摘要
分析1982年以来中国大学阶段的38份英语教育政策文本内容,发现其文化认同规划意识及变化趋势:(1)2000年前的政策文本强调语言的"工具性",缺乏科学的文化认同规划意识;(2)2000年后的政策文本强调跨文化交际能力的培养,关注学习者的母语文化认同,并注意处理母语语言文化与外语语言文化之间的关系;(3)相关政策话语主要集中在外语人才定位和课程设置上。影响学习者文化认同建构的还有其他一些政策因素。
In recent years,English as a Foreign Language(EFL)learners’identification with their own culture has attracted much attention in China.There has been increasing concerns that learning English may lead to the loss of Chinese culture.Taking textual analysis as a research method,this paper makes a diachronic analysis of 38 English language education policy documents mandated in China since its reform and opening up to the world nearly four decades ago,with an aim to generalize the trends of cultural identity planning in China’s EFL context.It is found that the English language education policies adopted before the year 2000 have a strong instrumentalism orientation,where Chinese cultural identity is rarely touched upon by policymakers.In contrast,intercultural communication ability is emphasized after the year 2000,and learners’cultural identity cultivation has been foregrounded in the policy documents.Currently,the policy discourses regarding Chinese cultural identity construction are mainly revolving around defining foreign language talents and optimizing curriculum design.Other policy factors,such as medium of instruction,contents of curriculum,family language planning and learners’motivations,may as well influence learners’identity construction.The paper concludes that cultural identity construction through top-down policy mechanism would be a prolonged and challenging endeavor.
作者
刘媛媛
邓飞
赵蓉晖
Liu Yuanyuan;Deng Fei;Zhao Ronghui
出处
《语言战略研究》
2019年第2期74-82,共9页
Chinese Journal of Language Policy and Planning
基金
教育部哲学社会科学重大攻关项目(15JZD047)
中国博士后科学基金面上资助项目(2017M611602)的资助
关键词
英语教育政策
文化认同
语言规划
中国文化
历史研究
Foreign language education policy
cultural identity
language planning
Chinese culture
diachronic study
