外语教学中母语文化语料的使用

在我们以往的外语教学中，人们普遍注重“第二语言文化”的输入，从而忽略了“母语文化”的重要性。目前我国大学阶段的英语教学呈现出西化倾向。在我们的英语教材中随处可见有关西方文化的语料，而反映中国文化的内容却寥寥无几。这种现象严重阻碍了学生的英语学习能力，使学生在跨文化交际中无法用目标语来描述本土文化，同时也不利于对目标语文化进行深入理解。因此，中国的英语教学过程中介入母语文化背景语料是值得探索和应用的。
本文从母语认知、图式理论、情感因素、母语文化教学、跨文化交际等不同视角探讨了母语文化语料的介入对外语学习的影响，从而找出提高外语学习效果的有效途径。母语文化语料的介入要求学习者以母语图式为认知基础，同时注重外语学习过程中情感因素的影响。此外，通过对学习者母语文化的教学，促进外语学习进程，最终达到提高学习者跨文化交际能力的目标。
由于本文属于理论探讨型文章，因此研究方法主要采用对中西方学者的文化研究理论进行对比分析，找出切实可行的解决方案，并在其研究基础之上提出更为有效的方法。此外，通过对中国现有的英语教学和母语文化教育现状的分析，提出一些提高英语学习效果的参考意见，并希望引起老师与学生对母语文化教育的重视。

关键词：  母语文化；  外语教学；  母语认知；  图示理论；  跨文化交际
Abstract
  
    Previous foreign language teaching has laid great emphasis on the input of " second language culture", and therefore ignored the importance of native culture.     At present, our college English teaching demonstrates the westernized tendency. In our English teaching materials, the language materials about western culture can be seen everywhere, but the content which reflects Chinese culture is very few. This phenomenon drastically obstructs students' English learning competence and makes students be unable to describe native culture in target language. Therefore, employing language materials grounded in native culture in English teaching process is deserved to be exploitation and application.
This article explores the influence of employing native language materials on foreign language learning from different points of view, including native cognition, schema theory, emotional factors, native culture teaching and intercultural communication. The employment of native language materials requires the learners to regard native schema as the cognitive foundation, meanwhile, to pay attention to the influence of emotional factors in foreign language learning. Besides, the education of native culture may promotes the process of foreign language learning, and finally improves learners' intercultural communicative competence.
    Because this article belongs to theoretical investigation, thus the methodology mainly adopts comparison and analysis of the theories of both Chinese and western scholars. Through analysing the state of English teaching and native culture education in China, the author puts forward some references for improving English learning with the employment of language materials grounded in Chinese culture and intends to arouse teachers and students' attention to native culture education.

Key Words:  Native Culture;  Foreign Language Teaching;  Native Cognition; 
             Schema Theory;  Intercultural Communication 

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