文化研究:促进跨文化语言教育的教学手段

V. Safonova
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引用次数: 3

摘要

虽然外语学术著作(M. Byram- V. Esarte-Sarries, G. Zarate等)经常提出将文化研究融入语言教育的问题,但问题是,在大学教育的不同层次上,真正需要什么样的跨学科文化研究和什么样的教学目的。本文从“作为文化学(文化科学)的一个分支的文化研究”、“作为现代语言教育学不可分割的一部分的文化研究”和“作为大学学科的文化研究”这三个概念的差异出发,考察了它们作为文化教育手段的教学潜力、目的和结果。作者接着深入分析了三种类型的文化研究/CS/的基本特征,然后重点关注CS作为语言教育学的一个分支- CS作为一门大学学科,讨论了它们的教学价值,通过在大学学习和共同学习的所有语言,为适当的多层次跨文化教育建模。本文概述了文化导向教育方案、教学大纲和课程设计的相互关联的教学原则体系,包括文化-文明对话原则、创造教学适宜的教育空间原则、问题导向的学习环境原则等。关键词:文化研究,语言教育学,多层次多元文化教育,跨文化交际能力,文化与文明对话,教育环境的教学适宜性,问题导向的学习环境
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Cultural Studies as a Didactic Means of improving Intercultural Language Education
Though the issues of integrating cultural studies in language education are often raised in FLT scholarly works (M. Byram- V. Esarte-Sarries, G. Zarate and others), but the question arises what kind of interdisciplinary cultural studies and for what didactic purposes is really needed at different levels of university education. The paper starts with looking at and showing the differences between the following concepts: "cultural studies as a branch of culturology (science of culture)", "cultural studies as an inseparable part of modern language pedagogy" and "Cultural Studies as a university subject" with the view to their didactic potential, aims - outcomes as a means of cultural education. The author goes on with giving an insight into the essential characteristics of the three types of cultural studies /CS/ under consideration and then focuses on the CS as a branch of language pedagogy - CS as a university subject, discussing their didactic values for modelling appropriate multi-level intercultural education though all the languages studied and co-learnt at university. The system of interrelated didactic principles of designing culture-oriented educational programmes, syllabuses and courses that is outlined in the paper includes such principles as the principles of the dialogue of cultures - civilizations, creating didactically appropriate educational space problem-oriented learning environment.Keywords: cultural studies, language pedagogy, multi-level pluricultural education, intercultural communicative competence, dialogue of cultures and civilisations, didactic appropriateness of educational environment, problem-oriented learning environment.1.
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