改革開放以來中國英語教育“文化認(rèn)同”規(guī)劃研究

1、第4頁 共4頁改革開放以來中國英語教育“文化認(rèn)同”規(guī)劃研究*提 要 分析p 1982年以來中國大學(xué)階段的38份英語教育政策文本內(nèi)容，發(fā)現(xiàn)其文化認(rèn)同規(guī)劃意識(shí)及變化趨勢(shì)：12000年前的政策文本強(qiáng)調(diào)語言的“工具性”，缺乏科學(xué)的文化認(rèn)同規(guī)劃意識(shí);22000年后的政策文本強(qiáng)調(diào)跨文化交際才能的培養(yǎng)，關(guān)注學(xué)習(xí)者的母語文化認(rèn)同，并注意處理母語語言文化與外語語言文化之間的關(guān)系;3相關(guān)政策話語主要集中在外語人才定位和課程設(shè)置上。影響學(xué)習(xí)者文化認(rèn)同建構(gòu)的還有其他一些政策因素。【關(guān)鍵詞】：p 英語教育政策;文化認(rèn)同;語言規(guī)劃;中國文化;歷史研究中圖分類號(hào) H002 文獻(xiàn)標(biāo)識(shí)碼 A 文章編號(hào) 2096-4202202

2、-0074-09Cultural Identity Planning in China： A Diachronic Study of theEnglish Language Education Policy in China since Opening-upLiu Yuanyuan， Deng Fei and Zhao RonghuiAbstract In recent years， English as a Foreign Language EFL learners identification with their own culture has attracted much attent

3、ion in China. There has been increasing concerns that learning English may lead to the loss of Chinese culture. Taking textual analysis as a research method， this paper makes a diachronic analysis of 38 English language education policy documents mandated in China since its reform and opening up to

4、the world nearly four decades ago， with an aim to generalize the trends of cultural identity planning in Chinas EFL context. It is found that the English language education policies adopted before the year 2000 have a strong instrumentalism orientation， where Chinese cultural identity is rarely touc

5、hed upon by policymakers. In contrast， intercultural munication ability is emphasized after the year 2000， and learners cultural identity cultivation has been foregrounded in the policy documents. Currently， the policy discourses regarding Chinese cultural identity construction are mainly revolving

6、around defining foreign language talents and optimizing curriculum design. Other policy factors， such as medium of instruction， contents of curriculum， family language planning and learners motivations， may as well influence learners identity construction. The paper concludes that cultural identity

7、construction through top-down policy mechanism would be a prolonged and challenging endeavor.Key words Foreign language education policy; cultural identity; language planning; Chinese culture; diachronic study近年來，英語學(xué)習(xí)者的母語文化認(rèn)同問題引發(fā)了廣泛的社會(huì)關(guān)注，主要表現(xiàn)是學(xué)界對(duì)中國文化失語現(xiàn)象的鼎沸討論，學(xué)者們聲討英語教育影響了學(xué)習(xí)者母語和母語文化認(rèn)同的開展，并呼吁相關(guān)政策改革從叢2000;宋伊雯，肖龍福2022;趙海燕2022;朱敏，等2022;等等。各地紛紛出臺(tái)政策，試圖通過降低英語在升學(xué)考試中的比重來淡化英語教育，進(jìn)而引導(dǎo)學(xué)習(xí)者加強(qiáng)母語學(xué)習(xí)，增強(qiáng)母語文化認(rèn)同，如北京市出臺(tái)的20222022年高考高招改革框架方案征求意見稿。此種通過降低英語分值來加強(qiáng)母語學(xué)習(xí)的做法并未獲得廣泛的支持，批評(píng)者大有人在。例如：程曉堂2022指出，關(guān)于英語學(xué)習(xí)的“有用”與“無用”之爭(zhēng)中存在著一