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《 语言与文化 》 ： 理念与实践

《 语言与文化 》 ： 理念与实践. 蓝纯 夏登山 高秀平 郑文博 王强. 汇报内容. 一、教材内容. 二 、单元设计. 三、编写理念. 四 、课文解析. 五 、结语. 一、教材内容. Nature and functions of language Verbal and non-verbal communication Language, learning, and thinking . 语言. 三个 模块. Values, stereotypes, and diversity of culture

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《 语言与文化 》 ： 理念与实践

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  1. 《语言与文化》： 理念与实践 蓝纯 夏登山 高秀平 郑文博 王强 2014年7月24日

  2. 汇报内容 一、教材内容 二、单元设计 三、编写理念 四、课文解析 五、结语

  3. 一、教材内容 Nature and functions of language Verbal and non-verbal communication Language, learning, and thinking 语言 三个 模块 Values, stereotypes, and diversity of culture Globalization and Multiculturalism Ethnocentrism 文化 语言与文化的交流 Gender, politics, media and language Intercultural Communication Competence Translation

  4. 模块一 语言 Verbal and nonverbal communication Functions of language Language learning Language and thinking Nature of language Unit 1 Unit 3 Unit 2 Unit 4 Unit 5 BTaking Stock of Language A Powerful Mental Blocks B Second Language Acquisition A Complexity of Language B Form and Function of Language Your Text A What Is Language for B Body Language and Other Cultures B Does Language Equal Thought? A How do We Acquire Language? A The Pragmatics of Cross-Cultural Communication Company Logo

  5. 模块二 文化 Cultural Stereotypes Globalization& Multiculturalism Cultural Diversity Cultural Values Ethnocentrism Unit 6 Unit 8 Unit 7 Unit 9 Unit 10 B World-wise Kids B How Time Flies A The Use of Time A My Mother’s English B The Language of Discretion A Jeaning of America BAmerican Values and Assumptions Your Text A Japanese Emotionality B Body Ritual among the Nacirema A The Seven Biases of Eurocentrism Company Logo

  6. 模块三 语言与文化的交流 Intercultural Communication Competence Language & Politics Language & Gender Language & Media Translation Unit 11 Unit 13 Unit 12 Unit14 Unit15 B Texting B Sports Metaphors as Public Doublespeak B Translation Problems A Do Men and Women Talk Differently B Stumbling Blocks in Intercultural Communication (II) Your Text A Political Correctness A Stumbling Blocks in Intercultural Communication (I) B Marked Women Unmarked Men A Things People Say About Translation A The Electronic Revolution Company Logo

  7. 二、单元设计 Lead-in Text A Preparatory work Intercultural reflection Critical reading Text B Creative response Language enhancing

  8. Text A • Language enhancement • Critical reading • Preparatory work Lead-in • Understanding • Outlining • Comprehension checks • Critiquing • Evaluating the text • Exploring beyond the text • Words & Phrases • Word formation • Verbs, adv., prep., etc. • Phrases/Collocation • Sentences &Discourse • Paraphrase/Translation • Ordering/error • Rhetoric & style • A brief introduction to the theme • An overview of the texts • Author & Source • Celebrities & publications • Key terms • Priliminary exploration

  9. Text B Intercultural reflection 对单元主题、重要结论、具体观点等在不同语境中的思考 Creative response 每5个单元 对语言、文化、跨（语言）文化三个模块主题的创造性思考和写作 Company Logo

  10. 人文 素养 思辨 自主 学习 跨文化 三、编写理念 语言 Company Logo

  11. 语言能力 • 夯实英语基本功，提高英语综合能力。 • 兼顾流畅与准确。 • 奠定学术英语基础，为高年级专业知识课程学习做好准备。 思辨能力 • 掌握思辨能力评价体系。 • 培养良好的思辨品质。 • 熟练运用演绎推理和归纳推理，识别逻辑错误。 • 掌握理解、应用、分析、评价、创造等思辨技能。

  12. 跨文化能力 • 积累中西文化知识，并将其系统化。 • 深入理解西方文化特点。 • 加深对中国文化的认识。 • 培养国际视野。 • 提高跨文化沟通能力。 人文通识 • 了解语言学和文化研究领域的基本概念、问题和方法。 • 培养跨学科思考问题的基本视角与方法。 • 提高人文素养。

  13. 自主学习能力 • 培养使用各类工具书进行英语自学的能力。 • 培养对知识的浓厚兴趣和探索问题的科学精神。 • 培养探究式学习的良好习惯与基本能力。

  14. 上述能力被分解成更具体、更细小的技能，对它们的培养体现在每一篇课文的选材中，每一项练习的设计中，也希望渗透进教师的每一个授课环节、每一项堂上堂下的活动中。上述能力被分解成更具体、更细小的技能，对它们的培养体现在每一篇课文的选材中，每一项练习的设计中，也希望渗透进教师的每一个授课环节、每一项堂上堂下的活动中。

  15. 以Unit 1为例： Critical thinking • Summarize main ideas of each paragraph • Interpret linguistic facts • Exemplify abstract ideas • Compare two languages to find their similarities and differences • Apply linguistic rules to produce new forms

  16. Intercultural competence: • Be open-minded to different cultures • Appreciate differing views about languages and cultures • Compare the Chinese language and the English language in relation to the two cultures • Be aware of the links between cultural differences and language differences

  17. Autonomous learning: • Preview text • Develop an awareness of autonomous learning • Learn to schedule your time • Learn to use appropriate on-line and library resources to look up for information • Learn to evaluate your learning

  18. 四、课文解析 Unit 5 Language and Thinking • Brainstorming: • What is this unit about? • If I were to compile this unit, how would I organize it? What topics would I definitely put into it? • Is there any relevant literature I can think of? Are there any related names I can think of? Which sources can I turn to for relevant literature?

  19. Lead-in • One of the oldest puzzles in the study of language is the relationship between language and thought. Over the centuries, philosophers, linguists, psychologists, cognitive scientists and other researchers have debated over such questions as “are language and thought separable?”, “do humans think in the language they speak?”, “which comes first, language or thought?” and “does language determine thought or vice versa?”. There have been no decisive answers to these questions yet. • The two articles in this unit will offer you a glimpse of the explorations in this field. Text A explains how language hinders or even blocks cross-cultural communication and how people speaking different languages may think in different ways. Text B argues quite to the contrary by showing that inter-lingual differences do not necessarily entail different thinking styles.

  20. Text A Powerful Mental Blocks Author: Richard D. Lewis Source:When Cultures Collide: Leading Across Cultures. Boston: Nicholas Brealey Publishing, 2006, pp.17-25. • Tip 1: Read the whole book!

  21. Preparatory work 1. The author of this article, Richard Lewis, is a British linguist, cross-cultural communication consultant, and author. Please find out more information about him. • Career: ____________________________________________ • Publications: ____________________________________________ • The Lewis Model of Cross-Cultural Communication: _____________________

  22. 2. In this article, the author mentions Benjamin Whorf’s hypothesis, better known as Sapir-Whorf Hypothesis, which is probably the most influential theory about language-thought relationship. Please find out more information about this hypothesis: • Who is Whorf: _________________________________________________ • The strong form of the hypothesis: _____________________________________ • The weak form of the hypothesis: ______________________________________ • Its influence and criticisms: ___________________________________________

  23. 3. As a multilingual speaker, the author cites a number of languages and language families, some of which you may find unfamiliar. Please find more information about them, e.g. where they are spoken, which language family they belong to, and what features they have: • Finnish: __________________________________________________________ • Inuit: _____________________________________________________________ • Navaho: __________________________________________________________ • Polynesian: _______________________________________________________ • Zulu: _____________________________________________________________ • Altaic: ____________________________________________________________ • Indo-European: ____________________________________________________ • Sino-Tibetan: ______________________________________________________

  24. Tip 2: Try toanswer these questions through your own survey. Use the teacher’s book as little as possible.

  25. Critical reading I．Understanding the text 1. Outline Please read the text again and complete the following outline as well as you can. • Part 1 (Para(s) ______): • Para(s) ______ • Para(s) ______ • Para(s) ______ • Part 2 (Para(s) ______): • Part 3 • Part 4

  26. 2. Comprehension checks The following questions are raised to help you understand the main idea and the organization of the text better. See how well you can answer them. • What is the author’s purpose of writing this article? • What does the author try to convey by telling the story about his Zulu friend? • What does the author mean by “language straightjacket”? • In Paragraphs 15 and 16, the author lists some clichés in American English and British English. According to him, what is the function of those clichés? • According to the author, what characterizes the languages and the thoughts of the Germans, Americans, Britons, French and Japanese respectively? • According to the author, what is the relationship between language and thought?

  27. II. Evaluation and exploration 1. Read carefully the conversation between the author and his Zulu friend one more time. Do you think the author really lacks the cognitive ability to perceive and the linguistic resource to describe the different kinds of green as his Zulu friend does? Do you lack this ability and resource? If you (and the author) do, what causes the lack? If you don’t, can you try to translate each “green” into Chinese?

  28. 2. The author mentions that “fair play” (Paragraph 4) and some other English concepts (Paragraph 10) are difficult to translate due to their liability to distortions in translating. Now try to translate the following terms into Chinese or English and then compare the original term with your translation. Do they still represent the same concept? If not, what is lost in the process of translation? And what causes the loss? • a. Fair play • Translation: _____________________________________________________________ • Comparison: ____________________________________________________________ • b. Liberalism • c. 关系 • d. 天

  29. Tip 3: Have your own view and attitude. Do not just quote the teacher’s book.

  30. Language enhancing I. Word and phrase 2. Word with multiple meanings Examine the collocations of “point” in the following sentences taken from the two texts in this unit, paying special attention to the multiple meanings and usages of the word “point”. Then paraphrase the sentences by replacing those “point” expressions.

  31. Just as seeing with two eyes gives us stereoscopic vision and a sense of depth, thinking in two different languages gives us added dimensions of reality. The bilingual Swedish Finn is a case in point. • This is only true up to a point. • This line of reasoning tends to become somewhat involved, but to clarify the point, let’s take a few practical examples.

  32. II. Sentence and Discourse 2. Metaphor in translation In Text A, the author uses a number of metaphors. Please identify the metaphorical expressions  in the following sentences taken from the text. Then translate the sentences into Chinese and try to keep the metaphors in your translation. • The Briton, the German and the Inuit may share a common experience, but it appears to each as a kaleidoscopic flux of impressions that has to be organized by the mind. • I could only experience reality as fully as he did by learning his language and escaping (in terms of descriptive ability) from the straitjacket of my own. • They believed it was a phenomenon shared by all mankind and, in the case of educated people, would provide a standard yardstick for comparison of ideas, experience and reality.

  33. Tip 4: What matters is not to dictate the correct answer to your students – in many instances, there is no one correct answer. What matters is to cultivate a kind of sensitiveness to and respect for the beauty, subtlety and complexity of the English language.

  34. Text B Does Language Equal Thought? Author: Donna Jo Napoli Source:Language Matters: A Guide to Everyday Questions About Language. Oxford University Press, 2003, pp.38-51. • Tip 5:

  35. Intercultural reflection Role play • Obviously, Text A and Text B hold different views towards the implications of inter-lingual differences. If the two authors met each other, what kind of conversation do you think they would have about the relationship between language and thought? How would Donna Jo Napoli, who tries to “disabuse” us of the Inuit-snow rumor, respond to the Zulu-green incident described by Richard D. Lewis? And how would Richard defend his own position? Please read the two articles once again and role-play this conversation with one group as Richard and the other as Donna.

  36. Group discussion • After learning English for years, how has this new “straightjacket”, to quote Richard D. Lewis, freed you from the constraints of your “mother straightjacket”, i.e. the Chinese language? In other words, do you think learning English has helped your thought develop in new dimensions? • Do you think that language and thought are separable? Can you think without language or speak without thought? What do the Chinese idioms 词不达意and 言为心声imply about the relationship between language and thought?

  37. Creative response (1) Essay writing In 2010, The Economist held a debate on the relationship between language and thought, proposing that “the language we speak shapes how we think”. Surf the homepage of this debate and summarize the views of the two sides. Then choose either the pro side or the con side and write a 300-word essay arguing for your position. • The Economist Debate on language and thought: • http://www.economist.com/debate/overview/190 (2) Debate designing Divide the class into groups. Each group will design a debate on a topic about language by modeling The Economist debate. You can work on one of the topics you have learned in the first five units or any other topic about language. As a variation, you can also organize a debate online through a blog, weibo, wechat or any other social networking services.

  38. Tip 6: Be broad-minded. Be young. Be vigourous.

  39. Final words • 不要把大学的精读课上成令学生厌倦的中学语文课。 • 不要把自己变成婆婆妈妈、丧失尊严的教书匠。 • 不要拘泥于一个词、一个惯用法、一个句子的所谓唯一正解。

  40. Tip 7: 情怀 • 生活不止是眼前的苟且。生活还有诗和远方。

  41. www.themegallery.com 请多提宝贵意见！

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