談語文教學與文化教學的相關－時代精神和意識形態的啟發

On the Relation of Teaching Language to Teaching Culture

陳良吉(Liang-Chi Chen)

《翻譯學研究集刊》 5輯 (2000/12) Pp. 23-62

摘要

語文教學與文化教學的相關性，向來不容置疑。但如何將二者合而為一，也就是如何將語文教學生活化、文化化、以符合當代時代精神和意識形態的需要，從而令學者對當代各種文化文本類型有所認識，並具備批評精神，成為其人格教育重要的一環－這些應該是當此新舊世紀交替之際，所有母語及外語語文教師共同的、迫切的課題。
本文就對台灣語文及教學現狀的瞭解與反思，以「自由」一詞的文化意涵（政治的、美學的、倫理的及宗教的意涵）為例，從個人自由與集體意識兩個不同觀點，以詞義結構分析和文化哲學詮釋為主軸，俄國形式主義美學（Adorno, Bachtin...）及德、法存在主義文化哲學思潮（Heidegger, Sarte...）及社會文化意識形態批評（Horkheimer, Marcuse...）和義大利艾柯（Eco）符號學等學說對相關術語（作為文化符號系統的一部份）的理解與詮釋作為理論架構，討論語文教學和文化教學相結合的可能性、必要性，並提供教學實踐上具體可行的建議。

關鍵字

文化意涵 ； 詞義分析 ； 意識形態 ； 時代精神 ； 自由的文化符號學詮釋 ； 自由

並列摘要

The close relationship of the teaching of language and culture is nothing to be doubted. The urgent task for us, as teachers of native and foreign languages however, is now best to combine these two, in other words, to reconsider the possibilities of adjusting the content and methods of our teaching programs so that they can keep steps with the progressing developments of actual cultural life and yet uphold aspects of Zeitgeist and ideology. The students of language and Linguistics should be kept aware in our teaching programs not only the linguistic and literary characteristics of source and target language, but also conceiving of a overarching goal – to conceive a spirit of social critical perspectives toward cultural significance. In my opinion, language teaching is an essential part of integrated education programs that seek to improve personal character and cultural understanding.
Theoretically we refer to cultural linguistic trends of our time, beginning with Satre’s existentialist concept of “freedom” in the 1960s’, to some relevant recent post-modern cultural theories. This article is methodically based on lexical semantic analysis of different textual types, selected from Chinese, English and Arabic literary works. Those texts will then be examined from additional theoretical perspectives such as Russian formalists (Adorno, Bachtin etc.), French and German cultural existentialists (Sartre, Heidegger etc.), the social critics of Frankfurt School (Horkheimer, Marcuse etc.) and the concept of cultural entities of the Italian semiologist, Umberto Eco.
With our concluding discussions some practical suggestions will be made concerning the possibilities to apply the mentioned theories to a cultural-linguistic teaching program. For this purpose the term “freedom” and other types of texture are chosen from different linguistic and cultural backgrounds for further interpretation under inter-communicative and inter-cultural perspectives.