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【副题名】以烟台大学非英语专业学生为调查对象
【摘要】 语言和宗教,二者都被确定为文化的重要组成部分。语言,作为文化最鲜明的一部分,它通过符号系统体现文化和反映文化;宗教,作为文化的深层结构中最重要的组成部分之一,对文化的其他组成部分起着主导的作用。由此,语言和宗教之间的关系可概括为:语言反映和体现了作为文化的重要部分的宗教,反之,宗教作为文化中的主导因素,对语言影响深远。基督教,作为西方文化基石之一,对西方文明发挥着至关重要的作用。圣经是基督教的正典,因而圣经文化已经不可避免地渗透到现代西方文明的每一个演进阶段,交织到今天的西方文明每一个文化结构中。因此,圣经文化对英语国家的主导语言同时也作为国际性的通用语言的英语,施加了不可抗拒而深远的影响力。大众普遍公认的事实是适当地对目标语言文化的认识大大有利于有效的跨文化交流,而且能大幅度减少跨文化的冲击和冲突,并最终促进多文化之间互利的沟通。2004年教育部高等教育司颁布的《大学英语课程教学要求》(试行)就明确地指出跨文化交流能力是大学英语课程教学要求中主要的目标。从跨文化交流的视角出发,本文首先针对英文圣经文化在烟台大学非英语专业的大学英语教材《新视野大学英语》中的体现进行了详细的调查和分析;同时还以烟台大学非英语专业共162名大一和大二的学生为调查对象进行了多目的探索性的英语圣经文化影响的调查,并且结合反馈的数据进行了专业的初级统计定量分析和定性分析。调查前根据中国传统的主流教学法—即在语言能力的培养中包涵文化能力的培养,预设调查对象的英语圣经知识文化能力与其大学英语国家四级考试分数之间是高度的正相关关系。但是通过回归分析,本文发现调查对象的英语圣经知识文化能力与其大学英语国家四级考试分数之间是低度相关的,因为通过大一大二的圣经文化知识测试成绩平均数和方差的数据分析,本文发现调查对象在英语圣经文化能力方面的表现几近空白,而且通过烟台大学的大学英语学习,调查对象没有体现出在英语圣经文化知识能力上的任何提高。辅以对调查对象的跨文化交流困难程度的调查数据的分析,本文得出结论:语言能力培养与文化能力培养不是高度的正相关关系;烟台大学的大学英语教学中严重忽略了对英语圣经文化能力的培养,而圣经文化能力的缺失在很大程度上直接影响了学生跨文化交流能力的提高。本文以宗教与语言的关系论证为切入口,还原英语圣经文化的宗教本质,阐述了英语圣经文化对英语语言和西方文化施加了决定性影响的事实,希望唤起高校教师和学生在今后的大学英语教与学的过程中对英语圣经文化予以应有的重视,以期提高学生的跨文化包容性和跨文化交流能力。本文意在为将来在中国大学生中进行更深入跨文化视角下的英语圣经文化影响的探索,迈出基础性的一小步。
【关键词】 英语圣经文化影响； 跨文化视角； 探索； 非英语专业学生；
摘要 5-6
Abstract 6-7
Chapter 1 Introduction 10-16
1.1 The Definition of Biblical Culture and the Value of English Biblical Culture for College English 10-11
1.2 The Overlapping Sphere of English and Christianity 11-12
1.3 Status Quo of the Related Studies and the Writing Framework of the Thesis 12-14
1.4 Approaches of the Thesis 14-15
1.5 Purpose of the Thesis 15-16
Chapter 2 Literature Reviews 16-33
2.1 Definition of Relevant Concepts 16-20
2.1.1 Understanding of Culture 16
2.1.2 The Relation between Language and Culture 16-17
2.1.3 The Relation between Religion and Culture 17-18
2.1.4 English Language and Christianity Discourse 18-19
2.1.5 Definition and Levels of Cross-Cultural Communication 19-20
2.2 The Cross-Cultural Competence in College English Curriculum 20-21
2.3 The Bible and Christianity 21-22
2.3.1 An Introduction of the Christian Bible 21
2.3.2 An Introduction of Christianity 21-22
2.4 The English Bible Translation and English Development 22-25
2.4.1 The English Bible Translation and the Authorized Version of King James Bible 22-23
2.4.2 Christianity in the Development of the English Language 23-25
2.5 Biblical Influence on Western Culture and English Language 25-31
2.5.1 Biblical Concepts in Western Culture 25-28
2.5.2 Biblical Influence on the English language 28-31
2.5.2.1 Christians Names of People and Places 28
2.5.2.2 English Biblical Proverbs 28-29
2.5.2.3 English Biblical Idioms 29
2.5.2.4 English Biblical Allusions 29-30
2.5.2.5 Biblical Influence on English Writings 30-31
2.6 Biblical Cultural Factors: Challenge and Approach 31-33
Chapter 3 Scrutiny of Exposure of Biblical Culture in College English Textbooks for Non-English Majors in Yantai University 33-40
3.1 Glossary from Reading and Writing Textbooks 33
3.2 Text from Reading and Writing Textbooks 33-35
3.2.1.Biblical Quotation 33-34
3.2.2.Personal Worldviews Influenced by Biblical Culture 34
3.2.3.Christian Celebrities 34
3.2.4.Core Values and Belief in Christianity 34-35
3.2.5.B1asphemy or Taking God’s name in Vain in forms of Interjections 35
3.3 Text from Listening and Speaking Textbooks 35-38
3.3.1.Movie Extracts or Scenarios 35-37
3.3.2.Radio Programs 37-38
3.4 Summary 38-40
Chapter 4 A Survey of Chinese College Students’Exposure to English Biblical Culture from the Perspective of Cross-culture 40-52
4.1 Subjects and Approaches in the Survey and the Test 40
4.2 Survey on Yantai University Students’Exposure to English Biblical Culture 40-44
4.3 Survey Findings 44-45
4.4 Regression Analysis on the Scores of CET4 and English Biblical Culture Testing 45-47
4.5 A Systematic Analysis on Testing Scores on English Biblical Culture 47-49
4.5.1 Analysis on Lower Quartile, Upper Quartile, Maximum, Minimum, and Median on Testing Scores 47-48
4.5.2 Analysis on Mean and Variance 48-49
4.6 The Difficulty Level Comparison Analysis between Freshmen and Sophomores 49-50
4.7 The Difficulty Levels in Comparison Analysis between Students with Qualified CET4 Scores and Students Who Failed to Pass CET4 50
4.8 Findings 50-52
Chapter 5 Conclusion 52-57
5.1 Implications for the Pedagogy of College English 52-55
5.1.1 Proposal for College English Teachers 52-55
5.1.1.1 Self-Improvement and the Approaches 52-54
5.1.1.2 Challenges of Cross-Cultural Teaching 54-55
5.1.2 Proposals for the Improvement of College English Textbooks 55
5.2 Limitations of this Paper and Further Research Suggestions 55-56
5.3 A Look forward 56-57
Bibliography 57-60
Appendix 60-66
Acknowledgements 66-67
作者简历 67
发表的学术论文 67
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