台湾华语文教材文化融入方式探讨

发布时间：2018-11-10 23:43

【摘要】：学习一种外语其实就等于是学习一种文化,这意味着学习外语时不了解其语言背后的文化特色,就不能了解其语言的全貌,最终致使无法完全掌握该语言。广义上讲,文化的教学存在于语言教学的每个阶段,甚至每个单元。既然语言教学最终以语用为目的,那么就必然会涉及到语言文化上各个层面的教学。所以,无论是教学者还是语言教材在教学的过程中都要自始至终注意结合语用、文化等因素,把语言形式放入到社会语用功能的背景下进行教学,真正使语言知识“活”起来,才能实实在在地提升学习者的语言交际能力。相较于英语、法语、日语等这些较早受到关注的语言来说,华语文的教育正在走入“亟需全方面知识与养分灌输的青年时期”。而将文化因素融入华语文教学的概念,在现阶段也成为了华语文教育领域中的新兴与热门课题；与此同时,与之相关的研究、理论也还处于各家争鸣阶段,尚无具体定论出现。因此,现阶段,在浩瀚的华语文教学领域中,要诠释中华文化的内容以及文化因素融入语言教材的范畴、主题等实属不易,而笔者在此研究过程中以台湾地区现阶段各大学华语研习中心所使用的主流华语教材(分别是《新版实用视听华语》系列、《远东生活华语》系列、《今日台湾》、《迷你广播剧》、《思想与社会》五套教材)为例,探究其文化融入汉语教材的理念、原则与形式,并与现阶段大陆较有代表性的《新实用汉语课本》做对比分析,希望能够找出两岸华语教学中文化因素融入语言教材的异同之处,并以此为支撑点,为两岸汉语作为第二语言教学的相互交流与学习做出一点有益的尝试。
[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.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H193

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