跨文化交际法中国英语教学模式探析
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摘要
跨文化交际外语教学近几年在国际上日渐发展。与此同时,中国国内将外语教学与跨文化交际研究全面结合的呼声也愈发强烈。国内外外语教学界普遍认为外语教学的宗旨是培养学生的跨文化交际能力。然而,学者们的共识以及所作的努力还没有形成可用于指导中国高等教育英语教学的系统和完整的理论模式。以往的研究要么忽视了英语教学自身的跨文化性和互动性,要么就是无视英语教学国际化与本土化的发展趋势。对跨文化交际能力的界定也有失于英语教学的本质。本研究将着重研究英语教学过程中的动态因素以及这些因素之间的相互关系,力图建构适用于中国的跨文化交际法英语教学(ICLT)的理论框架。
本研究汲取了跨文化交际学、应用语言学、语用学、社会语言学、语篇分析及其他有关语言、文化和交际的研究成果,作者关于跨文化交际中国英语教学的思想主要建立在以下三个方面的认识:1)语言、交际与文化在外语教学中应该被视为三位一体的统一体;2)英语教学的过程是学习者与文化他者之间、以及他们各自相关的语言-文化之间对话性互动的过程;3)中国英语教学应该是跨文化素质教育的重要组成部分和手段,其终极目标是把学生培养成为具有英语跨文化交际能力、在国际社会交往中运用自如、羽翼丰满的跨文化人。
本研究认为以跨文化交际的视角审视英语语言和英语教学最能把握和体现语言、交际和文化三位一体的特性。作者认为跨文化性和互动性是英语教学的动因。语言、交际与文化的连接不仅体现在同一语言和同一文化内,也体现在不同语言和不同文化之间。学习另一种语言的全部过程也是学习者在其母语语言-文化(LC1)和目的语语言-文化(LC2)之间协商和建构意义的过程。LC1与LC2之间的互动性普遍存在于英语教学之中,对二者之间对话性的充分认识可以使英语教师更好地把握如何在LC1环境中有效地进行目的语语言和文化的教学。本研究将英语教学放置于全球和本土的背景之中,认为中国英语教学应该顺应英语作为国际通用语的语言地位和功能的变化,应该在跨文化交际化过程中实现国际化与本土化的全面结合。
在将英语教学放置于跨文化教育和人文教育的框架之后,作者提出了跨文化交际英语教学的主张,指出中国英语教学的范式应该由交际法英语教学转为跨文化交际法英语教学,应该将LC1和LC2都看作英语教学的资源。英语教学的宗旨就是要培养学生的跨文化交际能力;英语教学不仅仅要培养学生的英语听、说、读、写能力,更重要的是要培养学生的跨文化素质,使之能够通过英语学习学会跨越文化的界限,超越语言文化的差异而成为跨文化人。作者在此基础上提出了跨文化交际能力模式和跨文化交际法中国英语教学的理论框架。
在理论应用方面,本研究提出了实施跨文化交际法英语教学的根本原则,即跨文化性原则、互动性原则、语言文化同一性原则和全球化与本土化相结合原则。在这四条总体原则指导下,作者还提出了教学规划中制定教学宗旨与目标、教学内容、教学方法和教学评估等具体工作应该遵循的基本原则。为进一步说明ICLT的思想,并指导这一模式在具体教学实践中的应用,作者对现行的两个中国高校英语教学大纲进行了分析,指出了其中有关跨文化英语教学方面的问题,例如语言文化相分离的问题、过分强调英语本族语模式的问题、教学原则与教学设计不一致的问题等。这些问题体现了目前英语教学界对语言、交际和文化之间的关系、对英语教学中的跨文化性和互动性以及对英语教学的实质价值等问题在认知上的误区和不足。这些问题同时也体现了中国英语教学改革的紧迫性。本研究针对如何修订国家英语教学大纲以适应目前英语教学向跨文化交际英语教学的转变而提出了建议。
总之,本研究提出了跨文化交际法英语教学模式的理论框架,提出了跨文化英语教学的思想,即以跨文化交际定位英语教学的目标、内容和过程。该思想的理论意义和实践价值体现在ICLT的理论框架为以培养学生跨文化交际能力和塑造跨文化人为宗旨的中国英语教学系统和理性的改革奠定了理论基础,并提供了指导性原则。同时,本研究还指出了进一步研究的课题和方向。
本研究主要关注中国高等教育中的英语教学。但是本研究的成果对其他层次和其他地区的英语教学也有可借鉴之处,特别是对英语作为国际通用语使用的国家和地区的英语教学具有一定的指导意义和参考价值。
While in recent years the attempt to realign foreign language teaching with an intercultural approach has gained currency internationally, the appeal for the integration of intercultural communication with English teaching has also grown stronger in China. However, consensus as well as endeavor of both international and Chinese foreign/second language teaching professionals in gearing ELT to the development of learners’intercultural communication competence (ICC) has not yielded a systematically consistent theoretical framework for an intercultural approach that applies to ELT in the Chinese context. Previous researches either ignore the intercultural and interactive nature of English teaching and learning, or fail to address the issue of internationalization and localization of English. And former definitions of ICC also seem inadequate for ELT. The present study will be devoted to a theoretical exploration of the dynamics within the process of English language education and their interrelationships, with a particular focus on the construction of a conceptual framework of an intercultural communicative approach to ELT (ICLT)in China.
Drawing on studies in intercultural communication, applied linguistics, pragmatics, sociolinguistics, discourse studies and other researches related to the studies of language, culture and communication, the author bases her ideology for interculturalizing ELT in China mainly on three lines of thinking: 1) the perception of language, communication and culture as triunity in language teaching and learning; 2) the understanding of the English teaching/learning process as dialogic interactions between the learner and the culture Other and between their pertaining linguacultures; 3) the rethinking of ELT in China as intercultural literacy education oriented towards intercultural speakership of the learner as a full-fledged member of the global community powered with intercultural communication competence in English.
The philosophy under the proposed model of intercultural communicative English education is that the triunitary relationship between language, culture and communication is best captured and exercised in an intercultural approach to the English language per se and to the English education programs. The author perceives intercultuality and interactivity as the dynamics in English teaching and learning. The interlock among language, culture and communication operates not only on the monolingual, monocultural level, but also across languages and cultures. The whole process of teaching/learning another language is a process of meaning negotiation and construction between the learners’native language and culture (LC1) and the target language and culture(s) (LC2). The interaction between LC1 and LC2 is ubiquitous in the ELT classroom and a full recognition of the dialogicality between the two can lead to a better understanding of how the target language and culture(s) should be taught and learned more productively in the LC1 contexts. In the present study, by contextualizing ELT both globally and locally, the author argues that the changed status and functions of English as an international language demands reorientation of ELT in China, which is to be characterized with an integration of internationalization and localization along with interculturalization.
Having placed ELT into the general framework of intercultural and humanistic education, the author proposes a paradigm shift from communicative language teaching to intercultural communicative language education, in which both LC1 and LC2 are to be taken as resources for intercultural communicative English teaching/learning. It has been argued that the ultimate goal of ELT is to develop learners’intercultural communicative competence, which involves not just skills of listening, speaking, reading and writing in English, but more importantly the intercultural literacy education that enables the learner to cross boundaries and transcend linguistic and cultural differences in and through the target English language. A new model of intercultural communication competence and a framework for an intercultural communicative approach to ELT in China have been constructed based on the above understandings.
For the implementation of the proposed ICLT, four fundamental principles have been outlined, namely the Principle of Interculturality, the Principle of Interactivity, the Principle of Unity of Language and Culture, and the Principle of Integration of the Global and the Local. With these principles as overall guidance, some general principles for curriculum development have been laid out in terms of goals and objectives, content, methods and assessment. To further illustrate the ideologies of the proposed ICLT and to facilitate its practical application in Chinese ELT, the author examines are made into the two national English curriculum guides currently in effect and the problems regarding the intercultural dimension of English teaching are pinpointed, such as the problems of separation of culture and language, excessive emphasis on the native-speaker model, inconsistence of teaching principles and syllabus design. The identified problems reflect misconceptions about the relationship between language, culture and communication, and the failure to recognize the intercultural and interactive nature of English teaching/ learning and the true value of English language teaching/learning for the Chinese. These problems also present the urgent need for reformation. Suggestions for revision of the national curriculum guides are offered for realignment of current ELT practice in China.
To sum up, with the proposal for an intercultural communicative approach, the author wishes to call for the interculturalization of English education in China: teaching English for intercultural communication, of intercultural communication and as intercultural communication. The theoretical significance and practical value of the present study lies in that the presented ICLT conceptual framework lays the theoretical foundations and offers general guidelines for reorientation of Chinese ELT towards teaching intercultural communication competence and intercultural speakership with a more systematic and rational curriculum development. Directions for future research are also pointed out at the end.
The present study is mainly concerned with ELT in China at the tertiary level. However, its findings and conclusions may have implications for English teaching at other levels and in other parts of the world, especially in places where English is more likely to be used as an international language.
本研究汲取了跨文化交际学、应用语言学、语用学、社会语言学、语篇分析及其他有关语言、文化和交际的研究成果,作者关于跨文化交际中国英语教学的思想主要建立在以下三个方面的认识:1)语言、交际与文化在外语教学中应该被视为三位一体的统一体;2)英语教学的过程是学习者与文化他者之间、以及他们各自相关的语言-文化之间对话性互动的过程;3)中国英语教学应该是跨文化素质教育的重要组成部分和手段,其终极目标是把学生培养成为具有英语跨文化交际能力、在国际社会交往中运用自如、羽翼丰满的跨文化人。
本研究认为以跨文化交际的视角审视英语语言和英语教学最能把握和体现语言、交际和文化三位一体的特性。作者认为跨文化性和互动性是英语教学的动因。语言、交际与文化的连接不仅体现在同一语言和同一文化内,也体现在不同语言和不同文化之间。学习另一种语言的全部过程也是学习者在其母语语言-文化(LC1)和目的语语言-文化(LC2)之间协商和建构意义的过程。LC1与LC2之间的互动性普遍存在于英语教学之中,对二者之间对话性的充分认识可以使英语教师更好地把握如何在LC1环境中有效地进行目的语语言和文化的教学。本研究将英语教学放置于全球和本土的背景之中,认为中国英语教学应该顺应英语作为国际通用语的语言地位和功能的变化,应该在跨文化交际化过程中实现国际化与本土化的全面结合。
在将英语教学放置于跨文化教育和人文教育的框架之后,作者提出了跨文化交际英语教学的主张,指出中国英语教学的范式应该由交际法英语教学转为跨文化交际法英语教学,应该将LC1和LC2都看作英语教学的资源。英语教学的宗旨就是要培养学生的跨文化交际能力;英语教学不仅仅要培养学生的英语听、说、读、写能力,更重要的是要培养学生的跨文化素质,使之能够通过英语学习学会跨越文化的界限,超越语言文化的差异而成为跨文化人。作者在此基础上提出了跨文化交际能力模式和跨文化交际法中国英语教学的理论框架。
在理论应用方面,本研究提出了实施跨文化交际法英语教学的根本原则,即跨文化性原则、互动性原则、语言文化同一性原则和全球化与本土化相结合原则。在这四条总体原则指导下,作者还提出了教学规划中制定教学宗旨与目标、教学内容、教学方法和教学评估等具体工作应该遵循的基本原则。为进一步说明ICLT的思想,并指导这一模式在具体教学实践中的应用,作者对现行的两个中国高校英语教学大纲进行了分析,指出了其中有关跨文化英语教学方面的问题,例如语言文化相分离的问题、过分强调英语本族语模式的问题、教学原则与教学设计不一致的问题等。这些问题体现了目前英语教学界对语言、交际和文化之间的关系、对英语教学中的跨文化性和互动性以及对英语教学的实质价值等问题在认知上的误区和不足。这些问题同时也体现了中国英语教学改革的紧迫性。本研究针对如何修订国家英语教学大纲以适应目前英语教学向跨文化交际英语教学的转变而提出了建议。
总之,本研究提出了跨文化交际法英语教学模式的理论框架,提出了跨文化英语教学的思想,即以跨文化交际定位英语教学的目标、内容和过程。该思想的理论意义和实践价值体现在ICLT的理论框架为以培养学生跨文化交际能力和塑造跨文化人为宗旨的中国英语教学系统和理性的改革奠定了理论基础,并提供了指导性原则。同时,本研究还指出了进一步研究的课题和方向。
本研究主要关注中国高等教育中的英语教学。但是本研究的成果对其他层次和其他地区的英语教学也有可借鉴之处,特别是对英语作为国际通用语使用的国家和地区的英语教学具有一定的指导意义和参考价值。
While in recent years the attempt to realign foreign language teaching with an intercultural approach has gained currency internationally, the appeal for the integration of intercultural communication with English teaching has also grown stronger in China. However, consensus as well as endeavor of both international and Chinese foreign/second language teaching professionals in gearing ELT to the development of learners’intercultural communication competence (ICC) has not yielded a systematically consistent theoretical framework for an intercultural approach that applies to ELT in the Chinese context. Previous researches either ignore the intercultural and interactive nature of English teaching and learning, or fail to address the issue of internationalization and localization of English. And former definitions of ICC also seem inadequate for ELT. The present study will be devoted to a theoretical exploration of the dynamics within the process of English language education and their interrelationships, with a particular focus on the construction of a conceptual framework of an intercultural communicative approach to ELT (ICLT)in China.
Drawing on studies in intercultural communication, applied linguistics, pragmatics, sociolinguistics, discourse studies and other researches related to the studies of language, culture and communication, the author bases her ideology for interculturalizing ELT in China mainly on three lines of thinking: 1) the perception of language, communication and culture as triunity in language teaching and learning; 2) the understanding of the English teaching/learning process as dialogic interactions between the learner and the culture Other and between their pertaining linguacultures; 3) the rethinking of ELT in China as intercultural literacy education oriented towards intercultural speakership of the learner as a full-fledged member of the global community powered with intercultural communication competence in English.
The philosophy under the proposed model of intercultural communicative English education is that the triunitary relationship between language, culture and communication is best captured and exercised in an intercultural approach to the English language per se and to the English education programs. The author perceives intercultuality and interactivity as the dynamics in English teaching and learning. The interlock among language, culture and communication operates not only on the monolingual, monocultural level, but also across languages and cultures. The whole process of teaching/learning another language is a process of meaning negotiation and construction between the learners’native language and culture (LC1) and the target language and culture(s) (LC2). The interaction between LC1 and LC2 is ubiquitous in the ELT classroom and a full recognition of the dialogicality between the two can lead to a better understanding of how the target language and culture(s) should be taught and learned more productively in the LC1 contexts. In the present study, by contextualizing ELT both globally and locally, the author argues that the changed status and functions of English as an international language demands reorientation of ELT in China, which is to be characterized with an integration of internationalization and localization along with interculturalization.
Having placed ELT into the general framework of intercultural and humanistic education, the author proposes a paradigm shift from communicative language teaching to intercultural communicative language education, in which both LC1 and LC2 are to be taken as resources for intercultural communicative English teaching/learning. It has been argued that the ultimate goal of ELT is to develop learners’intercultural communicative competence, which involves not just skills of listening, speaking, reading and writing in English, but more importantly the intercultural literacy education that enables the learner to cross boundaries and transcend linguistic and cultural differences in and through the target English language. A new model of intercultural communication competence and a framework for an intercultural communicative approach to ELT in China have been constructed based on the above understandings.
For the implementation of the proposed ICLT, four fundamental principles have been outlined, namely the Principle of Interculturality, the Principle of Interactivity, the Principle of Unity of Language and Culture, and the Principle of Integration of the Global and the Local. With these principles as overall guidance, some general principles for curriculum development have been laid out in terms of goals and objectives, content, methods and assessment. To further illustrate the ideologies of the proposed ICLT and to facilitate its practical application in Chinese ELT, the author examines are made into the two national English curriculum guides currently in effect and the problems regarding the intercultural dimension of English teaching are pinpointed, such as the problems of separation of culture and language, excessive emphasis on the native-speaker model, inconsistence of teaching principles and syllabus design. The identified problems reflect misconceptions about the relationship between language, culture and communication, and the failure to recognize the intercultural and interactive nature of English teaching/ learning and the true value of English language teaching/learning for the Chinese. These problems also present the urgent need for reformation. Suggestions for revision of the national curriculum guides are offered for realignment of current ELT practice in China.
To sum up, with the proposal for an intercultural communicative approach, the author wishes to call for the interculturalization of English education in China: teaching English for intercultural communication, of intercultural communication and as intercultural communication. The theoretical significance and practical value of the present study lies in that the presented ICLT conceptual framework lays the theoretical foundations and offers general guidelines for reorientation of Chinese ELT towards teaching intercultural communication competence and intercultural speakership with a more systematic and rational curriculum development. Directions for future research are also pointed out at the end.
The present study is mainly concerned with ELT in China at the tertiary level. However, its findings and conclusions may have implications for English teaching at other levels and in other parts of the world, especially in places where English is more likely to be used as an international language.
引文
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