藏汉英三语环境下外语课堂文化建构  

The Classroom Cultural Construction for English Teaching in Trilingual Environment of Tibetan,Chinese and English

作　　者：刘全国[1] 何旭明[1] 

机构地区：[1]西北师范大学外国语学院,甘肃兰州730073

出　　处：《西藏大学学报（社会科学版）》2012年第3期156-160,共5页Journal of Tibet University

基　　金：国家社会科学基金重大特别委托项目"西藏项目"2011年招标课题"西藏自治区基础教育双语教学研究:模式构想与政策建议"(项目号:XZ1122)子课题"西藏自治区基础教育英语三语教学研究";西北师范大学三期"知识与科技创新工程"科研骨干培育项目"三语环境下民族地区外语课堂多元文化研究"(项目号:NWNU-KJCXGC-03-31)阶段性成果

摘　　要：藏汉英三语环境下的外语课堂教学是藏族地区一种特殊的教育现象,课堂上三种语言所承载的民族文化、价值观念、思维方式和行为方式之间存在着不断的冲突与融合。文章在对藏汉英三种文化进行描写的基础上,分析了课堂语境下三种文化的存在形态,探讨了课堂生态环境下三种文化冲突的成因及其化解机制,同时运用文化濡化和涵化原理,论述了三语课堂语境下三种文化的整合机制,并就藏汉英三种语言在课堂文化作用分析的基础上对三语环境下外语课堂文化建构提出建议。Teaching English for a class with trilingual environment of Tibetan, Chinese and English is an specific educational phenomenon in Tibetan area. In the trilingual class there exist continuous conflicts and integration of the three cultures, values, ways of thinking and behavior lying under the three languages. This arti- cles begins with a comparative study of cultures and their conflicts in English class based upon the descriptions of three cultures concerned. Under cultural theories of enculturation and acculturation, the article describes how the three cultures are integrated in the class with trilingual environment. Some proposals are provided in the end concerning the cultural construction of English class in trilingual context of Tibetan, Chinese and English.

关 键 词：课堂文化 三语 冲突 整合 建构 

分 类 号：G642.421[文化科学—高等教育学]