中外英语教材中文化因素的对比研究_英语论文

A Comparative Study on the Cultural Elements in College English Textbooks by Chinese and Native Speakers

摘要

语言是文化的载体。在一定程度上，学习一门语言，就是学习一种文化，文化接触实际上是语言学习中一个必不可少的环节。而教材作为英语学习者学习英语的重要资源和工具，其所承载的文化因素潜移默化地影响着学生的世界观和价值观。因此，了解教材中所包含的文化因素对英语学习十分重要。

本文以国内使用较为广泛的一套大学英语系列教材《新世纪大学英语综合教程》以及国际通用的《先锋英语》系列教材为研究对象，依据Ramirez & Hall (1999)提出的理论模型，探讨两套教材中包含的文化要素。本文将文化分为三个类别：本地文化（native culture）、目标语文化（target culture）和其他文化（world culture），分析对比研究各类文化在两套教材中出现的频率，并在此基础上分析中外学者在编写大学英语教材时对于文化的侧重差异及各类文化要素分布的合理性，希望本研究能为英语教材的编写和使用提供一些有益的启示。

关键词：文化；文化因素；大学英语教材

Abstract 

Language is the carrier of culture. To a certain extent, to learn a language is to learn a culture. Cultural learning is actually an essential part of language learning. Textbooks are important resources and tools of learning English. Cultural elements embeded in textbooks exert a subtle influence on the students' world outlook and values. Therefore, it is important to understand the cultural elements loaded in textbooks. 

 According to the theoretical model proposed by Ramirez & Hall (1999), this paper explore the cultural elements contained in a set of College English Textbooks written by Chinese and a set of College English textbooks written by native English speakers The culture is divided into native culture (C1), target culture (C2), and world culture (C3) in this paper. the research analyzes the frequency of cultural elements, and at the basis of that, discusses the rationality of their distribution. It is hoped that this paper offers some suggestions about the compiling of college English textbooks.

Keywords: culture, cultural elements; college English textbooks

Contents

摘 要 I

Abstract II

Acknowledgements III

Chapter One  Introduction 1

1.1 Research Background 1

1.2 Research Questions 2

1.3 Layout of the Thesis 2

Chapter Two  Literature Review 4

2.1 Culture and its elements 4

2.2 Cultural elements in language textbooks 4

2.3 Summary 5

Chapter Three  Methodology 6

3.1 Materials 6

3.1.1 Textbooks Written By Chinese 6

3.1.2 Textbooks Written By Native English Speaker 7

3.2 Model of Analysis 8

3.2.1 Cultural Themes 8

3.2.2 Categorization of Culture 9

3.3.3 The Analytical Framework of The Present Study 9

Chapter Four  Results and Discussion 12

4.1 Subcomponents of Social 12

4.1.1 Social in Textbooks Written by Chinese 12

4.1.2 Social in Textbooks Written by Native English Speaker 13

4.1.3 Comparison 14

4.2 Subcomponents of Personal 15

4.2.1 Personal in Textbooks Written by Chinese 15

4.2.2 Personal in Textbooks Written by Native English Speaker 17

4.2.3 Comparison 18

4.3 Subcomponents of Religion, Arts, Humanities 19

4.3.1 Religion, Arts and Humanities in Textbooks Written by Chinese 19

4.3.2 Religion, Arts and Humanities in Textbooks Written by Native English Speaker 20

4.3.3 Comparison 22

4.4 Subcomponents of Political Systems, Institutions 23

4.4.1 Political Systems and Institutions in Textbooks Written by Chinese 23

4.4.2 Political Systems and Institutions in Textbooks Written by Native English Speaker24

4.4.3 comparison 26

4.5 Subcomponents of Environmental 26

4.5.1 Environmental in Textbooks Written by Chinese 27

4.5.2 Environmental in Textbooks Written by Native English Speaker 28

4.5.3 comparison 29

4.6 Overall Distribution of Cultural Elements 30

4.6.1 Overall distribution in Textbooks Written by Chinese 30

4.6.1 Overall distribution in Textbooks Written by Native English Speaker 31

4.7 Summary 32

Chapter Five  Conclusion 33

5.1 Major Findings 33

5.2 Suggestions 34

5.3 Limitations 34

References 36