论文部分内容阅读
1995年曹顺庆先生提出的“中国文化失语症”激发了热烈的讨论,在当时也仅限于文学艺术界,似乎与大学英语教学并无直接关系。时隔多年,外语界突然强烈地意识到这种失语症对外语教学所造成的负面影响。大学英语多年来过分强调重语言教学而轻文化教学的模式割裂了语言与文化的内在关系以及目标语文化与母语文化的天然联系。目前大学英语的现状是以目标语文化为主的外语文化教学严重缺失母语文化的导入。本文分析了非物质文遗产导入对EFL(英语作为外国语)学习者语言学习身份构建、语言学习情感与跨文化交际能力三个方面的特殊积极作用,从教学理念和文化意识角度提出了外语文化教学导入非物质文化遗产的具体策略,以期为当前开展的大学英语教学改革提供有价值的参考。
In 1995, Mr. Cao Shunqing proposed “Chinese culture aphasia ” heated discussion, at the time was limited to literary and art circles, it seems that there is no direct relationship with college English teaching. After many years, the foreign language community suddenly and strongly aware of the negative impact of such aphasia on foreign language teaching. College English has over-emphasized the emphasis on language teaching over the years while the mode of light-culture teaching has split the intrinsic relationship between language and culture and the natural relationship between the target language culture and native language culture. At present, the current situation of college English is that the foreign language and culture teaching based on the target language seriously lacks the introduction of the native culture. This article analyzes the special and positive effects of the introduction of intangible cultural heritage on EFL (English as a Foreign Language) learners’ language learning identity construction, language learning emotion and intercultural communicative competence, and puts forward the teaching of foreign language culture from the perspective of teaching philosophy and cultural awareness The specific tactics of importing intangible cultural heritage will be provided to provide valuable reference for the current college English teaching reform.