跨文化外语教学中的“内文化交际”研究与实践  

An "Inner-Cultural"Approach to Empowering Chinese L2 Learners

作　　者：叶洪[1,2] 

机构地区：[1]中南大学 [2]墨尔本大学,湖南长沙410083

出　　处：《外国语文》2012年第3期114-117,共4页Foreign Languages and Literature

基　　金：湖南省哲学社会科学基金项目"后现代批判视域下的跨文化人格研究"(编号WLH53);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)的资助项目;澳大利亚联邦教育委员会赞助课题"跨文化外语教材及教法的创新研究"(ARClinkage project;LP100100291)的成果之一

摘　　要：跨文化交际包括跨越国界的文化交际和国家内部不同文化之间的交际两个方面,笔者建议将后者称为"内文化交际"(inner-cultural communication)。本文着重论述了全球化时期"内文化交际"的概念内涵,在跨文化外语教学中的重要意义,及在外语课堂中应用的可能性和途径。文章通过"内文化"教学案例探讨了在中国外语教育中如何将中国古今文化和目前不同社会群体间的文化交流作为语言教学的丰富资源和提高学生社会人文素质的有效工具。作者倡导通过跨文化外语教学探索建立既能保护本体文化,又能吸收外来文化精髓的跨文化"第三空间"。The emerging ＂intercultural＂ approaches to L2 education has mainly focused on the cultivation of cultural awareness between different nation countries,this paper however,pushes the concept to a more ＂micro＂ and ＂deeper＂ level,to include the cultural diversities between different groups within one country,and the linkage between cultural tradition and modernity within a country＇s historical development.Such ＂inner-cultural＂ resources,the author argues,should be offered as powerful ＂cultural tool kits＂ in L2 education,in order to bridge the gap between students＇ L1 and L2 literacy,boost their motivation and creativity,and above all,to push for a ＂third place＂ where both their native and foreign linguacultures are reinforced.A theoretical framework is drawn for the new approach to L2 education,mainly informed by postmodernist critical theory,and media cultural studies.Examples are given as to how to implement this approach in actual teaching.

关 键 词：跨文化交际 内文化交际 跨文化“第三空间” 

分 类 号：H319.3[语言文字—英语]