日本德语教材文化呈现研究——符号学视角

Cultural Representation of German Textbooks Used in Japan:A Semiotics Perspective

本研究选取日本使用最广的两套德语教材Start frei!和Szenen作为研究对象,从符号学视角对呈现文化的图像及其与相关文字之间的关系以及图像发挥的作用进行分析。研究发现,两套教材均覆盖了三种图文关系,其中指代-教学关系最多,其次是指代关系,指代-教学-语言关系最少,图像也因此发挥了不同作用。基于此,本研究提出以下教材编写建议:指代关系是最低标准,不应随意选取和设计图像;指代-教学-语言关系是最优方案,应尽可能促进语言文化双输入;指代-教学关系可操作性最强,应充分发挥图像的文化育人作用。

This study examines image-text relations and the effect of images in textbooks from the semiotic perspective.Two most widely used German textbooks in Japan,Start frei!and Szenen,are selected for the study.It is found that both textbooks cover all three types of image-text semiotic relations,among which the denotational/pedagogic relation is the most prevalent one,followed by the denotational relation,and the denotational/pedagogic/linguistic relation is the least prevalent one.It is thus shown that images can serve a variety of functions.Suggestions are also made for the development of textbooks.Satisfying the denotational relation is the minimum standard,and images should be chosen or designed carefully.The denotational/pedagogic/linguistic relation is the best solution,and thus simultaneous input of linguistic and cultural contents should be carried out as much as possible.The denotational/pedagogic relation is the most practical,and images’function of facilitating students’cultural learning should be given full play.