英语专业教学中中国传统文化输入的研究
发布时间：2023-02-19 17:00
语言和文化是紧密相连的，语言不能脱离文化而存在，文化是语言赖以生存和发展的土壤。因此文化教学在语言教学中起着重要的作用。国内外许多学者对此都做出了大量的研究。在文化全球化的背景下,外语教学不但要树立“知彼”的文化观,更要培养“知己”的文化意识。Singer(1987)曾经这样说道：“一个人如果不了解自己的母语文化，就很难真正理解另一种文化。”国内学者束定芳、庄智象(1996)认为本族语文化在外语教学中至少有两个重要的作用:一是作为与外族文化进行对比的工具,更深刻地揭示外族文化的一些主要特征,从而也加深对民族文化本质特征的更深入的了解;二是通过对学生本民族文化心理的调节,培养了学生对外族文化和外语学习的积极态度,从而调动学生学习外语和外族文化的积极性,增加他们的学习机会。 但是在目前的中国外语教学过程中我们过多地强调了目标语文化的学习，忽视了中华民族传统文化的学习及其对外语教学的积极影响，师生都把大量的时间和精力放在了目标语文化的输入上，导致了中国传统文化在英语教学中的缺乏，以致学生患上了“中国文化失语症。”本研究认为，英语专业学生不应该只了解西方文化，还应更好地理解母语文化并能够用英语...
【文章页数】：83 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Contents
Chapter 1 Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Method of the Study
Chapter 2 Literature Review
2.1 Researches Abroad
2.2 Domestic Researches
2.3 Summary
Chapter 3 Language and Culture
3.1 Definition of Language
3.2 Definition of Culture
3.3 Relationship between Language and Culture
Chapter 4 Current Situation of Traditional Chinese Cultural Input
4.1 Research Design
4.2 Participants
4.3 Questionnaire
4.4 Data Collection Procedure
4.5 Method of Data Analysis
4.6 Students' Data Analysis
4.6.1 Students' Ability
4.6.2 Questionnaires for Students
4.6.3 Research Questions for Students
4.7 Teachers' Data Analysis
4.7.1 Teacher Participants
4.7.2 Research Questions for Teachers
4.8 Findings
4.8.1 Finding 1 Both teachers and students are very poor in expressing traditional Chinese culture in English
4.8.2 Finding 2 There is more western cultural knowledge than traditional Chinese cultural knowledge in textbooks and there are not enough credit hours for the teaching of traditional Chinese culture in class
4.8.3 Finding 3 Both teachers and students show great interest in learning to express traditional Chinese culture, though they are very poor in doing so
4.9 Discussion of the reasons for the poor teaching situations of traditional Chinese culture
4.9.1 Lack of Traditional Chinese Culture in Textbooks
4.9.2 Disapproving Social Environment
4.9.3 Reasons on the Part of Teachers
4.9.4 Reasons on the Part of Students
4.10 Summary
Chapter 5 Countermeasures
5.1 Input of Traditional Chinese Culture in Textbooks
5.1.1 Input of Traditional Chinese Philosophical Thoughts
5.1.2 Input of Traditional Chinese Life Habits
5.1.3 Input of Traditional Literature
5.1.4 Input of Idioms and Proverbs
5.1.5 Input of Traditional Festivals
5.2 Creating Good Traditional Chinese Cultural Environment
5.2.1 Promoting the Quality Education Reform
5.2.2 Building Good Cultural Learning Background through Mass Media
5.2.3 Test and Assessment
5.2.4 Increasing Credit Hours
5.3 Measures to be Taken on the Part of Teachers
5.3.1 Improvement and Cultivation of Teachers' Personal Cultural Quality
5.3.2 Stimulating the Interest of Students
5.3.3 Changing Traditional Teaching Style
5.3.4 Principles of Cultivating Intercultural Awareness
5.3.5 Comparing the Differences between Chinese and Western Culture in the Teaching of English Majors
5.4 Measures to be Taken on the Part of Students
5.4.1 Reading Works of Traditional Chinese Culture
5.4.2 Making use of TV, Radio, Network and Video to Learn Traditional Chinese Culture
5.4.3 Actively Attending all Kinds of Cultural Activities
Chapter 6 Conclusion
Bibliography
Appendix Ⅰ
Appendix Ⅱ
发表论文和参加科研情况说明
Acknowledgements
本文编号：3746607
【文章页数】：83 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Contents
Chapter 1 Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Method of the Study
Chapter 2 Literature Review
2.1 Researches Abroad
2.2 Domestic Researches
2.3 Summary
Chapter 3 Language and Culture
3.1 Definition of Language
3.2 Definition of Culture
3.3 Relationship between Language and Culture
Chapter 4 Current Situation of Traditional Chinese Cultural Input
4.1 Research Design
4.2 Participants
4.3 Questionnaire
4.4 Data Collection Procedure
4.5 Method of Data Analysis
4.6 Students' Data Analysis
4.6.1 Students' Ability
4.6.2 Questionnaires for Students
4.6.3 Research Questions for Students
4.7 Teachers' Data Analysis
4.7.1 Teacher Participants
4.7.2 Research Questions for Teachers
4.8 Findings
4.8.1 Finding 1 Both teachers and students are very poor in expressing traditional Chinese culture in English
4.8.2 Finding 2 There is more western cultural knowledge than traditional Chinese cultural knowledge in textbooks and there are not enough credit hours for the teaching of traditional Chinese culture in class
4.8.3 Finding 3 Both teachers and students show great interest in learning to express traditional Chinese culture, though they are very poor in doing so
4.9 Discussion of the reasons for the poor teaching situations of traditional Chinese culture
4.9.1 Lack of Traditional Chinese Culture in Textbooks
4.9.2 Disapproving Social Environment
4.9.3 Reasons on the Part of Teachers
4.9.4 Reasons on the Part of Students
4.10 Summary
Chapter 5 Countermeasures
5.1 Input of Traditional Chinese Culture in Textbooks
5.1.1 Input of Traditional Chinese Philosophical Thoughts
5.1.2 Input of Traditional Chinese Life Habits
5.1.3 Input of Traditional Literature
5.1.4 Input of Idioms and Proverbs
5.1.5 Input of Traditional Festivals
5.2 Creating Good Traditional Chinese Cultural Environment
5.2.1 Promoting the Quality Education Reform
5.2.2 Building Good Cultural Learning Background through Mass Media
5.2.3 Test and Assessment
5.2.4 Increasing Credit Hours
5.3 Measures to be Taken on the Part of Teachers
5.3.1 Improvement and Cultivation of Teachers' Personal Cultural Quality
5.3.2 Stimulating the Interest of Students
5.3.3 Changing Traditional Teaching Style
5.3.4 Principles of Cultivating Intercultural Awareness
5.3.5 Comparing the Differences between Chinese and Western Culture in the Teaching of English Majors
5.4 Measures to be Taken on the Part of Students
5.4.1 Reading Works of Traditional Chinese Culture
5.4.2 Making use of TV, Radio, Network and Video to Learn Traditional Chinese Culture
5.4.3 Actively Attending all Kinds of Cultural Activities
Chapter 6 Conclusion
Bibliography
Appendix Ⅰ
Appendix Ⅱ
发表论文和参加科研情况说明
Acknowledgements
本文编号：3746607
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