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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

【作者】 周辉辉

【导师】 何献忠;

【作者基本信息】 长安大学, 外国语言学及应用语言学, 2017, 硕士

【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】 Because of the authoritative role of textbooks in China, cultural content in textbooks is regarded as reliable and indisputable, so it is easy to lead to blind obedience in teaching and learning. The cultural view conveyed by those textbooks has a great effect on textbook users’ own values. Therefore, it is urgent for us to analyze textbooks with a critical eye, so as to investigate whether there is bias in the cultural representation in examined textbooks and whether the cultural representation in those textbooks can help students develop their Intercultural Communicative Competence(hereafter ICC). New Senior English for China(hereafter NSEFC)(the 2nd ed., 2007) is a set of textbooks widely used in China. The current study chooses all of the reading texts in five compulsory textbooks of NSEFC(75 texts totally 45, 300 words) as the linguistic data, and they are analyzed from the perspective of Critical Discourse Analysis(hereafter CDA). Based on Liu’s(2013) framework of cultural classification, this study applies Content Analysis to analyze the cultural representation from two factors(the sources of culture and the themes of culture).The analysis shows that in NSEFC, in terms of sources of culture, the representation of Target Culture, International Culture and Source Culture is not balanced. Target Culture is in the dominated place. Although International Culture and Source Culture have been presented, they are not obviously sufficient; in terms of themes of culture, the representation is also selective. In Big “C” cultural category, the most frequently referenced themes in NSEFC are Geography and History, while the theme of Art is neglected; In Little “c” cultural category, “Food and Drinks” theme is emphasized, while the popular theme of Hobbies does not receive enough attention.The research findings above suggest that in NSEFC cultural bias does exist. It will cause distress in the formation of textbook users’ cultural cognition and affect the cultivation and development of students’ ICC.The current study not only offers a new perspective for analyzing the cultural content in English textbooks, but also helps raise textbook developers and compilers’ culturally sensitive awareness, and provides reference for English textbooks’ compilation.

  • 【网络出版投稿人】 长安大学
  • 【分类号】G633.41
  • 【下载频次】137
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