在語言學習中理解異文化－日本初級中國語教材文化項目編入現況考察

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P45 - 65

Humanities > Linguistics

DOI： 10.30107/CYJTCSL

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在語言學習中理解異文化－日本初級中國語教材文化項目編入現況考察

Understanding Cultural Differences through Language Acquisition: Current Investigation of the Integrated Cultural Subjects in the Japan's Primary Chinese Language Learning Textbooks

梁竣瓘(Chun-Kuan Liang)

中原華語文學報； 12期 (2013 / 10 / 01) ， P45 - 65

繁體中文

跨文化交際；日本初級中國語教材；非語言交際；文化項目；知識文化； Cross-cultural communication ； Japan's primary Chinese language learning textbooks ； Nonverbal Communication ； Cultural projects ； knowledge culture

Abstract │ Reference (9) │ Times Cited (1) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

Globalization has significantly affected the worldwide nations in the speed of wind since the end of last century. Not only on economics, but also it has great impact on cultural as well as language. With the needs of the globalization trend, second language teaching also demands new attempts. As the current state, the frequent transnational communication derives a lot of frictions. The factor of transnational communication obstacles is possibly due to cultural difference. How to eliminate problems caused by cross-cultural communication is a very important subject-matter in the process second language teaching. Not only it is an important task for Chinese language instructors, but also is the emphasis to carry out in the content of teaching materials. From 1950s-1970s, the stress of Chinese teaching materials was written based on language structure. In 1980s, it was based more of the combined language structure and its functions. Moreover, in 1990s, culture has been integrated, and gradually towards more practical goals. It is consensus in the field of Chinese teaching that language structure function and culture should be joined effectively. But, how ”culture” is combined into teaching, and how to present ”culture” in teaching materials, there are still rooms for discussions. Mostly, the subject of culture is introduced starting from the intermediate level of Taiwan's Chinese teaching textbooks. This is why I am writing to illustrate how to integrate ”culture” in the beginning level of Japanese-Chinese language as my research objects in observing the status of the complied cultural items and presenting the current integrated cultural teaching materials and specific practices.This research paper is based on literature analysis as citing the theory of intercultural communication, exploring cultural factors being applied to beginning level textbooks and its appropriateness, and the specific content of Chinese communication cultural items; furthermore, studying cultural items composed in Japan's beginning Chinese language textbooks published between 2009 to 2013 , comparing the categories of the cultural factors and finding the trend of Chinese cultural items being complied into Japan's Chinese language textbooks. The research shows the diverse of both language and non-language communicate culture items presented in Japan's Chinese language textbooks. This paper will introduce the categories and hopefully, the findings of this research will be applied into the primary Chinese language textbooks and reference outline of the cultural elements in the future.

Reference ( 9 ) 〈TOP〉

孟子敏(1992)。交際文化與對外漢語教學。語言教學與研究，1992(1)
國家漢語國際推廣領導小組辦公室(2008)。國際漢語教學通用課程大綱。北京:外語教學與研究出版社。
張占一(1990)。試議交際文化和知識文化。語言教學與研究，1990(3)
張占一、畢繼萬(1991)。如何理解和揭示對外漢語教學中的文化因素。語言教學與研究，1991(4)
梁竣瓘(2010)。創新教材的思考與檢討─以2009年日本中國語教材為討論範疇。中原大學2010華語文創新教學國際學術研討會

Times Cited ( 1 ) 〈TOP〉

廖孟潔(2014)。四位華語文教師文化教學之研究。中正大學課程研究所學位論文。2014。1-246。

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