对外汉语教学中的文化教学——以颜色词教学为例

对外汉语教学学科是一门年轻的学科,在四十多年的历程中,学科建设取得了长足的发展,然而也有很多问题和争议。其中,对外汉语的语言教学与文化教学之间的关系,语言教学中文化教学的内容和原则,如何进行文化教学等问题都是十分重要的。在文化教学中,包含文化因素的词汇是讲解的重点,而基本的颜色词又是最具代表性的,所以通过对颜色词的分析研究,说明文化教学是对外汉语教学中的一个重要组成部分。并且,在文化教学过程中,应当注意循序渐进;在教师素质方面,应当在保证其具备语言专业知识的同时,注重综合文化素质的培养和提高。这样,才能提高文化教学的质量,调动学习者对语言学习的积极性。     

文化的习得性与英语教学策略的转变

语言有丰富的文化内涵，学习语言不可避免地接触到与之有关的文化。因此，我们需要转变教学思路和教学策略，在英语教学中关注文化的习得性。文化的习得性基于不同语言习惯之间的差异以及人生观、价值观的差异，基于文化习得性的英语教学必须开发丰富的课程资源。     

浅谈英语教学中背景文化教育培养的重要性

任何一种文化都有它内部的文化支撑存在。语言是文化的载体，是文化的主要表现形式。语言与文化相辅相成，密切相连，自身文化与第二语言文化的差异以及文化知识的缺乏往往阻碍着学生交际能力的培养和发展，所以背景文化教育的培养刻不容缓。本文从语言与文化的关系，文化教育的内容，在初级英语教学中培养背景文化的原因分析以及结合自己的观察和教学实践来阐述。     

从英语语言霸权与文化扩张透视当前的“汉语热”

语言与文化关系密切。作为文化的传承工具，语言在文化影响力的对外传播与扩展中起着非常重要的作用。在英语语言霸权与文化扩张中体现得尤为明显。当前的“汉语热”令很多人欣喜乐观，然而在似乎繁荣光鲜的背后汉语言文化的国际传播正面临着一系列诸如现实反差，教学力量及外部抵制等迫切需要思考和关注的问题。     

法语(第二外语)教学中的文化阐释

语言和文化关系密切,语言是文化构成的基础,语言又受到文化的制约。语言学习的终极目的在于交际,因而语言的教学离不开文化的阐释。随着文化因素在外语教学中的影响日益广泛,我国的外语教学理论与模式必然得到新的发展和完善。     

大学英语教学中的文化教学探索

不同的民族有着不同的语言,每种语言都蕴涵着不同的社会文化背景.从语言与文化的关系入手,简述了在大学英语教学中文化教学的必要性,同时提出了文化教学的途径.     

浅析跨文化交际意识对外语教学的影响

语言与文化有着密切的关系,掌握一门语言并不仅限于学习语言本身,母语文化与目的语文化之间往往存在着很大差异。如何消除这种文化差异造成的交际障碍是外语教学研究的重要内容,培养跨文化交际意识是跨越母语与目的语障碍的最佳联结点。我国的外语教学应注重跨文化交际对外语学习的影响,通过文化导入来加深不同文化的理解和交流。     

浅谈文化导入与外语教学

英语作为一种被广泛使用的语言,在国际交流中起着愈加重要的作用。哲学家、历史学家、文化学家、语言学家、外语教师等,对语言和文化之间的关系一直有浓厚的兴趣。尤其是语言学家们已经意识到文化鸿沟已经成为国际交流中的一大障碍。然而,当前的英语教育仍然只重视语言知识的学习,将语言和文化割裂开来。适当增加本族和外族文化导入是外语教学中的必然要求,又是不可或缺的。     

港澳华文教育发展研究

香港、澳门自身的特性决定了开展和扩大华文教育的重要性。当前港澳华文教育的发展存在教育重视程度不足、多语言之间关系复杂、华文教育推广战略缺失、教学语言过渡和简繁汉字更替等问题。可通过增强港澳居民的民族认同感、加强华语教师的培训工作、规范学校教学语言、宣传和推广简化字、制定华文教育推广战略等手段，促进港澳华文教育事业的发展。     

中等职业学校文化基础课的现状及对策

生源文化基础较差,"专业技能"与"文化基础"之间权重失衡,定位模糊以及教学评价侧重于专业课程是目前中等职业学校文化基础课教学存在的主要问题,中职学校应正确处理专业课与文化基础课之间的关系,加强对文化基础课学科价值的认识,加强教学针对性和教学评价等措施,使文化基础课在中等职业教育中发挥真正作用。     

重视套译法,坚持谚语翻译本土化

谚语是千百年来的文化积淀，它的出处、使用场合都有深厚的文化背景，因此在翻译时，其原文与译文的等效关系较为复杂，难以把握。对于英汉中寓意相同或相近的谚语，只要语境许可，我们就应该直截了当地使用谚语或其他习语去套译谚语。套译法是最为简单、便捷的方式，它能将异方文化本土化，较完美地体现谚语所特有的文化内涵和比喻色彩，摆脱不当直译所带来的诸多问题。     

Public Attitudes to Gaelic and the Debate about Scottish Autonomy

Scotland seems to be a counter-example to general theories of the relationship between language and national identity or nationalism. These theories point to three components in the ideology of language and nation—that being able to speak the national language is necessary for full national membership, that the national language is a core part of the nation's culture, and that the future of national political autonomy and the future of the national language are connected with each other. In Scotland, it has appeared that language is not central to national membership or culture, and language campaigning has not been central to the political campaigns for autonomy. The article presents new evidence, from the 2012 Scottish Social Attitudes Survey, which questions these beliefs about the relationship between language and national identity or nationalism in Scotland.     

Tourism and Policy in Preserving Minority Languages and Culture: The Cuetzalan Experience

This article outlines the sociolinguistic environment in Cuetzalan, Puebla, Mexico, and how the evolution of tourism influenced, in what appears to be a positive way, the preservation and maintenance of Nahuat, the language spoken by the Nahua Indians of this area. There are many remarkable consequences to this story, however, this article will concentrate on the principal movers, indigenous women, and how their proactive solution to economic hardship led to language preservation. With the focus on language usage, much of the community culture and traditions are recovered and revivified. This study focuses on the situation of a particular group of Nahua women who joined together and formed an economic cooperative to improve their very limited existence. Through diligent work with an implicit policy of self‐determination, they succeeded in organizing themselves into different work areas as well as investing time to educate themselves. A majority of the women began promoting tourism and in return tourism appears to have been a very important factor that motivated them to revive and maintain their language, culture, and traditions.     

中西跨文化交际障碍及对策

第二语言习得者处于目的语国家中往往会遇到语言外的跨文化交际障碍,因而文化教学是语言教学的重要组成部分。在中西交流中,不同文化在价值取向、思维方式、社会规范、生活方式等方面存在着差异,造成了中西方跨文化交际障碍。因此,要减少跨文化交际障碍,必须增强交际者的跨文化意识,培养他们的跨文化交际能力。文化教学的内容应注重交际文化的渗透。     

从文化缺失看语义空缺的翻译

语言用来传递文化,是文化的载体.在Dagot看来是文化和语言的差异造成了语义的空缺.列举语义空缺的类型,针对不同的语义空缺提出不同的翻译策略.通过翻译语义空缺不仅能达到语言的交流,更能达到文化层次上的交流.正是这样的沟通交流,推动各民族文化的交流和融合.     

原语主义与译语主义——中日早期天主教术语翻译问题探析

异质文化之间的"不可共量性(incommensurability)"是导致异质语言对译难题的根源所在。为达到相异文化之间的交流与理解,首先应当面对的问题就是语言的障碍。16世纪东来天主教耶酥会士在面对中日文化时首先遭遇的就是天主教术语的翻译问题,因中日文化性格与地位的不同而分别采取了不同的翻译原则法,在日本最后采取了直接音译的原语主义,在中国则是意译的译语主义。     

英语文化渗透式教学的实践与探讨

语言与文化具有紧密的联系。英语教学不应以通过考试为目的,而应注重提高实际生活中运用语言能力和交际能力。本文强调教学过程中应加强文化的渗透,利用多种渠道使学生了解中西文化的差异,并对英语教学中应注意的问题进行分析和探讨。     

Language policy and political strategy in India

The official language policy of India is described as a 3 ± 1 language outcome. The central question that guides this paper is to explain why, when Congress leaders attempted to provide for India a single indigenous language for official communication, have they suffered more opposition than have rulers of states that consolidated in earlier centuries? Standard explanations for the different outcome, relying on special attributes of Indian culture and history, are found to be inadequate. A game theoretic analysis of political strategy helps to highlight two variables that best explain India's language outcome: the world historical time of state consolidation; and the nature of politician/bureaucrat relations for postcolonial states.     

Embodiment and meaning: moving beyond linguistic imperialism in social semiotics

Social semiotic approaches to multimodality have tended to take language as the model for other modalities even when their professed aim is to move away from it. This kind of “linguistic imperialism” causes problems for theorising the relationship between the two basic semiotic planes of expression and interpretation in different modalities, and how the affordances of the expression plane relate to the meanings of the interpretation plane in each case, as well as in understanding the particular role of language in multimodal texts. The current paper brings together insights from semiotics, sociology of music and philosophy of language, as well as critiques of social semiotic approaches, in order to argue that the missing element in accounts of semiotic systems like language and music is the fundamental role played by embodiment in both these systems.