【摘要】：學(xué)習(xí)一種外語(yǔ)其實(shí)就等于是學(xué)習(xí)一種文化,這意味著學(xué)習(xí)外語(yǔ)時(shí)不了解其語(yǔ)言背后的文化特色,就不能了解其語(yǔ)言的全貌,最終致使無(wú)法完全掌握該語(yǔ)言。 廣義上講,文化的教學(xué)存在于語(yǔ)言教學(xué)的每個(gè)階段,甚至每個(gè)單元。既然語(yǔ)言教學(xué)最終以語(yǔ)用為目的,那么就必然會(huì)涉及到語(yǔ)言文化上各個(gè)層面的教學(xué)。所以,無(wú)論是教學(xué)者還是語(yǔ)言教材在教學(xué)的過(guò)程中都要自始至終注意結(jié)合語(yǔ)用、文化等因素,把語(yǔ)言形式放入到社會(huì)語(yǔ)用功能的背景下進(jìn)行教學(xué),真正使語(yǔ)言知識(shí)“活”起來(lái),才能實(shí)實(shí)在在地提升學(xué)習(xí)者的語(yǔ)言交際能力。 相較于英語(yǔ)、法語(yǔ)、日語(yǔ)等這些較早受到關(guān)注的語(yǔ)言來(lái)說(shuō),華語(yǔ)文的教育正在走入“亟需全方面知識(shí)與養(yǎng)分灌輸?shù)那嗄陼r(shí)期”。而將文化因素融入華語(yǔ)文教學(xué)的概念,在現(xiàn)階段也成為了華語(yǔ)文教育領(lǐng)域中的新興與熱門(mén)課題；與此同時(shí),與之相關(guān)的研究、理論也還處于各家爭(zhēng)鳴階段,尚無(wú)具體定論出現(xiàn)。因此,現(xiàn)階段,在浩瀚的華語(yǔ)文教學(xué)領(lǐng)域中,要詮釋中華文化的內(nèi)容以及文化因素融入語(yǔ)言教材的范疇、主題等實(shí)屬不易,而筆者在此研究過(guò)程中以臺(tái)灣地區(qū)現(xiàn)階段各大學(xué)華語(yǔ)研習(xí)中心所使用的主流華語(yǔ)教材(分別是《新版實(shí)用視聽(tīng)華語(yǔ)》系列、《遠(yuǎn)東生活華語(yǔ)》系列、《今日臺(tái)灣》、《迷你廣播劇》、《思想與社會(huì)》五套教材)為例,探究其文化融入漢語(yǔ)教材的理念、原則與形式,并與現(xiàn)階段大陸較有代表性的《新實(shí)用漢語(yǔ)課本》做對(duì)比分析,希望能夠找出兩岸華語(yǔ)教學(xué)中文化因素融入語(yǔ)言教材的異同之處,并以此為支撐點(diǎn),為兩岸漢語(yǔ)作為第二語(yǔ)言教學(xué)的相互交流與學(xué)習(xí)做出一點(diǎn)有益的嘗試。
[Abstract]:Learning a foreign language is actually equivalent to learning a culture, which means that when learning a foreign language without knowing the cultural characteristics behind its language, it is impossible to understand the whole picture of its language, and ultimately it is impossible to master the language completely. Broadly speaking, the teaching of culture exists in every stage of language teaching, even in every unit. Since language teaching ultimately aims at pragmatics, it will inevitably involve teaching at all levels of language and culture. Therefore, in the process of teaching, both the teacher and the language textbook should pay attention to combining the factors of pragmatics and culture, and put the language form into the background of social pragmatic function, so that language knowledge can be "alive". Only in this way can the learners' communicative competence be improved. Compared with English, French, Japanese and so on, the education of the Chinese language is entering a "youth period in which all aspects of knowledge and nutrition are badly needed". The concept of integrating cultural factors into the teaching of Chinese language has become a new and hot topic in the field of Chinese language education at the present stage. At the same time, the related research and theories are still in various stages of contention, but there is no concrete conclusion. Therefore, at this stage, in the vast field of Chinese language teaching, it is difficult to interpret the content of Chinese culture and cultural factors into the scope of language teaching materials, such as theme, etc. In the course of this study, the author uses the mainstream Chinese teaching materials used by the Chinese language study centers of various universities in the Taiwan region at this stage ("New practical Audio-visual Chinese" series, "far East Life Chinese" series, "Taiwan Today"), respectively. "Mini Radio Drama", "thought and Society", as an example, explores the concept, principles and forms of its cultural integration into Chinese textbooks, and makes a comparative analysis with "New practical Chinese textbooks", which are more representative in the mainland at this stage. It is hoped that we can find out the similarities and differences between the cultural factors and the language teaching materials in Chinese teaching on both sides of the Taiwan Strait, and take this as the supporting point to make some useful attempts for the exchange and study of Chinese as a second language teaching between the two sides of the Taiwan Strait.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H193

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