词汇教学的跨文化意涵导入——以“作客”为例华文教师研究

Integrating Intercultural Connotation into Word Teaching--“Beinga Guest”as an Example

注意词汇的概念义及文化意涵在华语文教学上相当重要,然而词汇的文化意涵未必会出现在辞典里,比如“外国人”的英语翻译是foreigner,华语辞典解释为“非本国人”,但一般华人对这个词语的联想多是金发、白皮肤等属于白人的特征。这样的词汇文化意涵是文化冰山的底层,华语文教师如果文化敏感度不足,便不能注意到词汇的隐含义,也就不能适时对教学进行补充。为了协助华语文教师增进文化敏感度,本文透过跨文化对比及联想法,探讨“作客”过程一些词汇所承载的文化意涵。而在教学上,建议将所探讨的词汇相关文化,基于“功能、结构、文化”的关系,导入教材及教学,如此教师便能协助学生注意词汇文化意涵和情境交织的关系,使其意识到同一个词语的概念在不同文化可能有差异,并能在各个情境做适当的表达。

Words carry cultural connotation;thus,teaching both the denotation and connotation of a word is important in teaching Mandarin.However,the cultural connotations of most words are not recorded in dictionaries,for example“waiguoren.”In all dictionaries,“waiguoren”is translated as“foreigner;”however,when most Chinese people see the word“waiguoren,”they would associate it with a Caucasian's features like“white skin,”and“blonde hair.”This phenomenon shows cultural connotations of words are like icebergs under sea level.If Chinese teachers are not aware and sensitive of the words they teach,they cannot mend the gap of insufficient word meanings introduced by text books and dictionaries.To assist Chinese teachers in increasing their intercultural understanding,this article utilizes cultural comparison and word association techniques,and takes“Being a guest”as a topic to explore cultural connotations of some commonly used words.This article implements cultural connotations into teaching with the idea of integrating language functions,structures,and cultures.Students will become more aware changes in connotation depending on cultural setting.In this way,the teacher can facilitate students to be aware of how a word's meaning is intertwined with cultural connotation,and,therefore,it can assist students to better express themselves appropriately under different contexts.