3.Thesignificanceofculturelearing(文化學(xué)習(xí)的重要性)

睢春雨、劉麗、顧曉玲、邸杰一、陳婧Language

Culture＆Outline1）Cultural-relatedidioms、proverbsandmetaphors.Thedefinitionofidiom習(xí)語(yǔ)的定義Thedefinitionofmetaphor暗喻的定義2）ThesignificanceofculturalteachingandlearingBasicfunctionofculture文化的基本功能Thesignificanceofcultureteaching文化教學(xué)重要性Thesignificanceofculturelearing文化學(xué)習(xí)重要性

3）Cuturaloverlapanddiffusion（文化重疊和文化傳播）ThedefinitionofcultureoverlapThedefinitionofculturediffusionInterculturalcommunication(跨文化交際)ThedefinitionofinterculturalcommunicationTheimportanceof

interculturalcommunicationThepurposeofinterculturalcommunicationⅰCultural-relatedidioms、proverbsandmetaphors（暗喻）

l.習(xí)語(yǔ)（idiom）分為兩種含義：（1）languageofapeopleorcountry；specificcharacterofthislanguage(一個(gè)民族或國(guó)家的語(yǔ)言，這種語(yǔ)言的特殊特點(diǎn))（2）(grammar)successionofwordswhosemeaningisnotobviousthroughknowledgeoftheindividualmeaningsoftheconstituentwordsbut

mustbelearntasawhole([語(yǔ)法]連串之詞表示整體意義而不表各詞單個(gè)的意義)。此習(xí)語(yǔ)包括諺語(yǔ)（proverb）、俚語(yǔ)(slang)、俗語(yǔ)（colloquial）等。FORexample：1.apple_pieorder(蘋(píng)果派的次序)，但又引申為整整齊齊。

Beforeherguestsarrived,thehostesshadputherhouseinapple-pieorder.在客人到來(lái)前，女{主人將房間收拾得整整齊齊。2.Godhelpthosewhohelpthemselves.自助者天助。3.cat’spaw貓爪子，引申為“被人當(dāng)作工具使用”或“受人愚弄的人”。4.Catshidetheirclaws.（知人知面不知心）。5.Infairweatherprepareforthefoul.晴天要防陰天，引申為“有備無(wú)患”或“居安思?！被颉拔从昃I繆”。6.Murderwillout.謀殺終必?cái)÷?，引申為“紙包不住火?.WhenGreekmeetsGreek,thencomesthetugofwar.希臘人相遇希臘人，定有一場(chǎng)好斗，引申為“兩雄相爭(zhēng)，其斗必烈”。8.Everymanhasafoolinhissleeve.人人袖子里都裝著個(gè)傻瓜，引申為“人人都有糊涂的時(shí)候”。2.Metaphor

isthemainbodyandexplainsthebodyalsotoappear,betweentheminformallyistherelationswhichcoincides,saidthatthearmor(mainbody)is(explainsword)thesecondgrade(toexplainbody).ExplainswordbyWas,is,becomes,hasbecome,turnsandsoontablejudgmentwordsandexpressionstoactas.Themetaphoriscalledthemetaphor.暗喻是本體和喻體同時(shí)出現(xiàn)，它們之間在形式上是相合的關(guān)系，說(shuō)甲（本體）是（喻詞）乙（喻體）。喻詞常由：”是””就是””成了””成為””變成”等表判斷的詞語(yǔ)來(lái)充當(dāng)。暗喻也叫隱喻。HereistwoopinionsaboutMetaphor：

(1)塞爾同意用“是”和“像”來(lái)區(qū)分隱喻和明喻。塞爾基于他對(duì)隱喻/明喻的區(qū)分的理解為隱喻提供了一個(gè)公式：說(shuō)者說(shuō)S是P時(shí)意謂的是S是R。Eg:(1)Youareared，redrose.你像一朵紅玫瑰可能是真的，它屬于明喻，而說(shuō)你是一朵紅玫瑰則一定是假的。它屬于暗喻。Eg:（2）Liliisabigmonkey.麗麗像只大猩猩可能是真的，它屬于明喻，而說(shuō)麗麗是只大猩猩則一定是假的。它屬于暗喻。Eg:(3)Heisapig.他像一頭豬可能是真的，它屬于明喻，而說(shuō)你是一頭豬則一定是假的。他屬于暗喻。

(2)戴維森對(duì)這一思路提出了強(qiáng)烈的異議。他提出：“隱喻完全依賴(lài)于這些語(yǔ)詞的通常含義。如果說(shuō)隱喻所用的詞兒另有一個(gè)〔隱含的〕意義，那么，隱喻本身就會(huì)消失。

Egburnedup(發(fā)火)無(wú)非是說(shuō)他很生氣，但我們會(huì)想像成某人生氣時(shí)著火冒煙的樣子。ⅱThesignificanceofculturalteachingandlearing（文化教學(xué)與學(xué)習(xí)的重要性）1、BasicfunctionsofcultureWearenotbornknowingwhatclothestowear,whatgamestoplay,whatfoodstoeat,whichgodstoworshiporhowtospendourmoneyorourleisuretime.Itisculturethatteachesusall.Culturehasnowenvolvedtothepointwheretheyarepeople’sprimarymeansofsatisfyingthreetypesofneeds⑴basicneeds(food、shelterandphysicalprotection)⑵dderivedneeds(organizationofworkdistributionoffood、defense、socialcontrol)⑶integrativeneeds(psychologicalsecurity、socialharmonypurposeinlife)

文化現(xiàn)在已經(jīng)演變成了一個(gè)滿(mǎn)足人們最基本的三種需要的領(lǐng)域。

2、Theofcultureteaching文化教學(xué)重要性

A.Cultureinlanguagestructure(語(yǔ)言結(jié)構(gòu)教學(xué)中的文化）Thecultureinlanguagestructurereferstotheculturaltraitsinlinguisticpoints,whicharefromwords,phrases,syntaxanddiscourse.Inotherwords,differentculturebackgroundresultsindifferentwaysofexpressions.語(yǔ)言結(jié)構(gòu)中的文化指語(yǔ)言領(lǐng)域中的文化特征。該領(lǐng)域包括詞匯、短語(yǔ)、句法、語(yǔ)篇。換言之，不同的文化背景產(chǎn)生不同的表達(dá)方式。1、TaketheEnglish-speakingpeopleasanexample,theywouldliketotelltheaddressfromsmallareastolargerones,andalso,toexpresstime,theytendtofromhour,day,monthtillyear.While,inChina,wehaveacompletelyoppositeway.Therefore,teachersshouldhelpstudentstoknowsomespecialexpressions,whicharedifferentfromChinese.

2.Let’sseeanotherexample.A:Won’tyoucome?(你不來(lái)嗎?)B:Yes,Iwill.(不,我去。) No,Iwon’t.（對(duì)，我不去。）[5:200]3.Therearealsostructuraldifferencesinsentence—making.“Eachofthebroadcastingcompaniesislinkedtoapproximately200affiliatedstationstowhichitprovidesmajorentertainmentprogramswhichtheycouldnotproduceiftheywereobligedtodependlocalresources.”(每個(gè)廣播公司下面都聯(lián)系有大約200個(gè)附屬?gòu)V播站,由公司向這些廣播站提供主要文藝節(jié)目,這些節(jié)目主要靠各站就地取材是難以編排出來(lái)的。)[5:201]Onthecontrary,Chinesesentencestructureisrelativelycasualandloose.B.Cultureinsemantics（語(yǔ)義教學(xué)中的文化）Thecultureinsemanticsreferstotheculturalconnotation,whichisreflectedbylanguageloadedinthesemanticsystem.語(yǔ)義中的文化指文化的內(nèi)涵。這種內(nèi)涵是通過(guò)語(yǔ)言在語(yǔ)義系統(tǒng)中的載入反映出來(lái)的。1.Aword,indifferentkindsoflanguage,sharesthesameliteralmeanings,butitwillbedifferentinculturalconnotation.Forexample,wheel,inChinese,onlymeanslúnzi(輪子)，butin“Heisabigwheel.”itmeansthatheisanimportantfigureinonegrouporsomefield.Also,potato,inChinese,isakindofcommonvegetabletǔdòu(土豆),butinthesentence“I’mapotato.”ItmeansI’mnotfamous,orIdon’tplayasignificantrole.Thesetwoexamplesshowthespecialconnotationsaddingtotheculturalbackground.Incontrast,weChinesedon’thavethesameexpressions.

2.Theinequalityofculturalconnotationexists.Let’stakethewordwineasanexample.InEnglish,itonlyreferstosomedrinksmadefromgrapesorsomeotherfruits.Onthecontrary,“酒”inChinese,ithasawidermeaning,whichcancontainanyalcoholicdrinks,grapewinesandbeer.3.Somewordshavesameessenceinside,buthavedifferentimagesinpeople’smindunderdifferentculturalbackground.

yellow,akindofcolour

黃,顏色或指不健康4.Someidiomsreflectthedeepculturalbackground,likehistoricalstories,religionandcustoms.Wesometimeseasilyknowtheliteralmeaning,butwestillconfusedwhattheyreallywanttoconvey.Like“it’sGreektome.”doesnotrefertotheGreeklanguage,butmeans“Idon’tknowatall”.Also,“talkturkey”donottellyouthatlet’ssaysomethingabouttheanimalturkeybutmeans“tobefrankly”

C.cultureinpragmatics

（語(yǔ)用教學(xué)中的文化）WeshouldbeawareoftheusagewithdifferentculturalloadsbetweenChineseandEnglish.Cross-culturalpragmaticstellsustheappropriatetranslationofthetwosentencesbelow.C:他跟老人招呼了一聲：“吃過(guò)沒(méi)有，老爹？”

E:“Goodmorning,grandpa,”hegreetedtheoldman.[7:222]Obviously,whenChinesemengreetwitheachother,theyareaccustomedtoaskingwhethertheyhavemeals.Itwillconfusewesterners,becausetheytendtoaskhello,goodmorning,suchgreetingwordslikethis.Sothisisthedifferencebetweentwocultures.3.Thesignificanceofculturelearing

（文化學(xué)習(xí)的重要性）A:Excuseme,Sir?B:Yes,whatisit？A:Mymotherisnotverywell,SirB:So?A:Shehastogointohospital,Sir?B:Well,getonwithit,whatdoyouwant?A:OnThursday,Sir?B:Bloodyhellman,whatdoyouwant?A:Nothing,Sirⅲ

Cuturaloverlapanddiffusion

文化重疊、文化傳播

Whatcausesculturaloverlapanddiffusion?1、Cultureoverlap(文化重疊)---Similaritiesinnaturalenvironmentandpsychologyofhumanbeingscausesculturaloverlap.（由于具有類(lèi)似的自然環(huán)境和心理因素從而形成了文化重疊。）比如說(shuō)，亞洲國(guó)家的都屬于高情景文化人，他們?cè)诠ぷ?、生活中就具有很多相似的交際禮儀。即亞洲國(guó)家在交際方面存在著文化的相容性，即重疊。2、Culturediffusion（文化擴(kuò)散）----Throughcommunication,someelementsofcultureAentercultureBandbecomepartofcultureB,thusbringsaboutculturediffusion。（在交流的過(guò)程中，文化A的一些元素進(jìn)入了文化B中，而且成為了文化B中的一部分，因而產(chǎn)生了文化擴(kuò)散。）PS：

1、Culturaldiffusionhasbeenshapedgraduallybutunceasingly.（文化擴(kuò)散是緩慢而持續(xù)的形成的。）

2、Culturaldiffusionleadstothecreationofloanwords.LoadwordsinChineseandEnglish

肥皂劇、卡通、布丁、蘋(píng)果派、巴士、因特網(wǎng)

Typhoon,gongfu,tofu,ect.ⅳ

Interculturalcommunication

跨文化交際

Thedefinitionofinterculturalcommunication

Interculturalcommunicationreferstocommunicationthattakesplacepeoplebetweenpeopleofdifferentculturalbackgrounds,whoseculturalperceptionsandsymbolssystemsaredistinctenoughtoalterthecommunicationevents.Theimportanceof

interculturalcommunication

studingasecondlanguagewithoutlearningthecultureislikelearninghowtodriveacarbystudingadrivesmanualandneverbehindasteeringwheel.Forexample:

①吹牛talkcow(×)

talkhorse(√)②酒肉朋友wine-meatfriend(×)

fair-weatherfriend(√)

③紅眼病thered-eyedmonster(×)thegreen-eyedmonster(√)ThepurposeofinterculturalcommumicationThestudyofinterculturalcommunicationaimstounderstandtheinfluenceofcultureonouractivities,beliefs,andbehavioursinordertoreducemisunderstangdingsthatresult