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我国语言学家张占一(1983)把语言教学中的文化背景知识按功能划分为两种:知识文化和交际文化。其中交际文化是指两个文化背景不同的人进行交际时,那些影响信息准确传达(即引起偏误或误解)的语言和非语言因素。它包括问候、致谢、称呼等习语和委婉语、禁忌语等。例如“爱人”这个词如果不懂它的特定含义,在与英美人进行交际的时候就可能被误解为英语里的“lover”即情人的意思。可见,词语的褒贬不同会给理解和交际带来很大的偏差,这就要求教师在讲解词语用法时,要向学
Zhang Zhanyi (1983), a linguist in our country, divides the cultural background knowledge in language teaching into two types according to the functions: knowledge culture and communication culture. Among them, communicative culture refers to the linguistic and non-linguistic factors that influence the accurate communication of information (ie, errors or misunderstandings) when two people of different cultural backgrounds communicate with each other. It includes greetings, acknowledgments, idioms and euphemisms, taboos, etc. For example, if you do not understand the specific meaning of “lover”, the word “lover” may be misinterpreted as “lover” in English when communicating with English and American. Can be seen, the different words and expressions will give understanding and communication will bring great deviations, which requires teachers to explain the use of words, to learn