語(yǔ)言和文化是緊密相連的，語(yǔ)言不能脫離文化而存在，文化是語(yǔ)言賴以生存和發(fā)展的土壤。因此文化教學(xué)在語(yǔ)言教學(xué)中起著重要的作用。國(guó)內(nèi)外許多學(xué)者對(duì)此都做出了大量的研究。在文化全球化的背景下,外語(yǔ)教學(xué)不但要樹(shù)立“知彼”的文化觀,更要培養(yǎng)“知己”的文化意識(shí)。Singer(1987)曾經(jīng)這樣說(shuō)道：“一個(gè)人如果不了解自己的母語(yǔ)文化，就很難真正理解另一種文化。”國(guó)內(nèi)學(xué)者束定芳、莊智象(1996)認(rèn)為本族語(yǔ)文化在外語(yǔ)教學(xué)中至少有兩個(gè)重要的作用:一是作為與外族文化進(jìn)行對(duì)比的工具,更深刻地揭示外族文化的一些主要特征,從而也加深對(duì)民族文化本質(zhì)特征的更深入的了解;二是通過(guò)對(duì)學(xué)生本民族文化心理的調(diào)節(jié),培養(yǎng)了學(xué)生對(duì)外族文化和外語(yǔ)學(xué)習(xí)的積極態(tài)度,從而調(diào)動(dòng)學(xué)生學(xué)習(xí)外語(yǔ)和外族文化的積極性,增加他們的學(xué)習(xí)機(jī)會(huì)。 但是在目前的中國(guó)外語(yǔ)教學(xué)過(guò)程中我們過(guò)多地強(qiáng)調(diào)了目標(biāo)語(yǔ)文化的學(xué)習(xí)，忽視了中華民族傳統(tǒng)文化的學(xué)習(xí)及其對(duì)外語(yǔ)教學(xué)的積極影響，師生都把大量的時(shí)間和精力放在了目標(biāo)語(yǔ)文化的輸入上，導(dǎo)致了中國(guó)傳統(tǒng)文化在英語(yǔ)教學(xué)中的缺乏，以致學(xué)生患上了“中國(guó)文化失語(yǔ)癥。”本研究認(rèn)為，英語(yǔ)專業(yè)學(xué)生不應(yīng)該只了解西方文化，還應(yīng)更好地理解母語(yǔ)文化并能夠用英語(yǔ)...

【文章頁(yè)數(shù)】：83 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
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
發(fā)表論文和參加科研情況說(shuō)明
Acknowledgements



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