體驗區
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| 篇名 |
英語語言與文化教學的五個課題
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| 並列篇名 |
On Five Themes in English Language and Cultural Instruction
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| 作者 |
曾守得(Tseng, David S. D.)
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| 中文摘要 |
外語學習基本上是一種文化的學習。學習語文是指學習該語言的語言知識與文化。以往我們台灣各大學英、外國語文科系的課程都從文學作品的閱讀與涉獵，來充實學生的文化內涵。我們忽略EFL學生的社會文化的知識培養。當學生在學校接觸到另一種語言與文化時，頓時產生家庭母語語言文化與學校外語文化的競爭與衝擊。兩者如何在EFL學生的腦海中互相競合，互助互利，才是本文關心的重點。本文的目的，旨在探索台灣EFL學生的社會文化世界的衝突與競爭、語言與文化調適、文化內涵與語言的包孕結構、文化知識內涵的吸收與轉化運用、角色扮演與角色關係的內化。筆者認為，培養學生的英語文化知識，必須從這五個課題著手。
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| 英文摘要 |
Foreign language learning is culture learning. Language learning refers to the study of a specific language code with its linguistic knowledge and cultural content. During the past, the curricula in the foreign language departments of Taiwan’s colleges started to enrich students’ cultural content from literary works. They neglected the development of English as a foreign language (EFL) students’ socio-cultural knowledge. Whenever students came across another language and culture, they suddenly created a competition and conflict between students’ home and school languages and cultures. How will these different languages and cultures maintain a balancing situation and mutually cooperate and benefit each other is the major concern of this paper. This paper aims to explore Taiwan EFL students’ conflict and competition between these two socio-cultural worlds, the issue of adaptation of language and culture, the embedded structure of cultural content and language, the absorbing and transformation of the content of cultural knowledge, and role playing and the internalization of role relationships. It is concluded that to develop students’ English cultural knowledge, we must start from these five themes.
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| 頁次 |
013-022
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| 關鍵詞 |
社會文化知識
、文化內涵
、競爭與衝突
、語言與文化
、Socio-cultural knowledge
、cultural content
、competition and conflict
、language and culture
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| 卷期 |
2
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| 日期 |
200801
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| 刊名 |
SPECTRUM ： NCUE Studies in Language, Literature, Translation
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| 出版單位 |
國立彰化師範大學
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