中国文化语境下英语学习的观念转变  

Tentative Approach to the Transformation of English Learning Concept in Contemporary Chinese Cultural Context

作　　者：陈了了[1] Chen Liaoliao

机构地区：[1]上海师范大学外国语学院

出　　处：《教育研究》2017年第4期91-96,共6页Educational Research

基　　金：上海市教育委员会上海高校青年教师培养资助计划"当代中国文化语境下的英语学习观研究"(项目编号:A-9103-15-026003)的研究成果

摘　　要：言语活动与情景语境直接相关,但根本上受文化语境限定。语言学习的最终目的是借助语言来观察、认识和表达复杂世界,并产生新的意义——实现语言向新的情景语境无限扩展的潜能。言语的意义在语境中才能得以发生和理解,语言作为意义的载体也适应语境,语言与文化语境之间的关系是双向的、动态的。我国的英语学习是在当今中国文化语境中展开的,学习者所形成的学习观念,扎根于当代中国文化语境;受其影响,普遍的英语学习反过来亦嵌入中国文化语境并促进其演变。中国文化语境下的英语学习应实现由语言工具论向文化论转变,由语法知识向语言意义体系理解转变,由单一课堂观向复合课堂观转变。Speech activity is directly related to situational context, but is fundamentally confined by cultural context. The ultimate goal of language learning is to use language to observe, understand and express the complex world, and produce new meaning, i.e., to achieve the possibility of infinite language expansion in the new situational context. The meaning of speech can be realized and understood in the context. As the carrier of meaning, language also adapts to the context. The relationship between language and context is bidirectional and dynamic. English learning in our country is carried out in today＇s Chinese cultural context. Learners＂ learning concept is rooted in contemporary Chinese cultural context and is thus influenced by it. English learning is embedded in Chinese cultural context and in turn promotes the evolution of the latter. English learning in Chinese cultural context should turn to language culturalism from instrnmentalism, turn to the understanding of language meaning from grammatical knowledge, and turn to composite class view from single class view.

关 键 词：文化语境 英语学习 观念转变 

分 类 号：H319.3[语言文字—英语]