本文選題：文化認(rèn)同 + 英語(yǔ)學(xué)習(xí)　； 參考：《山東師范大學(xué)》2016年博士論文

【摘要】：當(dāng)今世界,全球化已成為一股不可阻擋的時(shí)代潮流。同經(jīng)濟(jì)全球化一樣,世界范圍內(nèi)的不同文化也借助于先進(jìn)的信息技術(shù)以及發(fā)達(dá)的大眾傳媒,在加速交流與融合的同時(shí),也獲得了更多相互激蕩與碰撞的機(jī)會(huì),使我們處在一個(gè)復(fù)雜的多元文化環(huán)境中。不同文化和價(jià)值觀之間的比較與沖突潛移默化地影響了個(gè)人的意識(shí)以及個(gè)體對(duì)于思想觀念、本土文化、西方文化和個(gè)人價(jià)值等的認(rèn)同目標(biāo)。根據(jù)后殖民理論的觀點(diǎn),在世界步入全球化、現(xiàn)代化的今天,那些起步較早并得到迅速發(fā)展的、在經(jīng)濟(jì)科技等方面占絕對(duì)優(yōu)勢(shì)的國(guó)家對(duì)后發(fā)展起來的現(xiàn)代化國(guó)家仍然持有較為嚴(yán)重的文化霸權(quán)主義傾向,實(shí)際上造成了另外一種更為隱蔽的、包裹在合法形式外衣下的殖民——文化殖民。后殖民理論認(rèn)為,出現(xiàn)這種情況的原因與東西方國(guó)家均有關(guān)系:一方面西方發(fā)達(dá)國(guó)家借助自身在經(jīng)濟(jì)等方面的強(qiáng)勢(shì)力量主動(dòng)對(duì)發(fā)展中國(guó)家進(jìn)行強(qiáng)制性的文化傳輸和同化;另一方面,發(fā)展中國(guó)家為了能與西方發(fā)達(dá)國(guó)家在現(xiàn)代化進(jìn)程上保持同步,也不得不服從于西方某些顯性和隱性的文化侵略行為,從而逐步喪失了本土文化和民族自信心等�？傊�,不管出于什么樣的原因,文化帝國(guó)主義和文化殖民現(xiàn)象都已經(jīng)成為不可抵擋的事實(shí)。大學(xué)生是同齡人中的佼佼者,是十分寶貴的人才資源,是國(guó)家的希望、民族的未來。大學(xué)階段是大學(xué)生的世界觀、人生觀、價(jià)值觀形成、確立和發(fā)展變化的關(guān)鍵時(shí)期,在這一時(shí)期,大學(xué)生的心理具有好奇性、敏感性等特點(diǎn),且可塑性較強(qiáng)。作為90后的在校大學(xué)生,具有較強(qiáng)的求知欲,對(duì)新事物具有強(qiáng)大的探求、理解和接受能力。進(jìn)入大學(xué)后,面對(duì)變化了的復(fù)雜的學(xué)習(xí)和生活環(huán)境,面對(duì)紛繁的文化現(xiàn)象與價(jià)值觀念,便主動(dòng)或不自覺地汲取各種文化的汁液,但由于辨識(shí)能力的欠缺與思想覺悟的不足,又使得很多大學(xué)生對(duì)不同價(jià)值觀念的中西方文化現(xiàn)象產(chǎn)生困惑和苦惱。西方的生活習(xí)慣、處事哲學(xué)和審美意識(shí)逐漸融入到大學(xué)生的價(jià)值觀念中,與之相對(duì)應(yīng)的中華優(yōu)秀傳統(tǒng)文化的價(jià)值觀念卻在大學(xué)生群體中式微與失落,這更多的反映出他們民族文化陣地的失守和價(jià)值觀的動(dòng)搖。中華傳統(tǒng)文化在當(dāng)代大學(xué)生群體中并未得到足夠重視,存在著傳承困境與危機(jī)。語(yǔ)言是文化的載體,英語(yǔ)學(xué)習(xí)者在學(xué)習(xí)英語(yǔ)知識(shí)和技能的同時(shí),也必然遇到一個(gè)如何正確對(duì)待目的語(yǔ)民族文化和母語(yǔ)民族文化的問題,即學(xué)習(xí)者對(duì)于兩種不同文化的認(rèn)同問題。因此,我們需要從語(yǔ)言與文化關(guān)系的角度客觀了解英語(yǔ)語(yǔ)言的學(xué)習(xí)對(duì)大學(xué)生這一群體的母語(yǔ)和目的語(yǔ)文化認(rèn)同影響的現(xiàn)狀。本文首先結(jié)合國(guó)內(nèi)外學(xué)者有關(guān)文化認(rèn)同的雙語(yǔ)現(xiàn)象理論通過量化研究調(diào)查了解英語(yǔ)學(xué)習(xí)者中的在校大學(xué)生群體對(duì)母語(yǔ)文化和目的語(yǔ)文化的認(rèn)同狀況,分析"英語(yǔ)學(xué)習(xí)"、"性別"、"家庭背景"(農(nóng)村/城鎮(zhèn))等是否為影響大學(xué)生在英語(yǔ)學(xué)習(xí)過程中對(duì)母語(yǔ)和目的語(yǔ)文化認(rèn)同變化的因素。所用調(diào)查問卷在北京大學(xué)高一虹等所用"大學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)與自我認(rèn)同變化的調(diào)查"問卷中文化認(rèn)同部分的基礎(chǔ)上進(jìn)行了修改和補(bǔ)充。通過質(zhì)性研究集體半開放性正規(guī)訪談對(duì)非英語(yǔ)專業(yè)學(xué)生和英語(yǔ)專業(yè)學(xué)生獲取英語(yǔ)文化的途徑和接受程度、對(duì)母語(yǔ)和目的語(yǔ)及其表層文化和深層文化的認(rèn)知理解和價(jià)值立場(chǎng)等進(jìn)行了解。研究結(jié)論從影響英語(yǔ)學(xué)習(xí)者對(duì)母語(yǔ)和目的語(yǔ)文化認(rèn)同與否的因素、英語(yǔ)學(xué)習(xí)者在不同文化層次上的認(rèn)同程度、表現(xiàn)等方面分析。研究者從多角度對(duì)研究問題進(jìn)行比較深入、細(xì)致的描述,了解被研究者的心理狀態(tài)和意義建構(gòu)。訪談所選擇的問題是對(duì)被研究者具有實(shí)際意義,并為他們所關(guān)心的問題。根據(jù)研究結(jié)果研究者從教育學(xué)視角提出大學(xué)生英語(yǔ)教育優(yōu)化的理論啟示,包含正確文化觀的樹立、跨文化語(yǔ)境的營(yíng)造、文化技能的培養(yǎng)、教育者關(guān)懷理念的強(qiáng)化等。同時(shí),提出在英語(yǔ)教學(xué)實(shí)踐中的對(duì)策建議,即在與英語(yǔ)教學(xué)相關(guān)的方面進(jìn)行母語(yǔ)文化的滲透和目的語(yǔ)文化精髓的挖掘,以期能使大學(xué)生對(duì)母語(yǔ)文化和目的語(yǔ)文化形成理性的認(rèn)知理解和價(jià)值立場(chǎng),優(yōu)化大學(xué)生英語(yǔ)教育。根據(jù)研究思路和研究?jī)?nèi)容,本文運(yùn)用文獻(xiàn)法、問卷調(diào)查法和訪談法對(duì)大學(xué)生的母語(yǔ)和目的語(yǔ)文化認(rèn)同狀況進(jìn)行調(diào)查研究。本文總體結(jié)構(gòu)共有六個(gè)部分組成:第一部分為緒論,介紹了本文的選題緣由、研究目的、研究意義、概念界定、研究思路以及研究方法等。第二部分為文獻(xiàn)綜述,即國(guó)內(nèi)外有關(guān)語(yǔ)言學(xué)習(xí)與文化認(rèn)同的相關(guān)研究以及對(duì)已有研究的述評(píng)。第三部分為研究的理論依據(jù),本文主要運(yùn)用Lambert有關(guān)二語(yǔ)學(xué)習(xí)者文化認(rèn)同的"削減性雙語(yǔ)現(xiàn)象"和"附加性雙語(yǔ)現(xiàn)象"理論、高一虹有關(guān)外語(yǔ)學(xué)習(xí)者文化認(rèn)同的"生產(chǎn)性雙語(yǔ)現(xiàn)象"和"分裂性雙語(yǔ)現(xiàn)象."理論以及建構(gòu)主義學(xué)習(xí)理論,最后是以上理論對(duì)本研究的啟發(fā)等。第四部分為實(shí)證研究結(jié)果部分即樣本校大學(xué)生文化認(rèn)同現(xiàn)狀調(diào)查研究。包含問卷調(diào)查和訪談?wù){(diào)查兩部分,最后是研究結(jié)論。第五部分為大學(xué)生英語(yǔ)教育優(yōu)化的理論啟示,即針對(duì)前章的研究結(jié)果從宏觀理論方面提出建議。共包含四個(gè)方面,分別是正確文化觀的樹立、跨文化語(yǔ)境的營(yíng)造、文化技能的培養(yǎng)和教育者關(guān)懷理念的培養(yǎng)等。第六部分為英語(yǔ)教學(xué)實(shí)踐中的對(duì)策建議。這一章亦針對(duì)前章的研究結(jié)果從兩方面進(jìn)行闡述,分別是母語(yǔ)文化的滲透和建構(gòu)主義學(xué)習(xí)理論視角下的目的語(yǔ)文化精髓的挖掘。在國(guó)外有關(guān)語(yǔ)言學(xué)習(xí)與文化認(rèn)同的研究上,從研究方法上來講實(shí)證類研究為多數(shù),主要分為關(guān)于移民文化認(rèn)同情況的調(diào)查研究和關(guān)于雙語(yǔ)或多語(yǔ)言使用者文化認(rèn)同情況的調(diào)查研究。非實(shí)證類即有關(guān)語(yǔ)言學(xué)習(xí)與文化認(rèn)同宏觀理論方·面的研究。國(guó)內(nèi)有關(guān)英語(yǔ)學(xué)習(xí)與文化認(rèn)同的研究在數(shù)量上明顯不足,從中國(guó)知網(wǎng)搜索相關(guān)關(guān)鍵詞或主題,發(fā)現(xiàn)在博士學(xué)位論文中尚未有關(guān)于大學(xué)生文化認(rèn)同方面的研究。國(guó)內(nèi)這方面的研究基本上都是基于調(diào)查的實(shí)證類研究,按照研究對(duì)象分類主要分成兩部分,一部分是專門針對(duì)高校英語(yǔ)專業(yè)學(xué)生的研究,另一部分是除此類研究對(duì)象之外的各種研究,包括少部分針對(duì)非英語(yǔ)專業(yè)學(xué)生和英語(yǔ)教師的研究,英語(yǔ)專業(yè)與非英語(yǔ)專業(yè)學(xué)生的對(duì)比研究等。本文的研究意義主要在于:首先,理論意義方面,綜合有關(guān)語(yǔ)言學(xué)習(xí)與文化認(rèn)同的相關(guān)研究,從內(nèi)在制約機(jī)制和外在制約機(jī)制兩個(gè)方面,總結(jié)形成大學(xué)生文化認(rèn)同制約機(jī)制,豐富文化認(rèn)同機(jī)制理論;在研究方法上借鑒綜合前任研究者的問卷設(shè)計(jì)并對(duì)其題目進(jìn)行完善,提高信度,豐富質(zhì)性研究,加大訪談比重,完善實(shí)證調(diào)查研究。同時(shí)研究對(duì)象擴(kuò)大到師范類高校英語(yǔ)專業(yè)本科生和研究生,豐富語(yǔ)言學(xué)習(xí)與大學(xué)生文化認(rèn)同關(guān)系的研究,這也是出于綜合展現(xiàn)并深化教育學(xué)、語(yǔ)言學(xué)、跨文化交際學(xué)等學(xué)科現(xiàn)有知識(shí)體系的研究需要。其次,現(xiàn)實(shí)意義方面,在對(duì)問卷調(diào)查數(shù)據(jù)和訪談結(jié)果分析的基礎(chǔ)上,從英語(yǔ)學(xué)習(xí)角度客觀了解高校英語(yǔ)專業(yè)和非英語(yǔ)專業(yè)大學(xué)生的不同雙語(yǔ)現(xiàn)象變化,即對(duì)母語(yǔ)文化和目的語(yǔ)文化的認(rèn)同現(xiàn)狀;根據(jù)調(diào)查研究結(jié)果從教育學(xué)視角在教育實(shí)踐方面對(duì)教育管理者和高校英語(yǔ)教師在專業(yè)英語(yǔ)教學(xué)與大學(xué)英語(yǔ)教學(xué)中提出相關(guān)教育啟示;通過高校相關(guān)英語(yǔ)教學(xué),培養(yǎng)大學(xué)生的文化自覺和文化自信,激發(fā)大學(xué)生對(duì)中華優(yōu)秀文化的熱愛之情和踐行之志,鞏固大學(xué)生的核心文化價(jià)值觀,增強(qiáng)大學(xué)生對(duì)外來文化的選擇能力,深化文化功能在高校育人過程中的作用,這是新時(shí)代下提升國(guó)家文化軟實(shí)力以及提高國(guó)家戰(zhàn)略儲(chǔ)備人才素質(zhì)的現(xiàn)實(shí)需要。
[Abstract]:In today's world, globalization has become an irresistible trend of the times. Like economic globalization, the different cultures around the world, with the help of advanced information technology and developed mass media, have also gained more opportunities for mutual shock and collision at the same time, and make us more complex. In the meta - cultural environment, the comparison and conflict between different cultures and values imperceptibly influence the individual's consciousness and the individual's identification goals for ideas, local culture, western culture and individual values. According to the view of the post colonial theory, the world is globalized and modernized today, those early and obtained The rapidly developing countries, which have an absolute advantage in economic science and technology, still have a more serious cultural hegemonism for the post - developed modern country, which actually creates another more concealed colonial - cultural colonization wrapped in legal forms. Postcolonial theory holds that this is the case. The reasons are related to both East and west countries: on the one hand, western developed countries take the initiative to carry out compulsory cultural transmission and assimilation to developing countries by their own strong forces in economic and other aspects. On the other hand, developing countries have to obey some western countries in order to keep pace with western developed countries in the process of modernization. The dominant and recessive cultural aggression has gradually lost its native culture and national self-confidence. In any case, cultural imperialism and cultural colonialism have become an irresistible fact, regardless of the reasons. College students are the best of their peers, are very valuable talent resources, a nation's hope, a nation. The university stage is the key period for college students' world outlook, outlook on life, values, and the establishment and development of changes. In this period, college students' psychology has the characteristics of curiosity, sensitivity and so on. As a post-90s college student, it has a strong desire for knowledge, and has a strong exploration, understanding and connection to the new things. After entering the University, facing the changing complex learning and living environment, facing the numerous cultural phenomena and values, they actively and involuntarily draw the juices of various cultures. However, due to the lack of identification and the lack of ideological awareness, many big students produce Chinese and Western cultural phenomena of different values. The western life habits, the philosophy and the aesthetic consciousness of the west gradually integrate into the values of college students. The values of the Chinese excellent traditional culture correspond to the Chinese students' Chinese micro and loss, which reflects the loss of their national cultural positions and the wavering of their values. There is not enough attention in the contemporary college students, and there is a dilemma and crisis. Language is the carrier of culture. While learning English knowledge and skills, English learners will inevitably encounter a problem of how to treat the national culture of the target language and the native culture of the mother tongue, that is, the learners recognize the two different cultures. Therefore, we need to understand the current situation of the influence of English language learning on the cultural identity of the native language and the target language of the college students from the perspective of the relationship between language and culture. This paper first combines the domestic and foreign scholars' bilingual phenomenon theory about cultural identity through quantitative research to understand English learners at school. The identity of college students in the mother tongue culture and the target language culture, and the analysis of "English learning", "gender", "family background" (rural / town) are the factors that affect the cultural identity of the native language and the target language in the course of English learning. On the basis of the cultural identity part of the questionnaire, the survey on the change of machine and self identity has been modified and supplemented. Through qualitative research on collective semi open formal interview, the approach and acceptance of English culture for non English majors and English majors, the understanding of the mother tongue and the language, the surface culture and the deep culture Understanding and value position and so on. The conclusions are analyzed from the factors affecting the cultural identity of English learners to the mother tongue and the target language, the degree of identity and performance of English learners at different cultural levels. State and meaning construction. The questions selected by the interview are of practical significance and concern for the researchers. According to the results of the research, the researcher proposes the theoretical enlightenment of the optimization of College Students' English education from the perspective of pedagogy, including the establishment of a correct cultural view, the construction of the cross-cultural context, the cultivation of cultural skills, and the education of the educators. At the same time, some suggestions are put forward in the practice of English teaching, namely, the infiltration of mother tongue culture and the excavation of the essence of the cultural essence of the target language in the aspects of English teaching, in order to enable the college students to form a rational cognitive understanding and value position to the mother tongue culture and the target language culture, and to optimize the college students' English education. According to the research ideas and research contents, this paper investigates the cultural identity of the mother tongue and the target language of college students by means of literature, questionnaire and interview. The overall structure of this paper consists of six parts: the first part is the introduction, which introduces the origin of the topic, the purpose, the significance, the definition and the study of the concept. The second part is the literature review, which is the related research on language learning and cultural identity at home and abroad, and the review of the existing research. The third part is the theoretical basis of the study. This article mainly uses the theory of "cut bilingualism" and "additional bilingualism" on the cultural identity of Lambert learners in two language. The "productive bilingualism" and "separatist bilingualism" and the theory of constructivism are the inspiration of the above theory to the study. The fourth part is the empirical study on the status quo of the cultural identity of the college students. The two part and the last is the conclusion of the study. The fifth part is the theoretical inspiration for the optimization of College Students' English education. That is to put forward some suggestions from the macro theoretical aspects of the research results of the former chapter, including four aspects, namely, the establishment of the correct cultural concept, the construction of the cross-cultural context, the cultivation of cultural skills and the cultivation of the concept of the caring of the educators. The six part is the countermeasures and suggestions in the practice of English teaching. This chapter also expounds the research results of the former chapter from two aspects, namely, the infiltration of the mother tongue culture and the excavation of the cultural essence of the target language from the perspective of the constructivist learning theory. The majority of the study, mainly divided into the investigation of the cultural identity of the immigrants and the research on the cultural identity of bilingual or multilingual users. The non positivist class is about the macro theory of language learning and cultural identity. The domestic research on English learning and cultural identity is obviously insufficient in number, It is found that there are no studies on cultural identity of college students in the doctoral thesis. The domestic research is basically based on the empirical research, which is divided into two parts according to the classification of the research objects, and some are specially aimed at the research of College English majors. The other part is a variety of research except the object of this study, including a few studies on non English majors and English teachers, the comparative study of English majors and non English majors. The main significance of this paper is: first, the theoretical significance, comprehensive related research on language learning and cultural identity, From two aspects of internal restriction mechanism and external restriction mechanism, the author summarizes the formation mechanism of College Students' cultural identity, enriches the theory of cultural identity mechanism, and draws lessons from the questionnaire design of the comprehensive former researchers and consumes their topics, improves the reliability, enriches the qualitative research, increases the proportion of interviews, and consummate empirical investigation and research. The research object is extended to the undergraduate and graduate students of Normal College English majors and the study of the relationship between language learning and college students' cultural identity. This is also necessary for the research of the existing knowledge system in the comprehensive display and deepening of education, linguistics, intercultural communication and other subjects. Secondly, the practical significance, in the questionnaire survey data On the basis of the analysis of the results of the interview, we have an objective understanding of the different Bilingual Phenomena of College English majors and non English majors from the perspective of English learning, that is, the status of the identity of the mother tongue culture and the target language culture; according to the results of the investigation, the education managers and College English teachers are in the educational practice from the educational perspective. The teaching of professional English and the teaching of College English put forward relevant educational revelations. Through the related English Teaching in Colleges and universities, the cultural self-consciousness and cultural confidence of the college students will be trained to stimulate the love and practice of the students to the Chinese excellent culture, to consolidate the core cultural values of the College students and to enhance the ability of the students to choose the foreign culture. Deepening the role of cultural function in the process of educating people in Colleges and universities is the practical need to improve the national cultural soft power and improve the quality of national strategic reserve talents in the new era.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：H319.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 蒲瑩暉;;少數(shù)民族英語(yǔ)教育的民族認(rèn)知因素研究——兼論潛在課程的介入必要[J];貴州民族研究;2015年03期

2 欒嵐;;少數(shù)民族英語(yǔ)教育中文化自覺理念導(dǎo)入研究[J];長(zhǎng)春教育學(xué)院學(xué)報(bào);2015年03期

3 潘巍巍;;語(yǔ)言傳播的本質(zhì)規(guī)律探究[J];云南民族大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2015年02期

4 賈繼南;蘇婭;;民族院校蒙古族大學(xué)生英語(yǔ)學(xué)習(xí)與文化認(rèn)同——以內(nèi)蒙古民族大學(xué)蒙古族英語(yǔ)專業(yè)學(xué)生為個(gè)案[J];民族高等教育研究;2014年04期

5 汪建麗;;“美美與共”理論與英語(yǔ)教育文化認(rèn)同[J];教育評(píng)論;2014年05期

6 薛芬;韓百敬;;交際風(fēng)格視域中英語(yǔ)學(xué)習(xí)者文化認(rèn)同建構(gòu)探究[J];揚(yáng)州大學(xué)學(xué)報(bào)(高教研究版);2014年S1期

7 凌斌;王志成;;少數(shù)民族英語(yǔ)教育中的心理語(yǔ)言距離研究——以藏族英語(yǔ)教育為例[J];貴州民族研究;2014年04期

8 任小華;;文化認(rèn)同與英語(yǔ)學(xué)習(xí):基于非英語(yǔ)專業(yè)大學(xué)生的歷時(shí)研究[J];西安航空學(xué)院學(xué)報(bào);2014年02期

9 張寧;;英語(yǔ)學(xué)習(xí)中的文化認(rèn)同:文獻(xiàn)述評(píng)[J];遼寧醫(yī)學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版);2014年01期

10 檀傳寶;;諾丁斯與她的關(guān)懷教育理論[J];人民教育;2014年02期

相關(guān)重要報(bào)紙文章 前2條

1 方增泉 ;鄭偉 ;祁雪晶 ;林香順 ;曹寧;;師生關(guān)系，，誰先邁出交往第一步？[N];光明日?qǐng)?bào);2014年

2 高文兵;;從優(yōu)秀傳統(tǒng)文化中汲取實(shí)現(xiàn)中國(guó)夢(mèng)的精神力量[N];人民日?qǐng)?bào);2013年

相關(guān)博士學(xué)位論文 前2條

1 章石芳;族群文化認(rèn)同視野下菲律賓華族移民母語(yǔ)教育發(fā)展及方略研究[D];福建師范大學(xué);2011年

2 粟高燕;世界性與民族性的雙重變奏[D];華中師范大學(xué);2008年

相關(guān)碩士學(xué)位論文 前7條

1 尤丹;從文化認(rèn)同視角對(duì)英語(yǔ)專業(yè)學(xué)生“全球公民意識(shí)”的實(shí)證研究[D];杭州師范大學(xué);2012年

2 張巖;文化認(rèn)同及其對(duì)大學(xué)英語(yǔ)教學(xué)的啟示：一項(xiàng)關(guān)于90后大學(xué)生的調(diào)查[D];遼寧師范大學(xué);2011年

3 徐代;獨(dú)立學(xué)院英語(yǔ)專業(yè)生產(chǎn)性雙語(yǔ)現(xiàn)象存在之研究[D];長(zhǎng)春理工大學(xué);2011年

4 李光輝;非洲文學(xué)作品中的英語(yǔ)變體：語(yǔ)言特征及文化認(rèn)同[D];重慶師范大學(xué);2010年

5 張?zhí)煅?ELF的英語(yǔ)變體探析[D];重慶師范大學(xué);2010年

6 高莉君;大學(xué)英語(yǔ)教學(xué)中的中國(guó)文化認(rèn)同教育探討[D];西南大學(xué);2009年

7 趙楊;中國(guó)英語(yǔ)中的文化認(rèn)同與大學(xué)英語(yǔ)教學(xué)中的中國(guó)文化導(dǎo)入研究[D];西北大學(xué);2009年

本文編號(hào)：1802804