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中西文化差异及语言体现 1 1

中西文化差异及语言体现 1   1
中西文化差异及语言体现 1   1

目录

一、中西文化差异 (4)

(一)地域差异 (4)

1、中国所处的地形地貌 (4)

2、西方文化发展的地域环境 (5)

(二)中西方民族发展的差异 (6)

1、中国民族发展 (6)

2、西方民族发展 (6)

(三)、政治制度差异 (6)

1、中国社会制度发展 (6)

2、西方社会制度发展 (7)

(四)、教育方式差异 (7)

(五)、哲学上的差异 (8)

(六)、饮食方面的差异 (9)

二文化是什么 (10)

三中西方文化差异的语言体现 (11)

中西文化差异与语言体现

摘要

中西方不同历史背景和发展进程导致中西文化存在着差异,伴随着经济的不断发展,中国与西方其他国家之间的交往越来越密,同时,中西方的经济文化的联系也越密切。而经济文化的交流渠道是语言,语言与文化是密不可分的,因而有“文化差异与语言体现”这一议题。

关键词:文化差异生活习惯语言体现

引言

本文是通过对中西方文化之间具体的差异而展开论述。论述的内容有地域差异、民族发展差异、政治制度差异等,再从语言的具体表达的不同方式来说明中西方的文化差异。论述中西方的差异主要是为了更多地了解西方文化。通过了解西方文化,我们可以为学习英语夯实基础。

一、中西文化差异

(一)地域差异

1、中国所处的地形地貌

在人类文化发展的历史中,地理环境是人类文化赖以发生、发展的物质条件。世界上的古代文明几乎都诞生于北半球温带大陆。北半球陆地面积较大,相互毗连,由西向东形成了墨西哥文明、地中海文明、两河流域文明、印度河流域文明和黄河—长江流域文明,而中国位于北半球文明带的最东端。

中国地处欧亚大陆的东端,中国的东部是浩瀚的太平洋,渤海、黄海、东海和南海构成了大陆东部的边缘海,但是在古代中国,海上交通大多局限于近海,有时借助季风,往返于朝鲜半岛、日本列岛之间。虽然在中国历史上曾经有过郑和下西洋的壮举,但是由于当时闭关锁国的“海禁”政策,导致了中国文化在当时没有进一步融入世界。

中国东濒茫茫沧海,西和北是高山大漠。从帕米尔高原的东南,由北支喀喇昆仑山——阿尔金山——祁连山和南支喜马拉雅山——横断山包围形成了世界上最高、最大的青藏高原,其平均海拔4000米以上,冰山雪峰,直插云霄,成为中原陆地交通的巨大屏障。从帕米尔高原向东北,天山——阿尔泰山——萨彦岭——外兴安岭横亘在蒙古高原外围,成为中国西北和北方的一道天然长城。这两条由帕米尔高原分别向东南和东北延伸的巨大的山脉,对于地处亚欧大陆东端的中国来说,恰恰形成了“入”字形的包围之势,它们构成了西部、北部、东北部封闭中国的骨架。而在中国的西南山高水险,中缅、中越边境同样山峦连绵,澜沧江、金沙江、乌江等大江从峻岭

峡谷中奔腾而下,加上热带丛林瘴疠盛行,风雨水泛,地广人稀,在古代,外界与中国的交往极为困难,使古代中国与外部世界相对隔绝。

中国这种一面临海,其他三面与域外陆路交通极不便利的地理环境,古代中外交通极为困难,大海之隔,崇山峻岭与大漠所阻,无论是海外还是陆地邻邦都难以交往,造成了与外部世界相对隔绝的状态。一方面,妨碍了中国与外部世界的文化交流;另一方面,也保护了中国文化按其自身规律而自成一统,自我发展。这样的地域环境造就了中国人以华夏为核心的定势心理。自古以来,我族就自认为是居于天下之中央,所以也称为中国,把周边地区称为四方。据《诗经·大雅》曰:“民亦劳止,汔可小康。惠此中国,以绥四方。”可见人们以华夏为天下之中央,把聚于华夏的邻邦近域视为夷狄蛮戎。这样的环境也造就了中国人与自然相融合的关系。

2、西方文化发展的地域环境

从历史渊源上来说,西方文化最初的发源地可追溯到位于爱琴海南端入口的克里特岛。由于克里特岛位于东地中海,它与欧洲、小亚细亚以及非洲均仅仅相隔一段极易航行的海上距离,因此,米诺斯文化与周边地区的文化到表现出一种普遍的相似性和同源性。由此,文学家和历史学家们通常把米诺斯文明及后出现的迈锡尼文明一起统称为爱琴文明。爱琴文明的发展地域爱琴海上的岛屿,由于环境并非得天独厚,要人类通过自身的努力去改变,去战胜恶劣的自然环境。长久以来,人与自然形成了一种相对独立的关系。

(二)中西方民族发展的差异

1、中国民族发展

早在春秋时代,汉族的前身华夏族就已成为黄河流域的主体民族,以后融合了大量少数民族,成为中华民族的主体和核心,使得中国能够永驻世界民族之林。

2、西方民族发展

相对于中国民族的发展,西方民族的发展经过种族之间的不断互相替换。从黑暗时代米诺斯文明的缔造者和创造迈锡尼文明的希腊人,到成就城邦文化的多利亚人和马其顿王国的昙花一现,再到筑建罗马帝国的罗马人,然后是西方各族的强强发展。与中国的人与人间的和谐发展、广纳天下、共同进步思想文化相比,西方人的思想趋向于单个种族生存和发展,所以长久以来形成的文明难以被继承。

(三)、政治制度差异

1、中国社会制度发展

夏、商、周三代是中国国家形成到完善的时期,由遗留有较深的原始氏族社会的痕迹发展到逐渐成熟、完善的分封制制度。从目的看,是为了巩固奴隶制国家政权。从具体做法看,帝王把王族、功臣和先代的贵族分封到各地做诸侯,建立诸侯国。从本质上看,分封制作为一种国家制度,它属于上层建筑,主要是解决统治阶级内部矛盾。奴隶社会的主要矛盾是奴隶主与奴隶之间的矛盾,奴隶主阶级内部的矛盾是次要矛盾,但次要矛盾有时也居主

导地位。秦皇建立了更加完备的君主专制主义的中央集权制度而且这个制度为后代各朝代筑下了基础,并被不断完善。秦朝先建立了郡县二级制,西汉吸取秦亡教训实行郡国并行制度,而东汉转为州、郡、县三级。魏晋南北朝时期,逐步形成三省体制。隋朝时三省为中央政府最高统治机构。唐朝时则在此基础上加以完善,实行三省六部制,此举更加加强了中央集权。到元朝,则实行行省制。行省的设置加强了中央集权,巩固了多民族国家的统一,是地方行政制度的重大变革,是中国省制的开端。以上各制度均为各君主加强自身权利而实行的君主专制制度,但时间到了晚清由于西方列强的侵略及资本主义的传播,使得晚清一改往制,行君主立宪制。

2、西方社会制度发展

自提秀斯的政治改革,雅典执政官和元老院的出现与成文法的制定,西方人就开始了城邦国家的民主制度。到法兰西王国的建立,民主制度宣告结束,而新的封建君主专制制度继而产生。由于后来的资本主义萌芽,产生了君主立宪制制度。

(四)、教育方式差异

教育是培养新生一代准备从事社会生活的整个过程,也是人类社会生产经验得以继承发扬的关键环节。教育在不同的地方、不同的国家有不同的方式和体现。我国是个拥有几千年文化的国家,教育当然源远流长,思想当然博大精深。先秦诸子各具特色的思想奠定了中国传统教育思想的基础。汉以后,儒家思想更成为我国的正统教育主导思想。儒家的伟大创始人——孔子,是儒家思想引领者,是把儒家思想发扬光大的苦行者,是践行儒家思想的先驱。

他主张“学而优则仕”,有学问的人,就应担当起国家的重担,为君王分忧、为民请命。孔夫子的教学内容有四,其一为:文、行、忠、信。即文

学、品行、忠诚及信实。其二为:礼、乐、射、御、书、数,这六艺。三曰:《书》、《诗》、《礼》、《乐》、《易》、《春秋》,此六书。而他主张教育分三,道德教育、文化知识和技能技巧。他的教育方式有因材施教,对于不同的学生要用不同的教育方法,不同的引导方向;有学思结合,知行统一,正如“学而不思则罔,思而不学则殆”、“学以致用”;有启发诱导,循序渐进,有如“不愤不启,不悱不发,举一隅,不以三隅反,则不复也”。伟大教育家的教育可谓高远,令后辈鞭长莫及。再看今朝,随着社会的发展,教育方式也在不断地发生变化,我国现在的教育越来越走向无底深渊,应试教育的发展使得我国的大部分的优秀传统文化知识在渐渐遗失。不仅仅如此,应试教育使得学校考试和对知识的透切理解成了我国学生的拿手好戏。与我国的教育方式相比,西方的教育主要着重学生的实践和锻炼方面的教育。也由于不同的社会背景和不同的思想文化,我国的家长对孩子的过分溺爱,不得孩子做这些玩那些,每样都危险;对孩子的未来过分担忧,不问愿不愿意、需不需要,就为孩子报奥数,报舞蹈班,夏令营学习班等等,令现在的孩子每天都活在大山下。压力大、教育注重的方面不同,使学生几乎学不到社会能力。西方教育注重学生的实际实践能力和创新能力,使得学生对社会的认识程度更加深刻,对自然科学的领会能力更加强大。当然在一定程度上我国的教育也是有优点的,因为我国的教育重视文化基础,在一定程度上肯定比西方国家的学生更有竞争力。

(五)、哲学上的差异

就中国哲学而言,它始于先秦,历史悠久。从时间方面而言,中国哲学起始时间在西方国家之前,当时的中国哲学较先进于西方国家的哲学。西方的哲学光大发展于文艺复兴时期,起步相对迟缓,当然发展的深度远远及不上中国的发展,认识度当然也浅于中国的。

中国的哲学分类多,有儒家、道家、墨家、法家、纵横家等等。在此仅对道家进行论述。道家,其创始人众说纷纭,一说为老子,即姓李名耳,字

伯阳,楚国苦县厉乡曲仁里人,做过周朝“守藏室之史”,老子的道家之言记载于《老子》一书。他用道来解宇宙万物之变,以为“道生一,一生二,二生三,三生万物”、“无为而治”、“祸兮福之所倚,福兮祸之所伏”等等。从他的思想我们能够从中得知,道家,乃修生养性之派。主张人与自然相结合一,笑然面对生死祸福。

西方国家的哲学始于希腊城邦时代,西方哲学与中国哲学之所以大不相同,与他们所处的环境有很大的关系。上文已经说到,西方国家发展环境恶劣,与中国的安逸的环境大不相同,大多发展于岛屿,他们要面临很多环境带来的苦难。为了生存,他们不得不通过提高自身的能力去面对艰难的生存环境。长期以来,征服环境的意识在他们的脑袋里面生长发芽、根深蒂固。

但是随着时代的发展,中国帝皇为了加强中央集权,限制人们对哲学科学的探索,将其禁锢于耕耘作土之上,抑制了中国哲学的发展;反观西方国家,随着西方哲学对上帝怀疑,反将注意力倾注于自然,哲学界更趋于理性。逐渐地,中国的哲学相对地落后于西方国家,对自然的认识也就相对落后于人。

(六)、饮食方面的差异

因为地域环境、气候、风俗习惯、生产原材料等等的不同,所以中西方的餐饮文化亦存在很多不同地方。中国的饮食讲求精、美、情、礼。精,是对中华饮食文化的内在品质的概括。孔子说过:“食不厌精,脍不厌细”。这反映了先民对于饮食的精品意识。美,体现了饮食文化的审美特征。孙中山先生讲“辨味不精,则烹调之术不妙”,将对“味”的审美视作烹调的第一要义。情,这是对中华饮食文化社会心理功能的概括。吃吃喝喝,不能简单视之,它实际上是人与人之间情感交流的媒介,是一种别开生面的社交活动。礼,是指饮食活动的礼仪性。中国饮食讲究“礼,这与我们的传统文化有很大关系。《礼记·礼运》中说:“夫礼之初,始诸饮食。”由于中西方思想不同,西方人重视科学饮食,讲求营养搭配,哪种食物富含蛋白质,哪

种脂肪多,哪种含维生素丰富等等,还有哪种吃多少适宜,每餐都讲求恰到好处而对色香味则次之。

二文化是什么

(一)、文化是什么

对于文化,文学家,哲学家,社会学家,历史学家,人类学家和语言家都试图从各自学科的角度来给文化予以既定的概念。然而迄今为止,仍然没有一个公认的,令人满意的定义。

不过,文化可从广义和狭义上来解释。广义上,是指人类在社会历史实践中所创造的物质财富和精神财富的总和。广义的文化,着眼于人类与一般动物,人类社会与自然界的本质区别,着眼于人类卓立于自然的独特的独特方式,其涵盖面非常广泛,所以又被称为大文化。狭义上,是指社会的意识形态以及与之相适应的制度和组织机构。作为意识形态的文化,是一定社会的政治和经济的反映,又作用于一定社会的政治和经济。随着民族的产生和发展,文化具有民族性。每一种社会形态都有与其相适应的文化,每一种文化都随着社会物质生产的发展而发展。社会物质生产发展的连续性,决定文化的发展也具有连续性和历史继承性。狭义的文化,排除人类社会历史生活中关于物质创造活动及其结果的部分,专注于精神创造活动及其结果,主要是心态文化,又称小文化。

(二)、语言与文化的关系

语言是文化的一部分,并对文化教育起着重要作用,正如美国著名人类学家古迪纳夫在《文化人类与语言》中指出:“一个社会的语言是该社会的文化的一方面,语言和文化是部分与整体的关系。语言作为文化的组成部分,其特殊性表现在:它是学习文化的主要工具,人在学习和运用的过程中获得整个文化。” 由此可见,语言与文化互相影响,互相作用;理解语言必须了解文化,理解文化必须了解语言。

因此,学习一种语言就意味着必须要了解使用该语言的那个民族的社会文化。如果忽视了语言教学和社会文化背景知识教学的统一,不仅影响对语言的理解和掌握,而且在交际过程中常常造成语言的误用。

外语教学不仅要介绍语言知识并进行听说读写的技能训练,更应注意把这种学习与训练放到文化教学的大背景中进行,最终使学生具有运用能力。作为英语专业的学生,我们在学习掌握外语中,应该比其他非英语专业的学生更加注重外语的生活实用性,因为对于我们来说,得体的语言运用将对他们的今后的工作是非常重要的。

三中西方文化差异的语言体现

中西方文化差异体现在各个方面、各个领域。

1、寒暄语

汉语中常用的打招呼的方式,“你去哪儿?”“吃饭了吗?”“最近忙些什么呢?”而在西方,通常以天气、健康状况、交通体育及兴趣爱好为话题。例如,“good morning/afternoon/evening””How do you do?””Nice to meet you.””How are you doing?”如果是关系亲密的之间用“Hello”“Hi”。

2、谦逊语

当面对别人的赞誉时,不同的文化会有不同的回答方式。中国自古以来就有厚彼薄己的传统,以示谦虚。中国人总会说“过奖了!”“侥幸得到这荣誉而已,承蒙夸奖!”而英语交际当中,常以“Thank you”“I’m so glad…”等。

3、称呼语

在汉语中,我们用“老师、经理、教授”等词与姓氏连用作称呼语。称呼家庭成员、亲戚或者邻居时,用“哥、弟、姐、妹、表哥、表姐、嫂子、大伯”等之类。而西方国家,用Mr、Mrs、Miss与姓(名)连用表示尊敬或礼貌。如:Mr.Brown、Mrs Brown 、Miss Alice等。小孩子可以不把爷爷奶奶称作grandpa和grandma,而是直呼其名,表示亲切。不可以用“老师、书记、经理、工程师、厂长”等词与姓氏连用作称呼语。

4、禁忌语

不同语言中的禁忌语也常常可以反映出不同民族的文化特色。在中国,人们询问年龄、收入、婚姻、体重等似乎是常事。在西方国家这些个人隐私都是尽力回避的。可将这些谈话忌讳总结归纳为四个词:I、WARM、where、meal。( I代表income,W代表weight,A代表age,R代表religion,M 代表marriage )七不问:不问对方收入,不问体重,不问年龄,不问宗教

信仰,不问婚姻状况,不“问去哪儿”,不“问吃了吗”。

总结:

综上所述,我们可以了解到,培养拥有优秀跨文化交际能力的商务人才是十分艰巨而紧迫的事。学习一种语言,需要充足的时间和足够的毅力,由于语言是一种民族文化的表现与承载形式,不了解这个民族的文化,也就无法真正学好该民族的语言,所以在以后的工作与生活中,我们要利用机会加

深对西方文化的了解和认识,为更好的学习英语,培养跨文化交际的语言能力打下坚实基础。

致谢:

感谢任课老师们三年来的精心讲解,是您赋予我们最有意义的收获;是您带领我们走进知识殿堂,使我们不但丰富了知识;还给我们一个全新的角度去发现、去创造、去感悟生活的美;在这次毕业论文中让我发挥了在学校学到的文化知识,并将知识运用到实际工作中。使我在中西文化差异方面有了更多的认识和了解。解决了很多难题。同时感谢各位老师对本文的批评指正。

在撰写本文的过程中,得到杨贵来老师的指教,并对本文的修改提出了宝贵的意见,谨此表示衷心感谢。

参考资料:

1.《中国文化概论》合肥大学出版社檀江林著2009年12月-1日

2.《西方文化概论》高等教育出版社赵林著2010年01月

3.《中国文学通史》华艺出版社张炯,邓绍基,焚骏

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中西文化差异的主要表现,中外文化差异论文 摘要:在英语教学中,文化差异易导致语言学习和理解的困难。因此,英语教学不仅是语言知识的传授,而且也应包含文化知识的传播,教师应寓教文化于教语言之中,通过加强中西文化差异对比,克服学生学习英语的文化障碍,增强学生跨文化交际意识与能力。 语言是人类特有的交际工具,是由音素、词素、词、短语、句子等音义结合的符号系统。文化是一个民族创造的物质财富和精神财富的总和。它不仅包括物质的东西,而且包括思想、习惯、家庭模式、语言等非物质的东西。 语言是文化的基石,文化通过语言文字的形式被传承、传达、记载、反映出来。语言与文化是密不可分的,没有语言,文化就失去了载体。没有文化,语言就成了无源之水。美国人类学家古德诺夫0^4札“⑶的如故)在他所著的《文化人类学与语言学》一书中是这样阐述语言与文化的关系的:“一个社会的语言是该社会的文化的一个方面,语言和文化是部分本论文由无忧论文网胃^ 511肋抑1⑶10整理提供和整体的关系。语言作为文化的组成部分,其特殊性表现在:它是学习文化的主要工具,人在学习和运用语言的过程中获得整个文化。”所以要想真正习得一种语言,必须习得这种语言

的特定的社会文化背景知识。如果只懂语言而不懂文化,就好像是“只见树木不见森林”。语言与文化的这种密切关系要求我们在英语教学中必须重视文化教学。如果不了解英美文化,就无法真正理解和运用英语语言。只有较好地了解英美国家的历史、传统、风俗习惯、生活方式等,掌握汉语和英语之间的文化差异,才能增强学生运用英语进行交际的能力,缩短学习周期,提高学习效率,真正使英语教学达到“为交际”的目的。 一、中西文化差异的主要表现 1.宗教信仰的差异 (工)宗教的影响力:宗教在西方社会的影响非常深远,涉及到政治、经济、社会和生活的各个方面,尤其是基督教文化在英语国家的影响更是居于主导地位。上至国家政权运转、公共管理,下至老百姓的日常生活、伦理道德、行为方式都有宗教影响的痕迹。中国传统上受儒家文化的影响较深,虽然也有佛教、道教等宗教存在,但宗教的影响力较小。无论国家管理还是老百姓的生活、行为基本上处于世俗化状态,特别是当代中国,无神论的影响更为深入。 (之)宗教传说典故:西方有大量的宗教传说与典故,体现在音乐、绘画、文学等文化形式之中。绘画中有大量宗教题材,如“,

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