中介語和跨文化交際研究

塞林卡之中介語理論的重要之處在於它指出了語言學習者的外語並非是對目的語(target language)雜亂無章的、錯誤的模仿。它和其母語(mother tongue)及目的語一樣，是一個語言系統。因此，我們可以把它和跨文化交際的關係看作語言和文化關係的一種延伸。本文首先在第一部分詳細地論述了語言和文化的性質以及兩者之間的關係。指出語言和文化是相互依存、相互作用和相互影響的。正因為這樣，語言的學習也和文化的學習緊密地聯繫在一起。第二語言習得離不開跨文化交際。論文的第二部分主要是在一次問卷調查的基礎上對中國學生的英語語用失誤所作的初步分析，並以此為根據，指出了在現階段中國外語教學中跨文化教學的重要性，即離開文化單獨教學生外語是絕對無法消除母語給學生的第二語言習得所造成的影響。中國的外語教學往往容易忽略跨文化交際能力的培養，而這應該成為我們今後努力的方向。本文的後半部分重點論述了跨文化交際研究的重要性以及第二語言習得研究中掌握中介語和跨文化交際之關係的重要性，從而將文化教學和跨文化交際能力的培養提高到與外語語言能力和交際能力培養同等重要的地位。並在此基礎上，提出了二十一世紀中國外語教學中如何更有效地納入文化教學的一些方法。作者指出，文化教學不僅僅是文化知識的灌輸，更多的是文化意識的培養和所學文化知識的實際運用。只有在我們的外語教學中這樣做了，才能有效地促進第二語言的習得，使語言學習者的中介語系統更接近目的語。最後，本文再一次強調了中介語和跨文化交際研究的重要性。當然，因為篇幅有限，論文不可能詳盡論述這一研究的方方面面，只是希望能拋磚引玉，引起中國外語教學界對跨文化教學的重視。

關鍵字

中介語；跨文化交際；語言與文化；文化意識；二語習得

並列摘要

The importance of Selinker's interlanguage theory is that the theory points out that the language learner's language is not haphazard and it is not an incorrect imitation of the target language. It is a language system just like the learner's mother tongue and his target language. Therefore, the relationship between interlanguage and cross-cultural communication can be interpreted as the relationship between languages and cultures. The first part of the paper is devoted to the respective properties of language and culture as x ell as their relationship. It is pointed out that language and culture are interdependent. They are not only closely related, but also have effects on one another. Therefore, language learning and culture learning are inherently connected and Second Language Acquisition can't do without cross-cultural communication. In the second part of the paper, an empirical study is carried out on the pragmatic failures of the Chinese language learners, which is based on a questionnaire done by some Chinese students. It is clearly stated that culture learning, which tends to be neglected by many Chinese language learners, is especially important in SLA and should be one of the goals of foreign language teaching in China. The latter half of the paper mainly lays the emphasis on the importance of the study of cross-cultural communication and the significance of this study to SLA. It is in this x ay that the author holds the view that culture teaching and culture competence cultivation are as important as cultivating one's competence of language and communication. In addition, the author also suggests some methods of how to embody cultures effectively in foreign language teaching in China. It is stated that culture teaching has three levels: culture knowledge teaching, culture awareness cultivation and culture use. Only when we fulfill these three levels of culture teaching can we have a progress in SLA so as to make the interlanguage be closest to the target language. Finally, the importance of interlanguage and cross-cultural communication is emphasized again. However, due to the limitation of the length, this paper itself can not exhaust a complex issue as interlanguage and cross-cultural communication. It is hoped that the views and suggestions advanced in the paper will be taken seriously soon after its appearance and that more serious and exhaustive studies will be made of various areas related to interlanguage and cross-cultural communication.