《法语课》——语言习得、文化身份和自传素材  

French Lessons: Language Acquisition, Cultural Identity and Autobiography

作　　者：李战子[1] 

机构地区：[1]南京国际关系学院英语系,江苏南京210017

出　　处：《四川外语学院学报》2005年第4期70-74,共5页Journal of Sichuan International Studies University

基　　金：2001年江苏十五哲学社会科学语言学项目;2003年国家社科基金项目语言学项目(03BYY015)资助。

摘　　要：爱丽斯.卡普兰的自传《法语课》将自我的成长经历肢解为法语学习和教学的过程,其中对语言习得与文化身份建构的关系的生动展示是语言与文化关系的鲜明个案。本文梳理了作品中展现的语言习得过程中所经历的情感体验,语言习得与文化身份的建构过程中经历的逃避、顺应和超越,以及作品所建构的两种意义上的关系自我,并运用评价理论分析了《法语课》中的一些主要评价表达,指出作品中密集的评价表达使它在人际意义的朝向上极具开放性。Alice Kaplan's French Lessons dissects the growth of herself into the process of French learning and teaching. The vivid revelation of the relationship between language acquisition and cultural identity construction is a typical case of language and culture interaction. The paper analyses the emotional trajectory in her French acquisition, and her experiences of escape, accommodation and transcendency in the process. It also explores the relational self in two senses. By adopting the appraisal theory framework of functional grammar, the paper focuses on the main evaluative expressions in the work and comments on the interpersonal openness which results from the density of the evaluation.

关 键 词：自传 《法语课》 语言习得 文化身份 评价 

分 类 号：H313[语言文字—英语]