【作者】 王芳；

【导师】 肖龙福；

【作者基本信息】 山东师范大学 ， 英语语言文学， 2005， 硕士

【副题名】From a Chinese Educational Perspective

【摘要】 英语借助科技和媒体传播并从各个层面影响非英语国家的文化和语言。英语作为外语教学的主要媒介,几乎垄断了全球的外语教育;此外,包括中国在内的大多数国家的外语教师在外语教学中侧重英语国家文化的介绍,忽视讲授本民族文化和其他的外国文化,这种以目的语文化为主的教学方式误导了人们对待不同文化的态度,似乎英语国家的文化比母语文化和其他国家的文化都重要。这种理念无形中助长了英语的传播,使外语学习者忽略了对其他外国文化及母语文化的学习。这种单一文化模式促成了语言帝国主义和文化帝国主义,导致了世界范围内某些语言的同化甚至消亡,据估计,全世界6,000多种语言中有80%会在下个世纪灭亡,这种现象严重破坏了世界各民族语言文化的多样性。能否将生物物种多样性和语言文化多样性摆在同样重要的位置上,这是许多学者共同的心声,他们提出了“文化生态化”和“语言差异性”的观点,提倡不同语言文化共同繁荣。“生态化”本属于生物学的范畴,近年来人们赋予“生态化”语言学的含义。“文化生态化”是语言学研究的新领域,起源于二十世纪六、七十年代。人们已经认识到保持物种多样性的重要性,但是却对语言文化多样性的消失引不起足够的重视。“文化生态化”提醒人们在以健康的心态对待不同的文化,努力消除语言文化帝国主义,保持多种语言文化的和谐共处。本文以中国外语文化教学为背景,旨在探讨如何在外语教学中进行文化教学。外语教育工作者教授目的语文化的同时,还要引导学生学习其他外国文化和学习者的本民族文化;培养学生以健康和宽容的态度对待不同的文化,承认和尊重文化差别,热爱本民族文化传统,以英语为媒介学习宝贵的世界文化遗产,保持语言文化的多样性。前言简要综述中国目前的外语教学状况,指出学术界和教育界对以西方文化为主的目的语文化给予过度的重视,忽视了其他文化和本族语文化的学习和交流,的为主的单一文化模式是十分有害的。第一章简要回顾了中外外语教学研究中文化生态化的历史发展过程,试图为目前和将来的研究提供参考。第二章着重探讨了文化生态化的理论基础,展现了语言、文化和外语教学之更多还原

【Abstract】 English as an international language has caused a great effect on the otherforeign cultures from different perspectives with the help of media and advancedtechnology. The promising business of foreign language teaching (FLT) contributesgreatly to the spread of English. The global foreign language teaching is almostmonopolized by English as the main media of the foreign language teaching. Yet theconnections between the English language and the political, economic, and militarypower are not adequately noticed. On the other hand, teachers of FLT usually focus onthe target culture, ignoring other foreign cultures and the learners’ own culture. Thisone-side flow of the target culture misleads the foreign language learners who wouldconsider English superior to other cultures. This condition accelerates the spread ofEnglish and linguistic/cultural imperialism.The global spread of English makes other languages appear inferior, and finallyresults in the extinction of some minor languages. “Perhaps 80% of the world’s 6,000or so living languages will die out within the next century.”[1] Language is therepository of the history of a people. Once lost, it can never be recaptured, which issimilar to the conservation of species and the environment. Scholars and experts suchas Phillipson, Kangas, Crystal etc. show great concerns about the spread of English,so they advocate promoting the development of different languages and cultures,expecting people to keep a balance between cultural/linguistic diversity andbiodiversity.Ecology is a term of biology, meaning all living things exist in harmony withnature. This idea is similar to the conservation of species and environment. Linguisticand cultural diversity is regarded as necessary and important as biodiversity. Culturaldiversity might enhance biodiversity or vice versa. People have realized theimportance of keeping the balance of their ecological environment. The endangeredspecies are being saved, yet not so many people are sensitive to the extinction oflinguistic/ cultural diversity. Cultural ecology is a quite new field of research inlinguistics, only dating back to the 1960s and the 1970s. Experts give ecology alinguistic meaning and call for special protection to get the parallels betweenbiodiversity and cultural/ linguistic diversity. So teachers of foreign language teaching(FLT) should not only teach students the target culture, but also other foreign culturesand the language learners’ native culture. As a result, the foreign language learnersmay develop their ability to treat different cultures ecologically in the cross-culturalcommunication.This paper, which focuses on how to keep cultural ecology in FLT, especially inculture teaching class, serves this end. It is made up of four chapters besidesintroduction and conclusion.The Introduction deals with the current foreign language teaching condition inChina, which gives undue attention to the target culture and neglects to some extentother cultures. This condition is very harmful for the healthy cultural input.Chapter One reviews the historical development of cultural ecology in FLT,trying to find out some workable parameters for our present and future work.Chapter Two talks about the theoretical bases of cultural ecology. Language,culture and foreign language teaching are closely connected. As a result, the globalFLT market contributes to linguistic imperialism and cultural imperialism, which islikely to endanger the national languages of other countries in the long run. Therefore,cultural ecology is presented hoping to balance the teaching of target culture, otherforeign cultures and the learners’ native cultures in FLT.Chapter Three elaborates an investigation of cultural ecology in a Chineseeducational context. The author has conducted an empirical study among 802 studentsin Weifang, intending to discover the influence on Chinese language and culturebrought by English diffusion. Based on the results of the investigation, this partexposes that English has really hurt the cultural ecology of China. A large number ofEnglish learners have been westernized to some extent in their daily life and languageperformance, yet they are unaware of English invasion. On the contrary, they regard itfashionable. This research serves as an example, implying that the same condition istaking place in other foreign countries. Sample students provide some suggestions onteaching culture ecologically in FLT.Chapter Four discusses the methods on how to teach culture ecologically inforeign language teaching. According to the results of the investigation, the authormakes suggestions on the principles, techniques, content and even assessment ofcultural teaching in FLT. The foreign language learners have to keep a proper input ofthe target culture, other foreign cultures and the learners’ native culture. In this way,people may develop correct attitudes towards different cultures and maintain theprosperity of the world culture.The Conclusion summarizes the research about how to keep cultural ecology inforeign language teaching. This part also includes the limitations of the current study.更多还原