后现代批判视域下跨文化外语教学与研究的新理路——澳大利亚国家级课题组对跨文化“第三空间”的探索与启示  

Intercultural language teaching and research in the postmodern era

作　　者：叶洪[1,2] 

机构地区：[1]中南大学 [2]墨尔本大学

出　　处：《外语教学与研究》2012年第1期116-126,160,共11页Foreign Language Teaching and Research

基　　金：2010年度澳大利亚联邦教育委员会资助立项的9个项目之一(ARC linkage project;LP100100291);由五人组成;包括组长Joe Lo Bianco教授;Trevor Hay博士;David Holm教授;王永阳博士和笔者;湖南省十二五教科规划课题"全球化背景下跨文化外语教学研究"(XJK011BGD037);湖南省外语科研联合项目"后现代批评视域下的跨文化人格研究"(11WLH53)资助

摘　　要：2010年澳大利亚墨尔本大学承接了国家级教育课题"跨文化外语教材及教法的创新研究"。作为该课题组成员之一,笔者整理了该项目的理论基础和研究思路,集中论述课题组对跨文化"第三空间"的探索理路,包括"第三空间"理念及其对外语教学的意义,课题组设计教材和教学法过程中对"第三空间"的解读与创造,以及这一跨文化教学理念对中国外语教学的启示。笔者认为,中国的外语教学可从学习者的本国语境出发,通过文化比较与跨文化协商,探索既能保护本族文化,又能吸收外来文化精髓的跨文化"第三空间"。Since 2010,The University of Melbourne has been engaged in a research project in intercultural foreign language teaching methodology,a national project funded by the Australian Research Council.As a member of the research team,the author traces the development of the project,especially its quest for an intercultural 'third place' through innovative pedagogy,where both the learner's native and target linguacultures are reinforced.Drawing upon literature and research on postmodernist critical theory,intercultural communication studies,and culture & media studies,the article attempts to expound the philosophic and theoretical bases of the study and elucidate the way 'third place' has been explored through literature reading and intercultural writing approaches.The author concludes by drawing implications of the research for Chinese foreign language teaching,and,by means of explicit examples,calls on language educators and learners to reconsider the nature,objective and content of foreign language teaching,and to empower students through the use of critical and intercultural pedagogies.

关 键 词：跨文化 外语教学法 后现代批判 第三空间 

分 类 号：H319[语言文字—英语]