| 题名 |
在語言學習中理解異文化－日本初級中國語教材文化項目編入現況考察 |
| 并列篇名 |
Understanding Cultural Differences through Language Acquisition: Current Investigation of the Integrated Cultural Subjects in the Japan's Primary Chinese Language Learning Textbooks |
| 作者 |
梁竣瓘(Chun-Kuan Liang) |
| 关键词 |
跨文化交際 ； 日本初級中國語教材 ； 非語言交際 ； 文化項目 ； 知識文化 ； Cross-cultural communication ； Japan's primary Chinese language learning textbooks ； Nonverbal Communication ； Cultural projects ； knowledge culture |
| 期刊名称 |
中原華語文學報 |
| 卷期/出版年月 |
12期（2013 / 10 / 01） |
| 页次 |
45 - 65 |
| 内容语文 |
繁體中文 |
| 中文摘要 |
全球化浪潮自上個世紀末興起，並以極快的速度影響了世界各國，除了經貿之外，對文化和語言亦產生不小的衝擊。第二語言教學也因應全球化的需求，有了新的嘗試。跨國交際頻繁的現況下，衍生了許多交際摩擦問題，這些可能阻礙異國溝通的因素，與溝通雙方不同的文化背景有關。如何消弭跨文化溝通產生的問題，在第二語言教學的過程中是相當重要的議題，不僅是華語教師的重要任務，亦是教材需承載的重要內容。華語教材的編寫從上個世紀的50到70年代強調語言結構的編入，歷經80年代結構與功能結合，再到90年強調代文化的融入，逐漸朝向實用性的目標邁進。結構、功能與文化應有效地結合，已是華語教學界的共識，然而文化究竟該如何與教學結合，又該如何在教材中呈現，則尚有討論的空間。臺灣的華語教材大多到中級才編入文化內容，本文基於此，選定在初級階段就編入文化項目的日本中國語為研究對象，考察教材中文化項目編寫的狀況，以呈現目前文化融入教材的現況及具體作法。本論文採文獻分析法，援引跨文化交際理論，探討文化因素導入初級教材適切性問題，以及華語交際文化項目的具體內容；進而考察日本2009到2013年出版的初級中國語教材文化項目編入的做法，對照本文歸納的文化項目類別，以找出日本中國語教材中文化項目編入的傾向，研究發現在本文考察的日本的中國語教材中，語言交際文化或非語言交際文化的說明多元紛呈，本文將之進行歸類列表，希望研究成果能成為未來初級華語教材與文化大綱編寫的參考。 |
| 英文摘要 |
Globalization has significantly affected the worldwide nations in the speed of wind since the end of last century. Not only on economics, but also it has great impact on cultural as well as language. With the needs of the globalization trend, second language teaching also demands new attempts. As the current state, the frequent transnational communication derives a lot of frictions. The factor of transnational communication obstacles is possibly due to cultural difference. How to eliminate problems caused by cross-cultural communication is a very important subject-matter in the process second language teaching. Not only it is an important task for Chinese language instructors, but also is the emphasis to carry out in the content of teaching materials. From 1950s-1970s, the stress of Chinese teaching materials was written based on language structure. In 1980s, it was based more of the combined language structure and its functions. Moreover, in 1990s, culture has been integrated, and gradually towards more practical goals. It is consensus in the field of Chinese teaching that language structure function and culture should be joined effectively. But, how ”culture” is combined into teaching, and how to present ”culture” in teaching materials, there are still rooms for discussions. Mostly, the subject of culture is introduced starting from the intermediate level of Taiwan's Chinese teaching textbooks. This is why I am writing to illustrate how to integrate ”culture” in the beginning level of Japanese-Chinese language as my research objects in observing the status of the complied cultural items and presenting the current integrated cultural teaching materials and specific practices.This research paper is based on literature analysis as citing the theory of intercultural communication, exploring cultural factors being applied to beginning level textbooks and its appropriateness, and the specific content of Chinese communication cultural items; furthermore, studying cultural items composed in Japan's beginning Chinese language textbooks published between 2009 to 2013 , comparing the categories of the cultural factors and finding the trend of Chinese cultural items being complied into Japan's Chinese language textbooks. The research shows the diverse of both language and non-language communicate culture items presented in Japan's Chinese language textbooks. This paper will introduce the categories and hopefully, the findings of this research will be applied into the primary Chinese language textbooks and reference outline of the cultural elements in the future. |
| 主题分类 |
人文學 >
語言學 |
| 参考文献 |
|
