a series of work according to both teachers’demand and their own need, and teachers could assess by documenting the learners’attitudes, methods and achievements in the learning process.
The experimental data shows that, Experimental group and Control group have obvious difference after the experiment. The results from Experimental group who adopted poetry teaching with portfolio assessment are higher than those from Control group who didn’t use the poetry teaching. It could be found in Sociocultural Test that the Standard Deviation of Experimental group is quite lower than that in Control group, which implies that the consciousness and motivation in Experimental group are much stable than that in Control group. Thus,it indicates that poetry teaching which joined the portfolio assessment in culture teaching is effective and applicable in CET, and it also proves by the Analysis of Bivariate Correlation that culture teaching can improve students’interest in learning English though the language proficiency and the cultural ability of the students are not closely correlate.
This thesis highlights the positive effect on application of English poetry in culture teaching, and it has made some feasible approaches and constructive suggestions for poetry learning as a bridge to target culture.
本研究首先对大学英语教学中文化教学的现状进行了了解和分析。对湖南大学共190名非英语专业的大学生(包括4个专业)进行了问卷调查;并对湖南大学20名大学英语教师进行了听课和访谈。通过分析问卷调查和访谈结果发现,虽然很多教师和学生都认识到文化教学的重要性,但是通过诗歌内容来进行文化教学在大学教学中未受到足够的重视。因此,为改革大学英语文化教学,提高学生学习英语兴趣和英语文化的积极性,笔者在教学中进行了“作品集评价法”的教学实验。在实验中,教师首先要求学生根据教师的安排和学生自己的需要,完成一系列作业。然后,教师对学生的学习态度、方法和成绩进行综合评价。
通过对实验数据的分析表明:两组经过试验后存在着明显差异,采用诗歌作品集评价法的实验组的文化成绩和英语期末测试明显优于未采用诗歌教学的控制组。在文化测试中,实验组得出的标准方差明显小于控制组得出的标准方差。即实验组在文化学习上的自觉性和目的性比控制组的相对稳定。因此,在文化教学中采取诗歌“作品集评价法”的教学方法是切实可行的。同时通过分析双变量相关性说明虽然文化能力与语言水平没有显著的相关性,但是文化教学确实能提高学生学习英语的兴趣。
虽然本研究存在一些不足之处,但肯定了诗歌在文化教学起到的积极作用,并且对诗歌在文化教学中的运用提出了可行的方法和建议。
Culture teaching as an important part cannot be ignored in the College English teaching, since many domestic and foreign experts and educators have done some research on this subject, and it is one purpose of teaching aims, which is definitely stipulated in the College English Curriculum Requirements to improve students’culture literacy. While the current situation of culture teaching in CET is not satisfying due to the author’s investigation, though both teachers and students have positive attitude to culture teaching. In order to arouse students’interest in learning English as well as to improve their target cultural awareness, the author focuses on the exploration of an effective English poetry teaching to optimize the quality of culture teaching.
This research has made a deep study and analysis on the current situations of culture teaching in CET. 190 non-English majors from Hunan University (including 4 majors) have done the questionnaires; 20 English teachers from Hunan University have been interviewed and their classes have been observed. It can be concluded on the results of questionnaires and interview that many teachers and students have realized the importance of culture teaching, but poetry learning in culture teaching has been ignored in CET. Therefore, portfolio assessment as a means of promoting cultural teaching has adopted in the experiment to improve the students’interest in learning English and culture. During the experiment, the students should finish a series of work according to both teachers’demand and their own need, and teachers could assess by documenting the learners’attitudes, methods and achievements in the learning process.
The experimental data shows that, Experimental group and Control group have obvious difference after the experiment. The results from Experimental group who adopted poetry teaching with portfolio assessment are higher than those from Control group who didn’t use the poetry teaching. It could be found in Sociocultural Test that the Standard Deviation of Experimental group is quite lower than that in Control group, which implies that the consciousness and motivation in Experimental group are much stable than that in Control group. Thus,it indicates that poetry teaching which joined the portfolio assessment in culture teaching is effective and applicable in CET, and it also proves by the Analysis of Bivariate Correlation that culture teaching can improve students’interest in learning English though the language proficiency and the cultural ability of the students are not closely correlate.
This thesis highlights the positive effect on application of English poetry in culture teaching, and it has made some feasible approaches and constructive suggestions for poetry learning as a bridge to target culture.
引文
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[53]Widdowson. H.G. 1999. Practical Stylistics [M]. Shanghai:Shanghai Foreign Language Education Press.
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[56]大学英语教学基本要求项目组编: 2004.《大学英语课程教学要求(试行)》[M]北京:清华大学出版社.
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[58]高一虹, 2002.跨文化交际能力的培养:“跨越”与“超越”[J].《外语与外语教学》(10).34-38
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[2] Bernard, S 1998. Conditions for Second Language Learning [M]. Shanghai: Shanghai Foreign Language Education Press.
[3] Brookes, A & Grundy, P. 1999.Beginning to write (Handbooks for Language Teachers) [M]. Cambridge University Press.
[4] Brown H.D 2002. Principles of language learning and teaching [M]. Foreign language Teaching and Research Press.
[5] Brumfit, C. J. & R.. A. Carter, 1986. Literature and language teaching [M]. Oxford: oxford University press.
[6] Byram, M. 1997. Teaching and Assessing Intercultural Communicative Competence [M]. Clevendon: multilingual Matters.
[7] Byram, M. et al 1994, Teaching-and-learning-and–culture [M]. Clevedon, AVON: Multilingual Matters LTD.
[8] C.J.Brumfit & R.A.Carter 2003 Literature and Language Teaching [M]. Shanghai: Shanghai Foreign language education press.
[9] Calder, B.& Staw, B.1975. Self-perception of intrinsic and extrinsic motivation [J]. Journal of personality and Social Psychology, 31,599-605.
[10]Chastain, Kenneth. 1976. Developing Second-Lanuage Skills: Theory to Practice. [M] Boston: University of Virginia press.
[11]Chen, S and Absalom, D. 1996. Issues in Language in Education [M]. Hong Kong: The Hong Kong Institute of Education.
[12]Chen Shen, 1998. the Teaching of Cultures in Foreign Language Education [M]. Beijing: Beijing University of language and Culture Institute press.
[13]Christison M. A. 1982. English Through Poetry [M]. the Alemany Press, Ltd.
[14]Cleanth Brooks, Robert Penn Warren. 2004. Understanding poetry [M]. Foreign Language Teaching And Research Press.
[15]Cox, C. B and A.E. Dyson. 1965 Modern Poetry: Studies in Practical Criticism [M]. London: Edward Amold.
[16]David Nunan. 1989. Designing Tasks for the Communicative Classroom.[M]. Cambridge University Press.
[17]Frye, N.1964. Anatomy of Criticism. [M] Princeton University Press.
[18]Genesee, Fred. & Johan A. Upsher. 1996. Classroom-based Evaluation in Second Language Education [M]. Cambridge: Cambridge University Press.
[19]Glenna Sloan, 2003. Give Them Poetry [M]. Publisher: Teachers College Press.
[20]Hamachek, D. 1987. Humanistic psychology: Theory, postulates and implications for educational processes [M]. New York: Plenum Press.
[21]Hammerly, H. 1982. Synthesis in language teaching [M]. Blaine, WA: Second Language Publications.
[22]Hinkel, Eli. 2001. Culture in Second Language Teaching and Learning [M]. Shanghai Foreign Language Education Press.
[23]Hall, E.T. 1976. Beyond Culture [M]. Garden City, M.Y. Doubleday.
[24]Holeton, R. 1995. Encountering cultures: Reading and writing in a changing world (2nd Ed.) [M]. Englewood Cliffs, NJ: Prentice Hall Regents.
[25]Hunter, J. Paul. 1986. The Norton Introduction to Poetry [M]. New York: W.W. Norton & Company, Inc.
[26]Hymes, D. H 1971. On Communicative Competence [M]. University of Pennsylvania Press.
[27]J. McCrae and L. Pantaleoni 1990. Chapter and Verse [M]. Oxford University Press.
[28]Kohonen, Viljo. 1999. Authentic assessment in affective foreign language education [M]. Cambridge: Cambridge University Press.
[29]Kramsch Claire. 1999. Context and Culture in Language Teaching [M]. Shanghai: Shanghai Foreign Language Education Press
[30]Kramsch Claire. 1998. Language and Culture [M]. Shanghai: Shanghai Foreign language education press.
[31]Krashen, Stephen D. 1997. Foreign Language Education: The Easy Way [M]. California: Language Education Associates.
[32]Lado, R, 1957. Linguistics across Cultures: Applied Linguistics for Language Teachers [M]. University of Michigan Press.
[33]Larry A. Samovar & Richard E.Porter & Lisa A. Stefani. 2006. Communication Between Cultures [M]. Beijing: Foreign Language Teaching and Research Press.
[34]Marshall, M. 1979. Love and death in Eden: teaching English literature to ESL Students. [J] TESOl Quarterly 13 (3): 331-340
[35]Morgan,C. 1993. Attitude Change and Foreign Language Culture. Language Teaching [M]. Cambridge University Press.
[36]Maley, Alan and A. Duff. 1989. The inward ear: poetry in the languageclassroom [M]. Cambridge. CUP.
[37]Moran, Patrick. 2001. Teaching Culture Perspectives in Practice [M]. Foreign Language Teaching and Research Press.
[38]Moya,S .&O'Malley,J. 1994.A portfolio assessment model for ESL. The Journal of Educational Issues of Language Minority Students [J]. (13) 13 -36.
[39]Nilsen, A. P. 2002. Sexism in English: Embodiment and language. In L. G. Kirszner, & S.R. Mandell (Eds.), The Blair reader, (4th Ed.) [M]. Englewood Cliffs, NJ: Prentice Hall Regents.
[40]Payne, David A. 1997. Applied Educational Assessment. [M] Belmont: Wadsworth Publishing Company.
[41]Phlip R. 2000 Teaching Culture in Literature in the ESL/EFL Classroom [J]. TESL Internet Journal Vol. 6.
[42]Puhl, Carol A. 1997. Develop, Not Judge: Continuous Assessment in the ESL Classroom. English Teaching Forum [J]. April,2- 15.
[43]R. Carter and M.N. Long. 1987. The Web of Words [M]. Oxford:Oxford University Press
[44]Rosaldo, R. 1989. Culture and truth: The remaking of social analysis [M]. Boston, MA: Beacon Press.
[45]Sandra Mckay, 2003. Literature and Language Teaching [C] Literatre in the ESL Classroom. Shanghai: Shanghai Foreign language education press.191-198.
[46]Seelye, 1984. Teaching Culture: Strategies for Foreign Language Educators [M]. Skokie, National Textbook Company.
[47]Stecher, B Herman, J.1997. Using portfolio for large-scale assessment [M]. San Diego: Academic Press.
[48]Stern, H.H. 1983. Concepts of Language [M]. Oxford: Oxford University Press.
[49]Stern, H.H. 1992. Issues and Options in Language teaching [M]. Oxford: Oxford University Press.
[50]Stevick, Earl W. 1986. Images and Options in the Language Classroom [M]. Cambridge: CUP.
[51]Widdowson. H.G. 1984. Explorations in Applied Linguistics [M]. Oxford: Oxford University Press.
[52]Widdowson. H.G. 1999. Aspects of Language Teaching [M]. Shanghai:Shanghai Foreign Language Education Press.
[53]Widdowson. H.G. 1999. Practical Stylistics [M]. Shanghai:Shanghai Foreign Language Education Press.
[54]Valdez. G 2000. Teaching Culture in Literature in the ESL/EFL Classroom[OL] http://iteslj.org/links/TESL/Internet/Teaching_with_the_Web/(accessed14/12/2008)
[55]邓炎昌,刘润清. 1989.《语言与文化》. [M]北京:外语教学与研究出版社.
[56]大学英语教学基本要求项目组编: 2004.《大学英语课程教学要求(试行)》[M]北京:清华大学出版社.
[57]高一虹, 2001.《“1+1>2”外语学校模式》. [M].北京:北京大学出版社.
[58]高一虹, 2002.跨文化交际能力的培养:“跨越”与“超越”[J].《外语与外语教学》(10).34-38
[59]顾嘉祖,2002.《语言与文化》[M].上海:上海外语教育出版.
[60]谷启楠, 1988文化教学与外语教[J]《外语界》(2).1-4.
[61]胡文仲、高一虹, l997.《外语教学与文化》[M].长沙:湖南教育出版社.
[62]胡文仲, 1999.《跨文化交际面面观》[M].北京:外语教学与研究出版社.
[63]胡文仲, 1997.《文化与交际》[M].北京:外语教学与研究出版社.
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