英語(yǔ)教學(xué)的跨文化途徑2

1、英語(yǔ)教學(xué)的跨文化途徑 陜西師范大學(xué) 張京魚(yú) 教授Culture in Teaching English as a L2 Culture refers to distinctly different domains of peoples lives. Visible culture Literature, the arts, the architecture and the history; Styles of dress, cuisine, customs, festivals and other traditions; Invisible culture Socio-cultural nor

2、ms, world-views, beliefs, assumptions, and value systems that find their way into practically all facets of language use. Intercultural approach to English Teaching Communicative competence to socio-cultural competence Definitions of culture deal with forms of speech acts, rhetorical structure of te

3、xts, socio-cultural behaviors, and ways in which knowledge is transmitted and obtained. To become proficient and effective communicators, L2 learners need to attain L2 socio-cultural competence.Intercultural competence Politeness vs appropriateness Socio-cultural norms How are you (doing)? How is it

4、 going? Whats up? What are your views on Crazy English?Cultural Differences Chopsticks vs forks and knifes Titles vs profession: ?Teacher Zhang vs Prof/Dr. Zhang Shifu (Master/Teacher) vs Sir/Madame Have you eaten yet? Vs How are you? Names：first-last vs surname-personal N 123 vs 一、二、三， vs titleNoti

5、cing Open the door! Open the door, will you? Can you open the door, please? Would you open the door? Would you mind opening the door? Whimperatives Call me some time vs call me on Tuesday. Lets get together some time vs Lets have lunch on Friday. Call me if you have any questions vs Call me any time

6、. Do you have any questions ( it is now time to ask questions, if you have them) vs I will be happy to answer all your questions during my office hours （please do not ask me any question now but come to my office at the designated time.Causative Constructions a. Shala made her sun clean the bike. b.

7、 Shala had her sun clean the bike. c. Tom got his mother to buy him a new bike. X made Y do Z. Implies the action was not performed willingly. The causee is passive or submissive. The causee thought he or she had to do it. X forced Y to do Z. X had Y do Z A hierarchical relation between X and Y, Doe

8、s not imply that the causee didnt want to do it, nor the causee had to do it.Grandma made me eat fish.Grandma had me return the fish to the shop. X got Y to do Z Implies that the causees do something not because they want to do it but because sb else wants them to do it. The action is not imposed on

9、 the causee by virtue of the causers power/authority. The causer realizes that the causee may not want to comply, so he/she does (typically says) something in the expectation that this will influence the causees will and that as a result the causee will do the desired result willingly. Linguistic Fo

10、rmpragmatic function (socio-cultural purpose/goal of speech acts, such as requests, apologies, compliments, and complaints) Give me a penny vs could you give me a penny vs Can you spare me a penny? Linguistic form vs Politeness I want to make an appointment for 3 oclock. I would like to make an appo

11、intment for 3 oclock. May/Could I make an appointment for 3 oclock?A Private ConversationLast week I went to the theatre. I had a very good seat. The play was very interesting. I did not enjoy it. A young man and a young woman were sitting behind me. They were talking loudly. I got very angry. I cou

12、ld not hear the actors. I turned round. I looked at the man and the woman angrily. They did not pay any attention. In the end, I could not bear it. I turned round again. I cant hear a word! I said angrily. Its none of your business, the young man said rudely. This is a private conversation! Is it re

13、ally a private conversation? Is “a private conversation” a good title? Why or why not? Who is being impolite, the narrator or the young man? How would the story end? If you were the story teller, or the narrator, what would you do/say? What message can we get from the story?Theatre SchemaTheater: a

14、public place, implicit rule: Quietness is required. It is not a private place like home where one can enjoy much freedom.Language is ambiguous:“I cant hear a word!” Unmarked function: A request for loudness.Marked Function: A request for quietnessTheatre Schema:Polite behavior, quietnessRude/impolit

15、e behavior: talking loudlyWhat is the story about? Summarizing skill It is about a verbal fight or a miscommunication caused by the ambiguous nature of language.What is the cause of the verbal fight? The cause of the verbal fight is some rude behavior in the theatre.What is the rude behavior in the

16、story? The rude behavior in the story is continuing loud talking in a theatre by a young couple sitting behind the writer.What is the cause of the miscommunication expressed in the story? The miscommunication stems from the ambiguity of language. Why do you say so? “I cant hear a word” means a compl

17、aint as well as a request. It expresses conflicting complaints (too loud a voice vs too low a voice) and requests.Speech Act Theory I cant hear a word. Speech act A: A request for a louder voice. A: A simple REQUEST (PRAGMATIC FUNCTION/MEANING: LOUDER PLEASE!) Commonality: The voice is too low. The

18、complaint concerns about the volume of the voice. A is the unmarked/general-case meaning. Speech act B: A request for quietness. B: A COMPLAINT AND A REQUEST (Be quiet/Stop talking/shut up). The complaint concerns some rude/bad behavior in a theatre. B is the marked/special case meaning.Polite behav

19、iors in a theatre Rude behavior: Loud talking Inappropriate response: Narrators response: an angry look plus an angry remark: I cant hear a word. What is the volume of this angry remark? It could be inferred that the narrators voice is loud because he said it ANGRILY. Is this a good behavior? Probab

20、ly NOT. Who is being impolite? The desired result: they would stop talking immediately. How could you achieve it? Many different ways: What the narrator did is only one of them. How would you respond if you were the narrator? Leave the theatre quietly. Say something back to the young man like “This

21、is a THEATRE. PLEASE BE QUIET. “The narrators way is not to be followed. The best way is: Sh, sh. Be quiet! Making Connections: Text-to-Self” and “Making Connections: Text-to-World Do you have a similar experience? If yes, tell us about it. Pair/group work Write an essay about a similar experience y

22、ou had or heard. (Narration) Dinner party Food vs socialization : What do people go to a dinner (party) for, food, socialization, or both? Table manners Politeness: face Food and Talk Last week at a dinner party, the hostess asked me to sit next to Mrs.Rumbold. Mrs. Rumbold was a large, unsmiling la

23、dy in a tight black dress. She did not even look up when I took my seat beside her. Her eyes were fixed on her plate and in a short time, she was busy eating. I tried to make conversation.A new play is coming to “The Globe” soon, I said. Will you be seeing it?No, she answered.Will you be spending yo

24、ur holidays abroad this year? I asked.No, she answered.Will you be staying in England? I asked.No, she answered. In despair, I asked her whether she was enjoying her dinner.Young man, she answered, if you ate more and talked less, we would both enjoy our dinner!Dinner party: situation Taciturn: taci

25、turnity，silent, reticent, reserved Voluble (健談的, 口若懸河的), talkative, loquacious (多話(huà)的, 嘮叨的), verbose; Both enjoy our dinner=food Dinner=food as well as talk LANGUAGE POINTS 1、Last week at a dinner party, the hostess asked me to sit next to Mrs. Rumbold.next to: be adjacent to 與.為鄰be close to beside， 注

26、意：have dinner不加 “a” , 而“at a dinner party” 中的“a” 并不修飾 “dinner” 而是 “party” 2、Mrs. Rumbold was a large, unsmiling lady in a tight black dress. large：指體積，形容人表示個(gè)子大in（a tight black dress）：穿著. 3、Her eyes were fixed on her plate and in a short time, she was busy eating. ones eyes are fixed on sth.:眼睛盯著.（=f

27、ix ones eyes on sth.）in a short time：不一會(huì) be busy doing sth.:忙于做. 4、A new play is coming to “The Globe” soonThe Globe （theater）：環(huán)球劇場(chǎng),位于London的Thames旁 KEY STRUCTURES AND USAGE 虛擬語(yǔ)氣用法虛擬語(yǔ)氣用法: 對(duì)現(xiàn)在的情況作出假設(shè)，對(duì)現(xiàn)在的情況作出假設(shè)，所假設(shè)的情況和現(xiàn)在的事實(shí)相反所假設(shè)的情況和現(xiàn)在的事實(shí)相反 應(yīng)用方式：If引導(dǎo)的條件從句中用v.的過(guò)去式，如果從句中v.為be動(dòng)詞，則第一/三人稱(chēng)后用were；主句用would+v.

28、原形=if you ate more and talked less, we would both enjoy our dinner! If引導(dǎo)的條件從句中用v.的過(guò)去式，表達(dá)了和事實(shí)相反的情況；主句用would+v.原形）=If you saw him now you wouldnt recognize him.（If引導(dǎo)的條件從句中用v.的過(guò)去式；主句用wouldnt(否定形態(tài))+v.原形）=Would he get annoyed if I told him about it? （if I told him about it是一種虛擬的假設(shè)，表達(dá)了和事實(shí)相反的情況）=If I were

29、you, I would probably tell him the truth.（If引導(dǎo)的條件從句中v.為be動(dòng)詞，則第一/三人稱(chēng)后用were；主句用would+v.原形） =If it were not for you, I wouldnt do this.（If引導(dǎo)的條件從句中v.為be動(dòng)詞，第三人稱(chēng)it后用were；主句用would+v.原形） 對(duì)過(guò)去的情況作出假設(shè)，所假設(shè)的情況和過(guò)去對(duì)過(guò)去的情況作出假設(shè)，所假設(shè)的情況和過(guò)去的事實(shí)相反的事實(shí)相反應(yīng)用方式：If引導(dǎo)的條件從句中v.為過(guò)去完成時(shí)態(tài)，主句用would/could+v.的現(xiàn)在完成時(shí)態(tài)=If I had known that,

30、I wouldnt have supported him. =He could have come if his car had not broken down on the road.=It would have been different if you had helped.Discourse strategies:Model A: Because most of our production is done in China now, and uh, its not really certain how the government will react in the run-up t

31、o 1997, and since I think a certain amount of caution in committing to TV advertisement is necessary because of the expense. So, I suggest that we delay making our decision until after Legco makes its decision. Model B: I suggest that we delay making our decision until after Legco makes its decision

32、. Thats because I think a certain amount of caution in committing to TV advertisement is necessary because of the expense. In addition to that, most of our production is done in China now, and its not really certain how the government will react in the run-up to 1997. Model A: Because of Y (topic, b

33、ackground, or reason) X (comment, main point, or action suggested) Model B: X (comment, main point, or action suggested) because of Y (topic, background, or reason)Writers intent/Authors ToneAt a fancy banquet, a speaker is delivering a speech. A man is hungry and wishes the speaker ends his speech.

34、 He turns to the lady sitting next to him and informs her that he thinks the speaker has nothing to say and should sit down. She asks if he knows who she is. When he says “no,” she informs him that she is the speakers wife. Then he asks her if she knows who he is. When she says “no,” he says “Good!”

35、 and gets up and leaves.The tone of the author/passage is:a. serious b.sad c. humorous d.cynical The respondents may not be operating at the appropriate cultural/pragmatic level when they perform certain tasks on tests. 聾實(shí)實(shí)了 John is as deaf as a _. A. wall B. poleC. pin D. post 約翰聾得像根柱子一樣/像一堵墻一樣？極聾/

36、全聾 It is no use t talk to him; he is as deaf as a post. 跟他說(shuō)毫無(wú)用處，因?yàn)樗稽c(diǎn)也聽(tīng)不見(jiàn)。 He is as deaf as a post, door-nail, an adder.他完全聾了。新英漢大辭典 as dead as a doornail (死定了，死僵了） as dumb as a doornail （全啞的） as deaf as a doornail （全聾的） As deaf as a post；（耳聾的，完全聾的）耳聾的，完全聾的） As deaf as a stone; （聾得像石頭）（聾得像石頭） As dea

37、f as an adder Adder 動(dòng)動(dòng)(歐洲產(chǎn)歐洲產(chǎn))蝰蛇蝰蛇(小毒蛇小毒蛇), (北美產(chǎn)無(wú)毒北美產(chǎn)無(wú)毒的的)豬鼻蛇豬鼻蛇 習(xí)慣用語(yǔ)習(xí)慣用語(yǔ)deaf as an adder 完全耳完全耳聾聾 爛醉如泥/酩酊大醉I couldnt understand what the man was saying; he was as drunk as a lord. as drunk as a fish as drunk as a sow (母豬，大母熊) as drunk as a fiddler (拉小提琴的人，游手好閑的人） as drunk as a piper（吹笛者，風(fēng)笛手) as dru

38、nk as the devil as drunk as a rat as drunk as an owl （貓頭鷹 ） as drunk as a boiled owl as drunk as a load （使人喝醉的量）（使人喝醉的量）=carry a load; have a load on 喝醉喝醉 As easy as ABC Its a piece of cake.as easy as pie adj. 極容易as easy as winking adj. 非常容易as easy as pap (奶頭，乳頭）奶頭，乳頭）易如兒戲 as easy as anything 極容易as

39、easy as lying 極容易as easy as shelling peas 象剝青豆那么容易as easy as damn it 易如反掌as easy as my eye 易如反掌as easy as pointing at a palm 易如反掌That job was as easy as pie. 那工作容易極了。But I think its as easy as shelling peas. 但是我覺(jué)得是件輕而易舉的事。First lessons in any subject are usually designed to make you think the whole

40、course is going to be as easy as ABC. 任何學(xué)科的開(kāi)頭幾課通常都寫(xiě)得讓人人感到整個(gè)課程是很好學(xué)的。 極其容易 as easy as rolling off a log as easy as falling off a log Like a log 像木頭一樣不能動(dòng)彈像木頭一樣不能動(dòng)彈 Sleep like a log 熟睡熟睡 Roll my log and Ill roll yours.【諺語(yǔ)諺語(yǔ)】你幫我的忙，我也幫你的忙。你幫我的忙，我也幫你的忙。Coherence as a Conceptual Phenomenon Mental representa

41、tions can be thought of as composed of elements that are entities, properties, or relations (Johnson-Laird 1983:398). ENTITIES correspond to what we prototypically refer to with nouns, and can perhaps be pictured as NODES in the representation (de Beaugrande & Dressler 1981:98ff). PROPERTIES are qua

42、lities that describe entities, and can be thought of as tags attached to nodes. RELATIONS associate entities, and can be thought of as labeled lines connecting nodes, the labels indicating different roles in the relation. A special kind of relation would be an event or action. Entities, properties,

43、and relations are sometimes referred to by the cover term CONCEPTS.Cohesion & COHESIVE TIES Coherence is a conceptual phenomenon : It concerns mainly about the question of whether the hearer can make it “hang together” conceptually, that is, interpret it within a single mental representation. Does t

44、he fact that coherence is a conceptual phenomenon mean that linguistic signals are irrelevant to it? Not at all. The speaker actually plants linguistic signals in the text as clues to assist the hearers in coming up with an adequate mental representation. Signals of cohesion indicate how the part of

45、 the text with which they occur links up conceptually with some other part. Such signals are called COHESIVE TIES.COMMON TYPES OF COHESIONDescriptive expressions alluding to entities mentioned earlierIdentity repetition (whole or partial) Lexical replacement pronouns other pro-forms substitution ell

46、ipsisLexical relations hyponymy (type of) part-whole collocationMorphosyntactic patterns consistency of inflectional categories (tense, aspect, etc.) echoic utterances discourse-pragmatic structuringSignals of relations between propositionsIntonation patterns Original source: Halliday and Hasan (197

47、6), as amplified by Brown and Yule (1983, Section 6.1).Descriptive expressions alluding to entities mentioned earlier Perhaps the most obvious kind of cohesion consists of DESCRIPTIVE EXPRESSIONS such as the following day, in the next room, the girls brother, etc. Such expressions allude to entities

48、 that were mentioned earlier in the text, or at least to entities that the speaker assumes the hearer already has in his or her mental representation. For the expressions listed above, the earlier entities could be the preceding day, a certain room, the girl, etc. The cohesion lies in the fact that

49、the new entity is explicitly linked to the earlier entity, thus contributing to coherence.IdentityCohesive ties under the broad heading of IDENTITY link to identical forms, identical meaning, or identical reference or denotation.In REPETITION, an entire expression (as in (1), or at least a recogniza

50、ble part of it (as in (2), is repeated:(1) The Prime Minister recorded her thanks to the Foreign Secretary. The Prime Minister was most eloquent.(2) Dr. E. C. R. Reeve chaired the meeting. Dr. Reeve invited Mr. Phillips to report on the state of the gardens.In LEXICAL REPLACEMENT, the forms in quest

51、ion differ, but the referent or denotation is the same: (3) Ros daughter is ill again. The child is hardly ever well. An expression such as the child will be successful in referring to Ros daughter if, at that point, the accessible part of the hearers mental representation contains just one entity w

52、hich this expression fits (taking into account also what is said about the child). Similar comments hold about any definite referring expression.PRONOUNS also involve identity of reference (i.e., coreference), generally without identity of form: (4) Ro said she would have to take Sophie to the docto

53、r.There are other kinds of PRO-FORMS besides pronouns. Pro-verbs are one type, such as do . It (Halliday & Hasan 1976:126): (5) I told someone to feed the cat. Has it been done?Halliday and Hasan (1976:88) use the term SUBSTITUTION for a kind of partial identity of denotation: two things are of the

54、same type, but are different instances (tokens) of that type: (6) Jules has a birthday next month. Elspeth has one too. ELLIPSIS can be thought of as either coreference by means of zero or “substitution by zero” (Halliday & Hasan 1976:143).2 Coreferential ellipsis is represented by in (17): (7) Jule

55、s has a birthday next month and is planning a big celebration.The substitution type of ellipsis is illustrated by (8): (8) Hans is a freshman. I am too.Lexical relationsMany pairs of lexical items are related in ways that do not involve identity. Three such lexical relations are illustrated here.In HYPONYM