少数民族第二语言学习的跨文化诧异与适应
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摘要
少数民族学生的第二语言学习是跨文化的学习。他们在第二语言学习过程中,面对异质的语言和文化,必然产生跨文化诧异。这不利于目标语的学习,有碍于民族间的交流,也有碍于少数民族走向世界。为解决这个问题,第二语言教育者应基于民族学生的跨文化障碍,切实地提出文化适应策略,减少和消除他们的文化诧异。
Minority students' second language learning is cross-cultural learning. During the learning process, they have to face heterogeneous languages/cultures, which lead to their cross-cultural shock. This situation harms target language learning, impedes communication among nation groups, and holds back their steps toward the world. To resolve the problem,second language teachers should put forward acculturation strategies based on cross-cultural obstacles minority students might encounter, so as to reduce and remove their culture shock. This essay has practical values to minority students' second language learning and teaching.
Minority students' second language learning is cross-cultural learning. During the learning process, they have to face heterogeneous languages/cultures, which lead to their cross-cultural shock. This situation harms target language learning, impedes communication among nation groups, and holds back their steps toward the world. To resolve the problem,second language teachers should put forward acculturation strategies based on cross-cultural obstacles minority students might encounter, so as to reduce and remove their culture shock. This essay has practical values to minority students' second language learning and teaching.
引文
[1]戴水姣.人本主义视角下民族地区小学英语教育问题与对策研究[J].贵州民族研究,2012,(6):148.
[2]杨小鹃.少数民族英语教育的问题与对策[J].贵州民族研究,2006,(6):108.
[3]肖正德.课程改革中德文化冲突与整合[J].教育研究,2008,(4).
[2]杨小鹃.少数民族英语教育的问题与对策[J].贵州民族研究,2006,(6):108.
[3]肖正德.课程改革中德文化冲突与整合[J].教育研究,2008,(4).