对外汉语教学中的文化观念内容研究

发布时间：2018-04-17 16:30

本文选题：文化因素 + 文化观念　；参考：《北京语言大学》2009年硕士论文

【摘要】： 进入21世纪,跨文化教学成为全新的教学理念,培养学习者综合运用语言的能力特别是跨文化交际能力已成为第二语言教学界的共识。对外汉语文化教学发轫于二十世纪八十年代,经历了八十年代末和九十年代中期的热烈讨论,在文化教学的定性、定量、定位方面取得了大量的成果,并提出了“文化因素”的概念,为文化教学的持续发展和研究奠定了坚实的基础。目前,对外汉语文化教学的瓶颈在于文化因素内容的研究迟迟不能推进,因而难以解决文化教学“教什么”的难题。这一问题不解决,文化大纲的出台就会遥遥无期,文化教学就难以真正贯彻和落实。本文研究旨在探讨对外汉语教学中文化因素的内容,初步确定文化因素的框架和范围,以期对解决文化教学“教什么”的问题有所裨益。同时,本文也希望为对外汉语文化教学中的文化大纲的研制、教材编写和课堂教学提供参考性的建议。本文借鉴文化学分类的理论,从观念文化的角度对对外汉语教学中的文化因素进行了分类,将其内容划分为文化观念和文化表象。文化观念是文化因素的隐性结构和深层结构,它支配着语言行为,解释“为什么这么说”,表现为内隐的一系列的观念,其中最重要的是价值观念。文化表象是文化因素的显性结构和表层结构,是文化观念的载体,主要存在于语言的各个系统和非语言行为中。本文阐明了价值观念和语言教学的关系。价值观念的特点和功能决定了其是文化和文化观念的核心内容。本文从帮助外国学习者更好地习得语言和文化的目的出发,对价值观念和语言教学的关系进行了说明和阐释:价值观是跨文化交际的核心,是造成文化差异和文化冲突的根本原因,是感知和理解目的语文化最重要的因素。本文确定了基于语言教学的中国人的价值观项目。本文按照文化因素——文化观念——价值观念的逻辑思路,以Hofstede价值观框架和Bond中国人价值观分类表为理论基础,通过调查对外汉语教材和阅读关于中国人的价值观的著作及论文总结提炼出二十条影响中国人语言心理和言语行为的价值观念。为求系统性和层次性,本文将价值观念进一步概括为为世界观、族群观、社会观、家庭观、人生观、人际观、两性观、时间观。对于每条具体的价值观念,本文对其进行了描述和分析并考察了其在汉语表达系统中的体现。通过构建影响中国人语言心理和言语行为的价值观体系,本文初步勾画出了文化因素的观念性项目,为建立文化因素的层级系统奠定初步的基础。最后,本文对文化观念在教材中的分布和呈现状况进行了调查,并就如何贯彻文化因素和文化观念教学提出了自己的建议。
[Abstract]:In the 21st century, intercultural teaching has become a new teaching concept, and it has become a consensus in the field of second language teaching to cultivate learners' ability to use language comprehensively, especially the ability of cross-cultural communication.The cultural teaching of Chinese as a foreign language (TCFL) began in the 1980s, experienced heated discussions in the late 1980s and mid-1990s, and made a great deal of achievements in the qualitative, quantitative and positioning aspects of cultural teaching.The concept of "cultural factor" is put forward, which lays a solid foundation for the sustainable development and research of culture teaching.At present, the bottleneck of teaching Chinese as a foreign language is that the study of cultural factors cannot be advanced, so it is difficult to solve the problem of "what to teach" in cultural teaching.If this problem is not solved, the introduction of cultural syllabus will be far away, and cultural teaching will be difficult to implement.The purpose of this study is to explore the content of cultural factors in teaching Chinese as a foreign language, and to determine the framework and scope of cultural factors, with a view to solving the problem of "what to teach" in cultural teaching.At the same time, this paper also hopes to provide reference suggestions for the development of cultural syllabus, textbook compilation and classroom teaching in teaching Chinese as a foreign language.Using the theory of cultural classification for reference, this paper classifies the cultural factors in teaching Chinese as a foreign language from the viewpoint of concept and culture, and divides its contents into cultural concepts and cultural representations.Cultural concept is the hidden structure and deep structure of cultural factor, which dominates language behavior. Explaining "why to say so" is shown as a series of implicit concepts, the most important of which is the value concept.Cultural representation is the dominant structure and surface structure of cultural factors. It is the carrier of cultural concepts and mainly exists in various systems and non-linguistic behaviors of language.This paper expounds the relationship between values and language teaching.The characteristics and functions of values determine that they are the core contents of culture and cultural concepts.Starting from the purpose of helping foreign learners acquire language and culture better, this paper explains the relationship between values and language teaching: values are the core of intercultural communication.It is the root cause of cultural differences and cultural conflicts, and the most important factor to perceive and understand the target language culture.This paper defines the Chinese values Project based on language Teaching.According to the logical thinking of cultural factor-cultural idea-value, this paper takes Hofstede value frame and Bond Chinese value classification table as the theoretical basis.By investigating the teaching materials of Chinese as a foreign language and reading the works and papers on the values of Chinese people, twenty values which affect Chinese language psychology and speech behavior are summarized and abstracted.For the sake of systematicness and stratification, this paper generalizes the values as world outlook, ethnicity view, social view, family view, life view, interpersonal view, gender view, time view.For each specific value, this paper describes and analyzes it and examines its embodiment in Chinese expression system.By constructing a system of values that influence Chinese language psychology and speech behavior, this paper outlines the conceptual project of cultural factors, which lays a preliminary foundation for the establishment of a hierarchical system of cultural factors.Finally, this paper investigates the distribution and presentation of cultural concepts in textbooks, and puts forward some suggestions on how to carry out cultural factors and cultural concepts teaching.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195

【引证文献】