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任何一种语言行为都是在广泛意义上的文化主体间的对话过程中实现的。语言作为一种文化活动形式,是人类各种本质力量、心智能力的创造性的对象化,同时也是人类对世界的意义的多层探询与阐释。从语言的社会属性、语用的社会规约性以及非语言环境的制约性的视角论证外语教育的文化性,不仅意味着社会性话语的介入和语言交际原则的彰显,也意味着语言文化论的本真追求和语言习得深层本质的限定。
Any kind of linguistic behavior is achieved in the process of dialogue among a wide range of cultural subjects. As a form of cultural activity, language is the creative objectization of various essential forces and mental capabilities of human beings. It is also a multi-level inquiry and interpretation of the meaning of mankind to the world. To demonstrate the cultural nature of foreign language education from the perspective of the social attributes of language, the social norms of pragmatics and the constraints of non-linguistic environments not only implies the involvement of social discourse and the principle of verbal communication, but also implies the linguistic and cultural The true pursuit and the limited nature of language acquisition.