文化习得理论在东盟来桂留学生汉语教学中的应用研究

Abstract

From the perspective of cultural acquisition, this paper makes a preliminary discussion on Chinese teaching for foreign students in Guangxi and ASEAN countries, which is divided into four chapters.The first chapter reviews the evolution of language acquisition and culture acquisition theoretically, Outlines the relationship between language and culture in the West and China, and then reviews the main foreign language teaching methods in the last century. With the deepening of foreign language teaching, especially second language teaching, more and more attention has been paid to the relationship between culture and language. Culture contains language, language is an important part of culture, language also contains rich cultural factors. The mainstream of western linguistics circles has emphasized the close relationship between language and national spirit and culture since Humboldt, believing that language development is positively influenced by cultural development, and language components and cultural factors in language use have received continuous attention. In China, this concern is reflected in the development of cultural linguistics in recent decades and the emphasis on culture in teaching Chinese as a foreign language. Language and culture constitute a dialectical relationship of symbiosis, co-development and mutual beauty. The process of language acquisition is also the process of culture acquisition, and culture acquisition promotes language acquisition. The second language teaching, which flourished in the 20th century, has undergone a process of evolution in its methods and theories from the general foreign language teaching method to the emphasis on language acquisition and then to cultural acquisition. Early teaching methods focused on the teaching of language components and structure, such as grammatical translation, direct method and audio-visual method. From the middle and late 20th century, second language teaching gradually focused on extralinguistic factors, such as learners' emotions and motivations, learning situations, communicative behaviors and many other factors involving culture, such as situational teaching, communicative teaching, community teaching and suggestion teaching. It emphasizes the effect of creating natural environment and unconscious atmosphere like first language acquisition to enhance language acquisition. In recent decades, with the increasing cross-cultural communication in the world, more attention has been paid to the role of cultural factors in language acquisition. Krashen's natural teaching method, Schumann's acculturation theory and Vygotsky's sociocultural theory have led language acquisition to a deeper and broader cultural field, and cultural acquisition has become a key force to promote language acquisition. In the process of this evolution, the theoretical structure of cultural acquisition is gradually clear: the first step is to establish the consciousness of cultural equality, develop the ability of cultural understanding and cultural communication; The second step is to overcome cultural distance, stimulate cultural interest and enhance cultural adaptability; The third step is to establish cultural feelings of recognition and acceptance.The second chapter gives a brief introduction to the basic situation of the ten ASEAN countries, focusing on the exchanges between ASEAN countries and China in ancient and modern times, especially the general ties with China in language and culture, and the special ties with Guangxi. All the neighboring countries on land in ASEAN countries have deep or shallow or distant or close connections with Guangxi, such as Vietnam and Thailand, which are most closely related to Guangxi in terms of race, language and culture. Vietnam has the same language as China, a large number of Sino-Vietnamese words are close to the Yulin dialect, the Thai people in Thailand are the same origin with the Zhuang people, Lao Long people in Laos are also closely related, and the ethnic minorities living on the border between China and these countries are basically related to China or Guangxi. Other maritime island countries also have a long history of exchanges with China. In short, Guangxi has irreplaceable geographical, linguistic and cultural advantages in studying abroad in ASEAN countries. The survey shows that ASEAN countries have a positive evaluation and recognition of Chinese language, Chinese culture and Guangxi's regional culture, which confirms the advantages of Guangxi's education for foreign students from ASEAN countries.The third chapter discusses the cultivation of Chinese cultural competence and language interest of ASEAN students in Guangxi. This chapter is the development of cultural acquisition theory formulated in first chapter, the specific levels are: the cultural adaptability and cultural emotion of the students coming to Guangxi; The cultivation of intercultural consciousness and cultural communication ability of students coming to Guangxi; The cultivation of Chinese interest and Chinese emotion among foreign students in Guangxi. In theory, it is necessary to guide international students to establish a sense of equal culture, that is, to find common ground and common points between the mother tongue culture and the target language culture on the basis of interculturality, establish a third space for communication between the two cultures, maintain their cultural independence, and eliminate the contradictions or conflicts caused by cultural differences. Intercultural awareness ensures that international students can communicate with the target language culture with an open mind, overcome the cultural impact caused by cultural differences, and develop cultural communicative competence on the basis of cultural commonality. As a teacher of Chinese education, they should also establish a clear intercultural awareness, more importantly, a clear awareness of Chinese culture, a conscious rational cognition and emotional recognition of the characteristics of Chinese culture, grasp the commonality of Chinese culture and the culture of the students' home country, establish cultural mutual trust, and build a teaching situation of cultural equality and exchange. As the dominant cultural form in Asia in the classical period, Chinese culture has outstanding inclusiveness and peace, and has greater commonality or commonality with the cultures of ASEAN countries. The investigation and analysis show that the students from ASEAN countries have a higher cultural adaptability when they study in Guangxi, and they have a higher acceptance interest and mastery of the popular culture and classical culture in Chinese life culture, food culture and spiritual culture. From the perspective of aesthetics, the thesis highlights the unique aesthetic characteristics of Chinese, explores the distinct and unique beauty of rhyme, rhythm, tone and image of Chinese characters in pronunciation and intonation, and cultivates students' perceptual understanding of Chinese and stimulates their interest in learning.The fourth chapter focuses on how to give full play to cultural conservation in the teaching of Chinese for ASEAN students, that is, to create specific language and cultural situations in the first class and the second class. Firstly, the acculturation mechanism is discussed. In the classroom Chinese teaching, the cultural meanings contained in the specific Chinese words and characters are explained. The paper mainly discusses the common Chinese words such as plants, animals and colors from two perspectives of semantic culture and pragmatic culture. At the same time, pragmatic culture, that is, the cultural norms observed in specific communication, is described in detail from three aspects of politeness, praise and humility. Next, it discusses the creation of linguistic and cultural situations in the classroom, and divides them into four main situations: auditory situation, visual situation, audio-visual synthesis situation and dramatic situation. In the second classroom, the creation of cultural situations is more diverse. Combining with the concept of immersive teaching, this paper examines the effect of guiding international students to vivid cultural situations for language exchange and cultural experience from four aspects, namely campus language and cultural activities, daily life culture, festival life culture and other social and cultural activities.

本文以文化习得为理论视角对在桂东盟国家留学生的汉语教学进行初步探讨，论文一共分为四章。第一章从理论上梳理有关语言习得与文化习得的演进，勾勒出目前西方与中国关于语言与文化的相互关系之后，深入梳理上个世纪至今的主要外语教学方法。随着外语教学尤其是第二语言教学的深化，文化与语言的关系受到越来越多的重视。文化包含语言，语言是文化的重要组成部分，语言中也蕴含着丰富的文化因素。西方语言学界主流从洪堡开始强调语言与民族精神文化的紧密关系，认为语言发展受到文化发展的积极影响，语言成分、语言使用中的文化因素得到持续的关注。在中国，这种关注体现为最近几十年来文化语言学的发展以及对外汉语教学中对文化的重视。语言与文化构成共生、共进和互美的辩证关系。语言习得的过程也是文化习得的过程，文化习得推进语言习得。兴盛于二十世纪的二语教学，在方法和理论上经历了从一般外语教学法到注重语言习得，再到文化习得的演进历程。早期教学法注重语言成分和语言结构的教学，如语法翻译法、直接法以及视听法，从二十世纪中后期二语教学逐渐注重语言外因素如学习者的情感与动机、学习情境、交际行为等涉及文化的诸多因素，如情境教学法、交际教学法、社团教学法和暗示教学法等，强调营造出像第一语言习得的自然环境和无意识氛围增进语言习得的效果。最近几十年，随着世界范围内跨文化交流的日益增加，文化因素对于语言习得的作用得到更多的关注，克拉申的自然教学法、舒曼的文化适应理论以及维戈茨基的社会文化理论等，将语言习得引向更深更广的文化领域，文化习得成为促进语言习得的关键力量。在这一演进过程中，文化习得的理论结构逐渐清晰：第一步是建立文化平等意识，发展文化理解能力和文化交往能力；第二步是克服文化距离，激发文化兴趣，增进文化适应能力；第三步是建立认可和接受的文化情感。第二章对东盟十国的基本情况进行简要介绍，重点梳理东盟国家在古代、现代与中国的交往，尤其是突出在语言、文化上与中国的一般联系，与广西的特殊联系。东盟国家中的陆上邻国都与广西存在或深或浅或远或近的关联，如越南、泰国在人种、语言、文化方面与广西联系最为紧密。越南有着与中国同文同种的说法，大量的汉越词与玉林方言接近，泰国的泰族与壮族同源，老挝的老龙族也是近缘关系，生活在中国与这些国家边界的少数民族基本上都与中国或广西有着渊源。其他海上岛屿国家也与中国有着悠久的交往历史，总之广西在面向东盟国家留学教育方面有着不可取代的地缘、语言、文化上的优势。调查显示，东盟国家对汉语、中国文化以及广西的地域文化都有积极的评价和认可，印证了广西面向东盟各国留学生教育的优势。第三章对东盟来桂留学生汉语的文化能力和语言兴趣的培育进行探讨。这一章是第一章文化习得理论的展开，具体层次为：来桂留学生文化适应能力与文化情感的培育；来桂留学生的文化间性意识和文化交往能力的培育；来桂留学生的汉语兴趣与汉语情感的培育。从理论上讲就是要引导留学生建立起平等文化意识，即在文化间性的基础上，在母语文化和目的语文化之间找到共同点和共通点，建立起沟通两者文化的第三空间，保持各自的文化独立性，同时也可以消弭文化差异造成的矛盾或冲突。文化间性意识保证留学生能够以开放心态与目的语文化进行交流，克服文化差异导致的文化冲击，在文化共通性的基础上发展文化交际能力。作为汉教老师，也要树立清晰的文化间性意识，更要树立明确的中国文化意识，对于中国文化的特性有自觉的理性认知和情感体认，把握中国文化与留学生母国文化的共通性，建立文化互信，构建文化平等交流的教学情境。中国文化作为古典时期亚洲主导地位的文化形态，有着突出的包容性、和平性，与东盟各国文化存在着较大的共同性或共通性。调查分析发现，东盟各国留学生在桂学习中文化适应度较高，他们对于中国的生活文化、饮食文化和精神文化中的流行文化和古典文化都有较高的接受兴趣和掌握程度。论文从美学角度突出汉语独特美感特征，发掘汉语在语音、声调上形成的鲜明独特的声韵美、节奏美、声调美和汉字的形象美，培育学生对汉语的感性认识并激发其学习兴趣。第四章着重探讨在面向东盟留学生的汉语教学中如何发挥文化涵养语言学习的途径，即在第一课堂和第二课堂上创设具体可感的语言情景和文化情境。首先探讨文化适应机制，在课堂汉语教学中，结合具体的汉语词语和文字，讲解其中蕴含的文化含义，论文主要从语义文化、语用文化两个角度结合汉语中常见的词语如植物、动物、颜色这三类进行探讨。同时也对语用文化即在具体的交际中遵守的文化规约，从礼貌语、赞誉语和谦逊语三个方面具体地描述中国的语用文化规约。接下来对课堂中创设语言文化情境进行论述，划分出四种主要情境方式：听觉情境、视觉情境、视听综合情境和戏剧情境。第二课堂文化情境的创设更加丰富多样，论文结合沉浸式教学理念，从四个方面即校园语言文化活动、日常生活文化、节日生活文化和其他社会文化活动，考察将留学生引导到生动的文化情境进行语言交流、文化体验的效果。