LOGO 2014 年 7 月 24 日 《语言与文化》: 理念与实践 蓝纯 夏登山 高秀平...
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Transcript of LOGO 2014 年 7 月 24 日 《语言与文化》: 理念与实践 蓝纯 夏登山 高秀平...
一、教材内容Nature and functions of languageVerbal and non-verbal communicationLanguage, learning, and thinking
Values, stereotypes, and diversity of cultureGlobalization and MulticulturalismEthnocentrism
Gender, politics, media and languageIntercultural Communication CompetenceTranslation
三个模块
语言
文化
语言与文化的交流
Company Logo
模块一 语言
www.themegallery.com
Your Text
A Com
plexity of Language
Nature of language
Functions of language
Verbal and nonverbal communication
Language learning
Language and thinking
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
B Taking S
tock of Language A W
hat Is Language for
B Form
and Function of LanguageA The P
ragmatics of C
ross-Cultural
Com
munication
B B
ody Language and Other C
ulturesB
Second Language A
cquisition
A How
do We A
cquire Language? A P
owerful M
ental Blocks
B D
oes Language Equal Thought?
Company Logo
模块二 文化
www.themegallery.com
Your Text
A Jeaning of Am
erica
Cultural Values
Cultural Stereotypes
EthnocentrismGlobalization& Multiculturalism
Cultural Diversity
Unit 6 Unit 7 Unit 8 Unit 9 Unit 10
B A
merican Values and A
ssumptions
A Japanese Em
otionality
B The Language of D
iscretionA The S
even Biases of E
urocentrism
B B
ody Ritual am
ong the Nacirem
aB
World-w
ise Kids
A My M
other’s
English
A The Use of Tim
e
B H
ow Tim
e Flies
Company Logo
模块三 语言与文化的交流
www.themegallery.com
Your Text
A Do M
en and Wom
en Talk
Differently
Language & Gender
Language & Politics
Language & Media
TranslationIntercultural Communication Competence
Unit 11 Unit 12 Unit 13 Unit14 Unit15
B M
arked Wom
en Unm
arked Men
A Political C
orrectness
B S
ports Metaphors as
Public D
oublespeakA The E
lectronic Revolution
B Texting
B Translation P
roblems
A Things People S
ay About Translation
A Stum
bling Blocks in Intercultural
Com
munication (I)
B S
tumbling B
locks in
Intercultural Com
munication (II)
二、单元设计
Intercultural reflection
Preparatory workText
A
Critical reading
Language enhancing
Lead-in
Creative response
Text B
Text A
Lead-inLead-in Critical reading
Language enhancement
• A brief introduction to the theme
• An overview of the texts
• Author & Source
•Celebrities & publications
•Key terms
• Priliminary exploration
•Understanding
•Outlining
•Comprehension checks
•Critiquing
•Evaluating the text
•Exploring beyond the text
•Words & Phrases
•Word formation
•Verbs, adv., prep., etc.
•Phrases/Collocation
•Sentences &Discourse
•Paraphrase/Translation
•Ordering/error
•Rhetoric & style
Preparatory workPreparatory work
Company Logowww.themegallery.com
Intercultural reflection 对单元主题、重要结论、具体观点等在不同语境中的思考
Text B
Creative response 每 5 个单元对语言、文化、跨(语言)文化三个模块主题的创造性思考和写作
语言能力 夯实英语基本功,提高英语综合能力。 兼顾流畅与准确。 奠定学术英语基础,为高年级专业知识课程学习
做好准备。思辨能力
掌握思辨能力评价体系。 培养良好的思辨品质。 熟练运用演绎推理和归纳推理,识别逻辑错误。 掌握理解、应用、分析、评价、创造等思辨技能。
跨文化能力 积累中西文化知识,并将其系统化。 深入理解西方文化特点。 加深对中国文化的认识。 培养国际视野。 提高跨文化沟通能力。
人文通识 了解语言学和文化研究领域的基本概念、问题和方
法。 培养跨学科思考问题的基本视角与方法。 提高人文素养。
以 Unit 1 为例:Critical thinkingSummarize main ideas of each paragraphInterpret linguistic factsExemplify abstract ideasCompare two languages to find their
similarities and differencesApply linguistic rules to produce new
forms
Intercultural competence:Be open-minded to different culturesAppreciate differing views about
languages and culturesCompare the Chinese language and the
English language in relation to the two cultures
Be aware of the links between cultural differences and language differences
Autonomous learning:Preview textDevelop an awareness of autonomous
learningLearn to schedule your timeLearn to use appropriate on-line and
library resources to look up for information
Learn to evaluate your learning
四、课文解析Unit 5 Language and ThinkingBrainstorming: What is this unit about? If I were to compile this unit, how
would I organize it? What topics would I definitely put into it?
Is there any relevant literature I can think of? Are there any related names I can think of? Which sources can I turn to for relevant literature?
Lead-in One of the oldest puzzles in the study of language is the
relationship between language and thought. Over the centuries, philosophers, linguists, psychologists, cognitive scientists and other researchers have debated over such questions as “are language and thought separable?”, “do humans think in the language they speak?”, “which comes first, language or thought?” and “does language determine thought or vice versa?”. There have been no decisive answers to these questions yet.
The two articles in this unit will offer you a glimpse of the explorations in this field. Text A explains how language hinders or even blocks cross-cultural communication and how people speaking different languages may think in different ways. Text B argues quite to the contrary by showing that inter-lingual differences do not necessarily entail different thinking styles.
Text A Powerful Mental Blocks
Author: Richard D. Lewis
Source: When Cultures Collide: Leading Across Cultures. Boston: Nicholas Brealey Publishing, 2006, pp.17-25.
Tip 1: Read the whole book!
Preparatory work
1. The author of this article, Richard Lewis, is a British linguist, cross-cultural communication consultant, and author. Please find out more information about him.
Career:
____________________________________________Publications:
____________________________________________The Lewis Model of Cross-Cultural
Communication: _____________________
2. In this article, the author mentions Benjamin Whorf’s hypothesis, better known as Sapir-Whorf Hypothesis, which is probably the most influential theory about language-thought relationship. Please find out more information about this hypothesis:
Who is Whorf:
_________________________________________________ The strong form of the hypothesis:
_____________________________________ The weak form of the hypothesis:
______________________________________ Its influence and criticisms:
___________________________________________
3. As a multilingual speaker, the author cites a number of languages and language families, some of which you may find unfamiliar. Please find more information about them, e.g. where they are spoken, which language family they belong to, and what features they have:
Finnish: __________________________________________________________ Inuit: _____________________________________________________________ Navaho: __________________________________________________________ Polynesian: _______________________________________________________ Zulu: _____________________________________________________________ Altaic: ____________________________________________________________ Indo-European: ____________________________________________________ Sino-Tibetan: ______________________________________________________
Tip 2: Try to answer these questions through your own survey. Use the teacher’s book as little as possible.
Critical reading
I . Understanding the text
1. Outline
Please read the text again and complete the following outline as well as you can.Part 1 (Para(s) ______):Para(s) ______Para(s) ______Para(s) ______Part 2 (Para(s) ______):Part 3Part 4
2. Comprehension checks
The following questions are raised to help you understand the main idea and the organization of the text better. See how well you can answer them. What is the author’s purpose of writing this article? What does the author try to convey by telling the story about his
Zulu friend? What does the author mean by “language straightjacket”? In Paragraphs 15 and 16, the author lists some clichés in
American English and British English. According to him, what is the function of those clichés?
According to the author, what characterizes the languages and the thoughts of the Germans, Americans, Britons, French and Japanese respectively?
According to the author, what is the relationship between language and thought?
II. Evaluation and exploration
1. Read carefully the conversation between the author and his Zulu friend one more time. Do you think the author really lacks the cognitive ability to perceive and the linguistic resource to describe the different kinds of green as his Zulu friend does? Do you lack this ability and resource? If you (and the author) do, what causes the lack? If you don’t, can you try to translate each “green” into Chinese?
2. The author mentions that “fair play” (Paragraph 4) and some other English concepts (Paragraph 10) are difficult to translate due to their liability to distortions in translating. Now try to translate the following terms into Chinese or English and then compare the original term with your translation. Do they still represent the same concept? If not, what is lost in the process of translation? And what causes the loss?
a. Fair play Translation:
_____________________________________________________________ Comparison:
____________________________________________________________
b. Liberalism c. 关系 d. 天
Language enhancing
I. Word and phrase
2. Word with multiple meanings
Examine the collocations of “point” in the following sentences taken from the two texts in this unit, paying special attention to the multiple meanings and usages of the word “point”. Then paraphrase the sentences by replacing those “point” expressions.
Just as seeing with two eyes gives us stereoscopic vision and a sense of depth, thinking in two different languages gives us added dimensions of reality. The bilingual Swedish Finn is a case in point.
This is only true up to a point. This line of reasoning tends to become
somewhat involved, but to clarify the point, let’s take a few practical examples.
II. Sentence and Discourse
2. Metaphor in translation
In Text A, the author uses a number of metaphors. Please identify the metaphorical expressions in the following sentences taken from the text. Then translate the sentences into Chinese and try to keep the metaphors in your translation.
The Briton, the German and the Inuit may share a common experience,
but it appears to each as a kaleidoscopic flux of impressions that has to be organized by the mind.
I could only experience reality as fully as he did by learning his language
and escaping (in terms of descriptive ability) from the straitjacket of my own.
They believed it was a phenomenon shared by all mankind and, in the
case of educated people, would provide a standard yardstick for comparison of ideas, experience and reality.
Tip 4: What matters is not to dictate the correct answer to your students – in many instances, there is no one correct answer. What matters is to cultivate a kind of sensitiveness to and respect for the beauty, subtlety and complexity of the English language.
Text B
Does Language Equal Thought?
Author: Donna Jo Napoli
Source: Language Matters: A Guide to Everyday Questions About Language. Oxford University Press, 2003, pp.38-51.
Tip 5:
Intercultural reflection
Role playObviously, Text A and Text B hold different views
towards the implications of inter-lingual differences. If the two authors met each other, what kind of conversation do you think they would have about the relationship between language and thought? How would Donna Jo Napoli, who tries to “disabuse” us of the Inuit-snow rumor, respond to the Zulu-green incident described by Richard D. Lewis? And how would Richard defend his own position? Please read the two articles once again and role-play this conversation with one group as Richard and the other as Donna.
Group discussionAfter learning English for years, how has this new
“straightjacket”, to quote Richard D. Lewis, freed you from the constraints of your “mother straightjacket”, i.e. the Chinese language? In other words, do you think learning English has helped your thought develop in new dimensions?
Do you think that language and thought are separable? Can you think without language or speak without thought? What do the Chinese idioms 词不达意 and 言为心声 imply about the relationship between language and thought?
Creative response(1) Essay writing
In 2010, The Economist held a debate on the relationship between language and thought, proposing that “the language we speak shapes how we think”. Surf the homepage of this debate and summarize the views of the two sides. Then choose either the pro side or the con side and write a 300-word essay arguing for your position.
The Economist Debate on language and thought: http://www.economist.com/debate/overview/190
(2) Debate designing
Divide the class into groups. Each group will design a debate on a topic about language by modeling The Economist debate. You can work on one of the topics you have learned in the first five units or any other topic about language. As a variation, you can also organize a debate online through a blog, weibo, wechat or any other social networking services.