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文化习得与语言习得：跨文化的外语教学观

作　者: 王斌华
导　师: 顾嘉祖
学　校: 南京师范大学
专　业: 英语语言文学
关键词: 第二文化习得外语教学跨文化能力
分类号: H09
类　型: 硕士论文
年　份: 2003年
下　载: 815次
引　用: 4次
阅　读: 论文下载

内容摘要

当前外语教学中的文化教学亟待解决的两个基础性理论问题是：第二文化习得在习得者身上体现为怎样一种过程?第二文化习得和第二语言习得之间存在着怎样的动态关系?本文主要针对这两个问题，综合文化人类学、发展心理学及认知心理学、社会学、跨文化交际学等学科的相关成果展开探讨。本文试图对第二文化习得作出全景式描述，提出第二文化习得的模式。根据该模式，第二文化习得不同于二语习得，它是一个业已存在的文化系统的扩展和变化。在此基础上，本文分析了第二文化习得的四种主要情况，描述了第二文化习得特有的“中介文化”状态，并提出第二文化习得的“关键期”假说。针对我国外语教学的实践，本文构建了跨文化的外语教学理论，即以培养“跨文化能力”为根本目标的外语教学理论。这一理论着眼于培养学生能够跨越不同文化障碍的“生产性跨文化能力”。在语言文化教学的具体操作模式上，本文提倡语言文化教学的“融合模式”。本文的实证研究表明：外语的学习能促进跨文化能力的发展，但语言技能好的学习者的跨文化能力不一定强，学习者的跨文化能力不一定会随着外语技能水平的提高而自然而然地提高；外语教学中的文化习得对学习者的跨文化能力培养起着不可替代的作用；作为外语教学的基本目标，跨文化能力的培养在外语教学中需要作特别的处理，而不能只是作为语言教学的一个附属产出品。

全文目录

ACKNOWLEDGEMENTS  8-9
CHINESE FOREWORD  9-18
CHINESE ABSTRACT  18-19
ABSTRACT  19-20
Introduction The Context of My Research  20-22
1 Theory of Culture Acquisition  22-27
  1.1 Defining culture from anthropological perspective  22-23
  1.2 Culture as acquired  23-24
  1.3 The process of first culture acquisition  24-27
    1.3.1 Socializing process  24-25
    1.3.2 Cognitive process  25-27
2 Second Culture Acquisition (SCA)  27-45
  2.1 Discussions about 'acquisition'  27-28
  2.2 Second culture acquisition in contrast to second language acquisition  28-29
  2.3 Second culture acquisition: A hypothetical model  29-33
    2.3.1 Central culture and peripheral culture  29-30
    2.3.2 The model of second culture acquisition  30-33
  2.4 A dynamic description of SCA: Interculture  33-37
    2.4.1 Defining 'interculture'  33-35
    2.4.2 The formation of 'interculture'  35-36
    2.4.3 A comparison between 'interculture' and 'interlanguage'  36-37
  2.5 The role of age in SCA: Critical period hypothesis  37-41
    2.5.1 Theoretical background  37-38
    2.5.2 Hypothesizing the 'critical period' for SCA  38
    2.5.3 Evidences of the critical period in SCA  38-41
      2.5.3.1 Different state of peripheral culture & central culture in children and adults  38-39
      2.5.3.2 Different state of permeability of 'cultural ego' in children and adults  39-40
      2.5.3.3 Different state of cognitive maturity in children and adults  40-41
  2.6 The process of SCA: In comparison with first culture acquisition  41-45
    2.6.1 The process of social reorientation  42
    2.6.2 The process of cognitive reconstruction  42-43
    2.6.3 The process of affective readjustment  43-45
3 The Relationship between SCA and SLA  45-49
  3.1 Language and culture in relation  45-46
  3.2 SCA and SLA in relation  46-47
  3.3 The influence of SCA on SLA  47-49
    3.3.1 Optimal synchronization between SLA and SCA  47-48
    3.3.2 The contribution of 'cultural conflict' to SLA  48-49
4 SCA in Practice: An Intercultural Theory of FLT  49-66
  4.1 Redefining 'culture' in FLT: What do FL learners acquire?  49-51
    4.1.1 Defining from cognitive perspective  49-50
    4.1.2 Defining from behaviorist perspective  50
    4.1.3 Defining from symbolic perspective  50-51
  4.2 Models of language-and-culture teaching  51-54
    4.2.1 The separation model  51-52
    4.2.2 The attachment model  52-53
    4.2.3 The integration model  53-54
  4.3 The goal of culture teaching in FLT  54-57
    4.3.1 The traditional goal: to be assimilated to C2  54-55
    4.3.2 The new goal: to be productively intercultural  55-56
    4.3.3 The necessity of becoming productively intercultural  56-57
  4.4 The reform of FLT: An intercultural theory  57-66
    4.4.1 Reorientation of teaching objective in FLT: Toward the cultivation of intercultural competence  57-60
    4.4.2 Blueprint of a syllabus for culture teaching in FLT  60-64
    4.4.3 Cultivation of intercultural competence  64-66
5 An Empirical Study of SCA: The Acquisition of Intercultural Competence in FLT  66-75
  5.1 Hypothesis to be tested in the empirical study  66
  5.2 Designing of the empirical study  66-68
    5.2.1 Indices of intercultural competence measurement  66-67
    5.2.2 Intercultural competence assessment paper  67-68
    5.2.3 Questionnaire of related variables  68
  5.3 Data analysis and implications  68-74
    5.3.1 The comparison between language scores and intercultural competence  69-71
    5.3.2 The current state of culture teaching in English classes  71-72
    5.3.3 The role of beginning ages in foreign language and culture acquisition  72-74
  5.4 Implications of the empirical study to FLT  74-75
Concluding Remarks  75-76
REFERENCES  76-79

文化习得与语言习得：跨文化的外语教学观

内容摘要

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