人教版（普通高中课程标准实验教科书）《英语》的阅读语篇文化再现的研究

发布时间：2019-03-22 09:10

【摘要】：在我国,教材的权威地位使得教材中的文化内容被认为是可靠的和无可争辩的,容易造成师生教学的盲从。这样,教材中所传达的文化观念将对教材使用者塑造自身价值观念产生一定的影响。因此,我们需要用批判的眼光去分析教材,以探究教材中是否存在文化的偏见或歧视现象以及教材中文化的再现方式是否能够帮助学生培养他们的跨文化交际能力。人教版(普通高中课程标准实验教科书)《英语》(2007年第二版)是在我国广泛使用的一套英语教材。本研究从批评话语分析的视角出发,选取五本必修教科书中所有的阅读语篇(共75篇,约45,300词)作为语料。依据Liu(2013)的文化分类框架,采用内容分析法,从文化来源和文化主题两个方面对文化再现进行分类研究。研究结果表明,在人教版(普通高中课程标准实验教科书)《英语》中,从文化来源上看,目标语文化,国际文化和源语言文化的再现是不均衡的。目标语文化占主体地位。尽管国际文化和源语言文化都有所呈现,但明显呈现不足。从文化主题来看,各文化主题的再现也是有选择性的。其中,在Big“C”文化范畴下,本套教材突出呈现了“地理”和“历史”主题,而“艺术”主题被忽视了;在Little“c”文化范畴下,“食品和饮料”主题被强调了,而比较常见的“兴趣爱好”主题没有得到足够重视。以上这些发现表明这套高中英语教科书的阅读语篇中文化偏见或歧视确实存在。它会对教材使用者良好文化意识的形成造成困扰,进而影响学生跨文化交际能力的培养和发展。本研究不仅为英语教材的文化分析提供了新的视角,而且有利于提高教材研发者、编写者的文化敏感意识,为英语教材的编写提供参考。
[Abstract]:In our country, the authoritative position of teaching material makes the cultural content of teaching material be regarded as reliable and indisputable, which is easy to lead to the blind teaching of teachers and students. In this way, the cultural ideas conveyed in the textbooks will have a certain impact on the users of textbooks to shape their own values. Therefore, we need to use critical perspective to analyze the teaching materials in order to explore whether there is cultural bias or discrimination in the textbooks and whether the reappearance of the culture in the textbooks can help students to cultivate their cross-cultural communicative competence. English (the second edition of 2007) is a set of English textbooks widely used in China. From the perspective of critical discourse analysis (CDA), this study selects all the reading texts (75 in all, about 45300 words) in five compulsory textbooks as a corpus. According to the cultural classification framework of Liu (2013), using the content analysis method, the cultural reproduction is classified from two aspects: cultural source and cultural theme. The results show that the reappearance of the target language culture, the international culture and the source language culture is not balanced from the perspective of cultural sources in English, which is the standard experimental textbook for senior high school curriculum. The target language culture occupies the dominant position. Although both the international culture and the source language culture have been presented, it is obvious that the international culture and the source language culture are insufficient. From the cultural theme point of view, the reproduction of the cultural theme is also selective. Among them, under the category of "C" culture of Big, the theme of "geography" and "history" is highlighted in this set of textbooks, while the theme of "art" is ignored. In the context of Little "c" culture, the theme of "food and beverage" has been emphasized, while the more common theme of "hobby" has not been paid enough attention. These findings suggest that cultural bias or discrimination does exist in the reading texts of this set of high school English textbooks. It will disturb the formation of good cultural consciousness of textbook users, and then affect the cultivation and development of students' intercultural communicative competence. This study not only provides a new perspective for the cultural analysis of English textbooks, but also helps to improve the cultural sensitivity of textbook developers and compilers, and to provide reference for the compilation of English textbooks.
【学位授予单位】：长安大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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