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本文旨在考察以使用英语作为通用语的跨文化交际对于语言态度的影响,着眼于中国的英语使用者如何描述跨文化交际中的英语使用,从而探讨中国使用者如何看待多种英语。研究数据涉及769份问卷调查以及35个访谈,表明了在跨文化交际中使用英语作为通用语的经历会从四个方面对研究对象的语言态度产生影响。首先,缺乏跨文化交际体验,会促使人迷信英语本族语使用规范是保证跨文化交流的必须条件;其次,跨文化交际中使用英语作为通用语的经历能够激励研究对象去质疑本族语特性与可理解性之间的必然联系;再次,跨文化交际中的英语使用经历促使人去审视本族语英语与成功的跨文化交际之间的绝对相关性;最后,跨文化交际中的英语使用经历有助于培养跨文化交际策略意识,继而成功应对英语多样化环境中的跨文化交际。这四个方面所表现出来的语言态度都折射出研究对象对于什么是可理解的英语的考虑。本文考虑了语言的可理解性与(非)本族语特性之间的联系,以及跨文化交际在理解这种联系中所起的作用,从而探讨对教学的启示。
The purpose of this paper is to examine the impact of intercultural communication on linguistic attitudes in English as a lingua franca, with a focus on how English users in China describe the use of English in intercultural communication and explore how Chinese users view multiple English. The research data involved 769 questionnaires and 35 interviews, indicating that the experience of using English as a common language in intercultural communication affects the linguistic attitudes of the participants in four aspects. First of all, the lack of intercultural experience will lead to the superstitious use of nomenclature in English as a prerequisite for cross-cultural communication. Secondly, the experience of using English as a common language in cross-cultural communication can motivate subjects to question the characteristics of native languages And the intelligibility; Thirdly, the experience of using English in intercultural communication urges people to examine the absolute relativity between native English and successful intercultural communication. Finally, the use of English in intercultural communication Experience helps develop awareness of cross-cultural communication strategies and success in addressing cross-cultural communication in a diverse English environment. The linguistic attitudes expressed in these four aspects all reflect the research object’s consideration of what is comprehensible English. This article considers the relationship between the comprehensibility of language and the (non) native language features, and the role of intercultural communication in understanding this connection, so as to explore its implications for teaching.