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当_英语文化霸权_遭遇_唱读讲传_试从抵制_英语文化霸权_视角论_唱读讲传_

当_英语文化霸权_遭遇_唱读讲传_试从抵制_英语文化霸权_视角论_唱读讲传_
当_英语文化霸权_遭遇_唱读讲传_试从抵制_英语文化霸权_视角论_唱读讲传_

2011年第1期总第103期

No.1. 2011Sum 103

佳木斯教育学院学报

当“英语文化霸权”遭遇“唱读讲传”

——试从抵制“英语文化霸权”视角论“唱读讲传”

蒋朝霞

(长江师范学院外国语学院 重庆 408100)

摘 要:随着世界全球化的到来,以英语为特殊载体的英语文化霸权借助英美等西方发达国家的强大实力,席卷全球,以汉语为载体的中国文化安全正遭受着前所未有的冲击和挑战,国家语言文化主权出现危机。所以,弘扬中国文化,建设和坚固社会主义核心价值体系迫在眉睫。而“唱读讲传”正以一种有中国特色社会主义的方式抵制英语文化霸权,应建设社会主义先进文化,维护国家文化安全。

关键词:英语文化霸权;唱读讲传;中国特色;国家文化安全

中图分类号:H31 文献标识码:A 文章编号:1000-9795(2011)01-0256-01

收稿日期:2010-10-30

作者简介:蒋朝霞(1983-),重庆垫江人,从事翻译、专门用途英语教学方向的研究。

一、引言

英语已经在全球确定其国际性语言的强势地位,同时其影响也被广泛承认。它就像一阵狂风,横扫世界,中国也不例外。现在,约有3.5亿人通过不同的方式学习英语,英语培训机构如雨后春笋般地在各地成立,英语新闻、报刊、广告随处可见,圣诞节、情人节等洋节成为了年轻人心中最重要的节日,种种迹象表明,在中国已经形成了一股强大的“英语热”。

二、英语文化霸权

(一)葛兰西“文化霸权”理论

著名的意大利共产党创始人,葛兰西,提出了“文化霸权”理论。他认为, 现代资本主义社会是市民社会和政治社会的结合, 随着经济的发展, 现代资本主义国家摒弃了早期资产阶级国家的铁血统治、暴力镇压的统治方式, 采取了新的统治手段, 强制性的领导逐渐让位于市民社会的文化意识形态的非强制性领导。他们运用思想和文化手段塑造并影响民众的价值观, 通过非暴力的意识形态控制, 通过思想文化的潜移默化的定向与灌输, 让他们认可现存的政治和社会秩序, 从而使被统治阶级自觉自愿地接受奴役和统治, 自然地服从国家的控制和管理。

结合现实情况,“文化霸权”, 是指以美国为首的西方发达国家凭借着强大的经济实力把其物质生活方式、人生观和价值观作为一种普世的行为准则加以推行,赋予自己文化的支配地位。在“和平”和“发展”两大主题的今天,原来那种以武力的方式来取得世界霸权地位的时代已经一去不复返,取而代之的是在“软实力”上的竞争。而“软实力”既由一国的文化,意识形态和制度等构成。二战结束以后,英美等国在继续发展自己军事实力的同时,也下定了“和平演变”的决心,用其文化在全球进行扩张,已达到不战而屈人之兵的目的。

(二)英语和文化霸权

语言是文化的载体,每一种语言都是一种文化的结晶。人们使用语言进行交际和语言传播的过程也是文化交流、传播的过程。语言使用者可以通过语言获得一种文化认同感和社会归属感。英语作为语言的一种,随着世界的全球化,已经被认为是世界通用语。它的传播绝不只是语言的传播,而是携带着英语文化和意识形态。伊拉克就为此付出了亡国的代价。为了发展经济和提高国际知名度,伊拉克抛弃了自己的语言,而在英国殖民时起,就开始使用英语,并成为国家通用语,伴随的语言是它的政治倾向,意识形态以及人们的生活方式。所以它在亲美的歧途中越走越远。英语的全球传播是英语国家全球文化霸权核心部分,发挥着巨大的作用。

(三)英语文化霸权的影响

英语在全球的传播,加速了“濒危语言”的灭绝,破坏了“语言生态”。 联合国教科文组织2001年2月20日的报告显示:“世界上

现存的6000多种语言中大约有一半的语言处在危险之中或濒临消亡。而就在美国,随着英语霸权地位的确立,现在仅存的200多种土著印第安语言中大部分也即将灭亡,只有约50种语言的使用者超过1000,极少数语言的使用者超过50000人。语言的消亡,英语的兴旺,是对全球多元化的一种讽刺,也是对世界的一种无声呐喊。

除此之外,英语文化霸权还威胁到国家文化安全。广义的国家文化安全指“国家内的文化安全”, 狭义的国家文化安全指“国家文化的安全”, 而国家文化安全是国家文化主权的核心,直接影响到是否拥有完全的国家文化主权。国家文化主权又是国家主权的一部分,所以英语文化霸权威胁到了一个国家的主权,它完全是一种饱含政治目的的语言政策。

(四)英语文化霸权在中国

改革开放以来,随着对外交流的增多,英语受到了前所未有的重视。从学前教育到考研考博,从小孩到老人,从上岗到升职,从政府到企业等等,英语都是必修。而随着英语水平的提高,中国人的英语文化习得也是遥遥领先。开的是福特,吃的是KFC,玩的是wow,听的是VOA,唱的是ABC, 这些都是发生在我们身边的事,事虽小,但充分说明了英语文化霸权在中国的“成果”。不和谐的是,中国人的汉语水平下降,民族认同感削弱,民族自信心受损。因此,英语文化霸权在中国应该受到遏制,中国文化应该得到重视,汉语应该得到大力发展。

三、大力开展“唱读讲传”活动,弘扬社会主义核心价值体系

(一)“唱读讲传”之必要性

很多学者在研究英语文化霸权时都提出了大力发展汉语的观点。著名语言学家、中国语文现代化学会常务理事、南开大学文学院语言规划博士生导师马庆株教授认为应该区分两种“双语教学”,制止英语和汉语的“双语教学”,从语言维护国家主权和国家安全。北京语言大学方立先生和中国社会科学院周庆生先生认为, 一个国家的法定语言或官方语言就像这个国家的国旗和国徽一样, 是国家主权和尊严的象征, 也是国家身份和民族认同的重要纽带。语言是民族的认同, 因而, 我们应该正确使用外文, 维护汉语的民族性和国家的尊严。《中国教育报》记者顾雪林、潘国霖2004年9月15日在《用科学态度维护祖国语言文字主权》的报道中强烈呼吁:“要从维护中华文化主权的高度, 建立祖国语言文字的主权意识, 自觉维护祖国语言文字的主权, 自觉抵制霸权和优势语言的侵犯”, 以维护母语尊严。这都说明汉语的保护和发展是抵制英语文化霸权的有效方法,但是汉语它也只还是一门语言,光发展它是不够的。要知道意识形态才是关键,所以要在中国特色社会主义的大背景下确定社会主义意识形态。

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2011年第1期总第103期

No.1. 2011

Sum 103外语研究

William(1998a)在其研究中表示,如果评价的主要目的是支持高质量的学习,那么形成性评价就应该是最重要的评价模式。在此形成性评价的基础上,再配合四、六级考试的终结性评价,才能构建一个科学的评价体系。

另外,由于形成性评价是一个费时费力的过程,教师的任务有增无减,因此也应该将座谈和批改作业的时间适当纳入教师的工作量,提高教师工作的积极性,不断完善形成性评价的模式,使教师始终坚持贯彻下去,帮助学生英语水平和各方面的能力全面发展。参考文献:

[1] Black, P. &William, D. Assessment and Classroom Learning [J]. Assessment in Education, 1998a, 5 (1):7-74.

[2]曹荣平,等. 形成性评估在中国大学非英语专业英语写作教学中的运用[J].外语教学, 2004(5): 82-87.

[3]陈琦,刘儒德.当代教育心理学[M].北京:北京师范大学出版社,2007:51-207.

[4]傅春晖.彭金定.大学英语教学中的形成性评价及策略研究[J].湖南师范大学教育科学学报,2006(4):123-125.

[5]龚亚夫,罗少茜.英语课堂教学形成性评价研究[M].北京:外语教学与研究出版社,2003.

[6]郭茜,杨志强.试论形成性评价及其对大学英语教学与测试的启示[J].清华大学教育研究,2003(5):103-109.

[7]教育部高等教育司.大学英语课程教学要求(试行)[Z].北京:外语教学与研究出版社,2004.

[8]李川.大学英语网络教学评估模式实验研究[J].外语与外语教学,2005(7):33-36.

[9]王华,富长洪.形成性评估在外语教学中的应用研究综述[J].外语界,2006(4):67-72.

[10]周娉娣,秦秀白.形成性评估在大学英语网络教学中的应用[J].外语电化教学,2005(5):9-13.

Empirical research of formative evaluation in college English teaching

Rao Jing

(Nanjing University of Traditional Chinese Medicine, Foreign language college, Nanjing Jiangsu,210046, China) Abstract: This paper proposed formative evaluation of the importance of students learning English from the multiple intelligence and view of the humanism theory, recalled the teaching of several commonly used form of evaluation tools, combined with their own teaching practice, explore how to apply formative assessment tools to build a complete model of formative assessment in college English teaching.

Keywords: multiple intelligences; view of the humanism theory; formative assessment; tools; college English teaching; applications; mode

[责任编辑:李 微]

(二)重庆市“唱读讲传”活动,弘扬社会主义核心价值体系

自2008年6月以来,重庆市开展了以唱红歌、读经典、讲故事、传箴言为载体的“唱读讲传”活动。“唱”的主要是革命、建设和改革时期的红色经典歌曲。“读”的主要是古今中外经典文章、革命领袖经典著作。“讲”的主要是结合参观红岩革命历史遗址等活动讲革命故事、历史故事与现实故事。“传”的主要是古今中外的名人名言、格言、警句和市民创作的励志箴言。它通过这样一种形式,发扬了中国优秀的传统文化,增强了民族自信心和自豪感,在全民中践行了社会主义核心价值体系。

诚然,这种全民的学习中国文化的活动,势必会巩固人们的思想形态,这样就会自然地抵制来势凶猛的英语文化霸权。它的意义在于:1)践行社会主义核心价值体系,为思想政治工作导航; 2) 促进相关产业互动发展,成为经济发展的助推器; 3)创新整合文化资源,成为文化繁荣的发动机; 4) 提升干群文明素养,成为社会和谐的粘合剂。

四、结语

作者认为,在英语文化霸权的局势越演越烈的今天,在全中国宣起一场“唱读讲传”风潮是有必要的,因为无论是单纯地推广汉语也好,还是调整英语教学方式也好,都没有触及到思想形态的内在因素。“唱读讲传”以践行社会主义核心价值体系为目的,建设了全民的社会主义核心价值堡垒,从内在保护中华文化,同时也让“英语文化霸权”无处可藏。对此,作者也提出几点建议:1)统一领导,统筹安排,有计划,分步骤,在全国进行“唱读讲传”;2)重点加强学校(特别是外语专业)活动的安排和实施;3)加强新闻媒体的宣传力度,营造和谐的舆论环境;4)对于大学,应该恢复语文为必修课;5)对于基层,应该取消清理省级以下城市各机关、单位团体、街道等的英文标示等。总之,中国文化需要得到弘扬,而“唱读讲传”就是有效的方式。

参考文献:

[1]胡会燕.西方网络文化霸权对大学生国防意识的影响[D].南昌:南昌大学,2008.

[2]彭泽润.“制止英汉双语教学以语言维护国家主权和国家安全——访著名语言学家、南开大学马庆株教授”[J].语言研究,2005(1),10-11.

[3]刘冬,高彩霞.“社会主义核心价值体系在维护我国意识形态中的作用”[J].学理论,2009(1).

[4]艾萍.论语言安全与民族文化安全[D].中南民族大学,2009.

[5]许嘉璐,周庆生.国家、民族语语言——语言政策国别研究.北京:语文出版社,2003.

The influence of Chinese classic speech on English cultural hegemony

--- Study of Chinese classic speech from the perspective of the resistance of English cultural hegemony

Jiang Zhao-xia

(College of Foreign Languages, Yangtze Normal University, Chongqing, 408100,China)

Abstract: With the advent of world globalization, English is the special carrier for English cultural hegemony which is now sweeping across the whole world with the help of the strong national power of western countries, China’s cultural security is suffering an unprecedented impact and challenges, the cultural sovereignty crisis on the state language is coming. Therefore, it’s urgent to promote the chinese culture, construct and strengthen the socialist value system. Chinese Classic Speeech is in a form of socialism with Chinese characteristics to resist English cultural hegemony, thus creating the advanced socialist culture and safeguarding the national cultural security.

Key words: English Cultural Hegemony; Chinese Classic Speech; Chinese Characteristics; National Cultural Security

[责任编辑:周志媛](上接第256页)

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高中英语教学论文-掌握英语文化背景知识提高阅读理解能力(1)

掌握英语文化背景知识提高阅读理解能力 摘要: 语言是文化的组成部分和载体,两者相互影响.提高阅读能力,除了掌握必要的语言知识以外,更重要的是了解语篇的背景知识,培养文化意识和跨文化交际能力. 关键词:英语文化、背景知识阅读能力 任何一种语言都包含着不尽的文化内涵。语言与文化是同时产生并且相互依存的。中国文化与英美文化存在着明显的差异,这种差异在一定程度上干扰了我们的阅读理解,这就是阅读中的文化障碍问题。实践表明,对阅读材料的文化背景知识了解得越多,阅读理解的准确率就会越高;反之,越低。因此,了解文化背景知识对阅读者来说是很重要的。对西方文化背景知识有一定的了解,学生才能更快更准确把握英语的语言本质和思想内涵,因此也才能更准确学习和运用英语,尤其有助于英语的阅读和理解。 英语的阅读能力是一种综合的能力,英语文章的体裁各式各样,时而包含丰富的文化知识,时而隐现特定的背景知识。有些文章,虽然在阅读的过程中没碰到一个生词,没有语法障碍,但是若没有一定的文化背景知识,你就不知道在讲些什么。请看以下对话 Zhoulan:---Are you English? David:---No, I'm not. Zhoulan:---But you speak English. David:---That's correct. Zhoulan:---Where are you from then? Canada? David:---No, I'm from Britain. Zhoulan:---But I thought you said you weren't English. David:---Right, I'm British, but I'm not English. Zhoulan:---What are you then? David:---I'm Scottish, I'm from Scotland. Zhoulan:---Where's that? David:---It's to the north of England, It's part of Britain. Zhoulan:---Have you got a map to show me? I'm puzzled.

最新中考英语英语阅读理解试题(及答案)

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