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语言与文化密不可分的关系导致了语言教学具有独特的文化向度。学习者在学习一门外语时,对对象国家文化的好奇心是构成学习者学习动机的重要成分(Jean-Claude Beacco,2000)。同时,在一些法语水平测试中,文化内容也占据了一席之地(DELF,DALF,TCF)。精读课不可避免地面对学习者的好奇心和需求,教师在完成语言教学任务的同时,需要有意识地把文化内容与对语言的解释结合在一起。在这种情况下,教材的文化向度就成为教师可以用于发掘和发挥的对象。不同时期的教材具有不同的文化特点。本文将首先以Didier出版社的法语教材Connexions(niveau 1和niveau 2,2004)为分析蓝本,探讨进入新世纪以来的法语教材对文化的演绎。分析从三个方面进行:1.法国中心主义和国际主义的平衡;2.传统文化与当代文化的对比;3.知识文化与交际文化的结合。我们会根据分析的内容,对中国教师编写法语教材以及法语基础阶段精读课的文化导入策略提出一些思考和建议。
The inextricable relationship between language and culture has led to the unique cultural orientation of language teaching. When learners learn a foreign language, curiosity about the national culture of the target constitutes an important component of learner’s motivation to learn (Jean-Claude Beacco, 2000). At the same time, cultural content has also gained some ground in some French proficiency tests (DELF, DALF, TCF). Intensive reading inevitably faces the curiosity and needs of learners. Teachers should conscientiously integrate cultural content with the interpretation of language while completing their language teaching tasks. In this case, the cultural dimension of the textbook becomes the object that teachers can use to discover and play. Different periods of teaching materials have different cultural characteristics. This article will first analyze the blueprint for the French version of Connexions (niveau 1 and niveau 2,2004) in Didier’s Press to explore the cultural interpretation of French textbooks since entering the new century. The analysis proceeds from three aspects: 1. The balance between French-centrism and internationalism; 2. The contrast between traditional culture and contemporary culture; 3. The combination of knowledge-based culture and communicative culture. According to the contents of the analysis, we will make some suggestions and suggestions on how to prepare Chinese teaching materials for French teachers and strategies for cultural introduction of French intensive reading classes.