二语习得的文化迁入模式在教学中的应用.docx
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二语习得的文化迁入模式在教学中的应用.docx
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二语习得的文化迁入模式在教学中的应用
TheAnalysisontheAcculturationinForeignLanguageTeaching
[Abstract]Differentculturebackgroundcancausemanydifficultiesinpeople'ssecondlanguageacquisition.Therefore,itissupposedthatcultureisimportantinsecondlanguagelearning.TheAcculturationModelfocusoncultureacquisitionwhileforeignlanguagelearning,soitisalwaysusedinforeignlanguageteaching.
[Keyword]theAcculturationModel;secondlanguageacquisition;languageteaching
Introduction
Asisknowntoall,cultureistightlyconnectedwithlanguage:
culturegivesbirthtolanguagesandlanguagesdevelopandenlargecultureatthesametime.Thatistosay,anation’slanguagecanreflectitsculturefeatures,viceversa.So,peopleindifferentculturebackgroundhavedifferentlogicthinking,dailystandardofbehavior,andtraditionalvalues,andallofthosedifferenceswillleadtodistinctchoicesinspeechactandnonverbalbehavior,wordusingrulesanddiscourseconstruction.Allofthosediscrepanciesareobstacleswhenpeoplecommunicatewithpeoplefromdifferentculture.What’smore,theyalsodoharmtosecondlanguagelearning.Therefore,accordingtotheAcculturationModelfoundedbySchumann(1987),secondlanguagelearningisacculturation.
1.Acculturationmodel
1.1Thedefinitionofacculturation
AcculturationisdefinedbyBrown(1980a:
129)as“theprocessofbecomingadaptedtoanewculture”.Itisseenasanimportantaspectofsecondlanguageacquisition,becauselanguageisoneofthemostobservableexpressionsofcultureandbecauseinsecond(foreign)languagesettingstheacquisitionofanewlanguageisseenastriedtothewayinwhichthelearner’scommunityandthetargetlanguagecommunityvieweachother.
Beforeanalysis,wehavetonoticethatthecentralpremiseoftheAcculturationModelis“…secondlanguageacquisitionisjustoneaspectofacculturationandthedegreetowhichalearneracculturatestothetargetlanguagegroupwillcontrolthedegreetowhichheacquiresthesecondlanguage.”(Schumann1978c:
34)
1.2Twodeterminantsofacculturation
Therearetwodeterminantsinacculturationwhicharesocialandpsychologicaldistancebetweenthelearnerandthetargetlanguageculture.
Socialdistanceistheresultofanumberoffactorswhichaffectthelearnerasamemberofasocialgroupincontactwiththetargetlanguagegroup.Forinstance,apersonhasalowdegreeofsocialdistanceifhealwaysstayswithpeoplefromthetargetlanguageandhasenoughcontactwiththosepeople,viceversa.Psychologicaldistanceistheresultofvariousaffectivefactorswhichconcernthelearnerasanindividual.Forexample:
IfaL2learnerlikestoacceptthenewculture,thenhisdegreeofsocialdistanceislow.Generalspeaking,thesocialfactorsareprimary,viceversa.Thepsychologicalfactorscomeintoplayincaseswherethesocialdistanceisdeterminant(i.e.wheresocialfactorsconstituteneitheraclearlypositivenoraclearlynegativeinfluenceonacculturation),althoughtheycanalsomodifythemodelleveloflearningassociatedwithaparticularsocialsituation.
“Schumann(1978b)liststhevariousfactorswhichdeterminesocialandpsychologicaldistance.Thesocialvariablesgovernwhethertheoveralllearningsituationis‘good’or‘bad’.Anexampleofa‘good’learningsituationiswhen
(1)thetargetlanguageandL2groupsvieweachotherassociallyequal;
(2)thetargetlanguageandL2groupsarebothdesirousthattheL2groupwillassimilate;(3)boththetargetlanguageandL2groupsexpecttheL2grouptosharesocialfacilitieswiththetargetlanguagegroup(i.e.thereislowenclosure);(4)theL2groupissmallandnotverycohesive;(5)theL2group’scultureiscongruentwiththatofthetargetlanguagegroup;(6)bothgroupshavepositiveattitudestoeachother;and(7)theL2groupenvisagesstayinginthetargetlanguageareaforanextendedperiod.”(RodEllis)So,ofcourse,ifalloftheseconditionsturntotheoppositeways,situationwillbeshowedasa‘bad’one.Ofcourse,inreality,itishardtoachieveallthoseabovementionedconditionsatthesametime,butitindeedgivesagoodexampleinhowtocreateanacculturationsituationinsecondlanguageteaching,whichwillbetalkedlater.
Besidessocialdegree,“Brown(1980b)identifiesfourstagesofacculturation:
(1)initialexcitementandeuphoria;
(2)cultureshock,leadingtofeelingsofestrangementandhostilitytowardsthetargetculture;(3)culturestress,involvingagradualandvacillatingrecovery;and(4)assimilationoradaptationtothenewculture.”(RodEllis)Accordingtothisfourstagesofacculturation,thepsychologicaldegreecanbedividedinto4factorsaslanguageshock(theL2learnersdoubtandconfuseaboutthetargetlanguagewhentheyusingit,whichoftenhappeniflearnersarebeginners);cultureshock(whenlearnersknowafewaboutthelanguageanditsculture,theywillcompareitwiththeirnativelanguageandculture,thenherecomesproblemsinunderstandingthesedifferences);motivation(theabovementioneddifferencesmaybecomethemotivationofL2learners);egoboundaries(peoplewiththinegoboundaryhavemoretoleranceofambiguityandcanintakenewinformationmorequicklythanpeoplewiththickegoboundary)
Fromaboveillustration,itshowsthatsocialandpsychologicaldistanceinfluenceSLAbydeterminingtheamountofcontactwiththetargetlanguagethatthelearnerexperiences,andhowmuchthatthelearnersopentotheavailableinput.Therefore,in‘bad’situation(alearnerusestargetlanguagealittleorrarelyopentotheavailableinput)thelearnerwillreceiveverylittleL2input.Therefore,insecondlanguageteaching,teachershavetonoticethesocialandpsychologicaldistanceofthelearners.
2.AcculturationModelinforeignlanguageteaching
Itisknownthatthemostprimaryfieldthatacculturationcanbeappliedintoislanguageteaching.Inchina,itisusuallyEnglishteaching.
2.1Thenecessaryofacculturationinlanguagelearningandteaching
“Asociety’scultureconsistsofwhateveritisonehastoknoworbelieveinordertooperateinamanneracceptedtoitsmembers,andtodosoinanyrolethattheyacceptforanyoneofthemselves.”That’sthedefinitionofculturemadebyGoodenough(1957)thatacceptedwidelyinlinguisticsfield.Accordingtothisdefinition,languageisaknowledgesystemacquiredbypeopleacquiredlanguageability,thatistosay,languagecannotexistindependentlywithoutculture.
ChinesepeoplelearnEnglishunderthecircumstanceofChineseculture,therefore,Englishlearnersusuallyarelackofsensibilityandtolerancetowardswesternculture.Currentlyforeignlanguageteachinghasaproblemthatwithsomanyinputs,thereislittleeffectiveness.Whatcausesthisisthatinalongterm,Chineseteachersregardgrammarandwordslearningasthewholeofforeignlanguagelearning.Itcanbeimaginedthatstudentsunderthiscircumstancehavepoorabilityininformationinputandoutput,nottomentiontheprocessofinformation.InChina,teachingpatternisthatteachersteachandstudentslistenwithouttakingpartinorcommunicatingpositively.So,thosestudentsareshortoftheconsciousnessofcommunicationandreallypoorininternationalcommunication.
Therefore,foreignlanguageteachinghastocombinewithculture.Onceneglectingacculturationinteaching,itwillcausecultureshockandlanguagefossilizationininterculturalcommunication.
2.2Thegoalofacculturation
Accordingtotheaboveanalysis,itcanbeknownthatwiththedeepunderstandingoflanguageissuesandwiththepropositionoflanguageabilityandinternationalcommunicationability,thefieldofforeignlanguageteachingisbecomingpaymoreandmoreattentiontothecultureelementinlanguageteaching.What’smore,tobuildstudents’internationalcommunicationabilitiesbecomesthegoalofacculturationinforeignlanguageteaching.Besidesthismaingoal,theacculturationinlanguagelearningalsoisagoodwaytohelpstudentsrememberwhattheyhavelearnedaswellasimprovetheirinterestinthetargetlanguage.
Foreignlanguageteachingshouldnotonlymakestudentshavethelanguageability,namely,thegrammarability(byusingwhichcanhaveagrammaticalsentence),butalsothecommunicationability,thatistosaystudentscancreateproperlanguagesincertainsituation).Besides,italsorequiresstudentstohavetheabilityofinternationalcommunication(theabilitytocommunicatesuccessfullyininterculturalcontext).
CanaleandSwainhaddividedtheabilityoflanguagecommunicationinto4levels,whichcanprovideframeworkfortheanalysisofinternationalabilitydirectly.Therefore,interculturalcommunicationincludesfouraspects.Thosearegrammaticalability,sociolinguisticability,discourseabilityandstrategicability.Thesefourabilitiesplayanimportantroleininternationalcommunication.
Grammaticalabilityisthedegreeofknowledgeinlanguage,includinglanguagefeaturesandrules,suchaswords,pronunciation,spelling,word-buildingandsentence-building.Itisthebasicabilitytounderstandandexpressprecisely.Althoughthereisnotanagreementonhowmuchdegreethatgrammaticalabilityisinfluencedbyculture,itissurethatculturedon’tmuchmoreinfluenceongrammaticalability.Therefore,grammaticalabilityisnotthefocusofacculturation.
Sociolinguisticabilityistheabilitythatpeoplecanuseandunderstanddifferentconversationindifferentsocialoccasionsanddifferentenvironments.Onsomedegree,itissaidthatthesociolinguisticabilityisculture,sotheacquisitionofsociolinguisticabilityisactuallyanacquisitionofcultureability.S
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