LOGO
《语言与文化》：
理念与实践
蓝纯 夏登山 高秀平 郑文博 王强
2014年7月24日
汇报内容
一、教材内容
二、单元设计
三、编写理念
四、课文解析
五、结语
一、教材内容
语言
三个
模块
文化
语言与文
化的交流
Nature and functions of language
Verbal and non-verbal communication
Language, learning, and thinking
Values, stereotypes, and diversity of
culture
Globalization and Multiculturalism
Ethnocentrism
Gender, politics, media and language
Intercultural Communication
Competence
Translation
模块一 语言
Verbal and
Language Language
Nature of Functions nonverbal
and thinking
language of language communication learning
Unit 1
Unit 2
www.themegallery.com
Unit 3
Company Logo
Unit 4
Unit 5
模块二 文化
CulturalCultural EthnocentrismGlobalization& Cultural
Multiculturalism Diversity
Values Stereotype
s
Unit 6
Unit 7
www.themegallery.com
Unit 8
Company Logo
Unit 9
Unit 10
模块三 语言与文化的交流
Intercultural
Language Language Language
Translation Communication
& Gender & Politics & Media
Competence
Unit 11
Unit 12
www.themegallery.com
Unit 13
Company Logo
Unit14
Unit15
二、单元设计
Lead-in
Text
A
Intercultural
reflection
Creative
response
Preparatory work
Critical reading
Text
B
Language enhancing
Text A
Lead-in
• A brief
introduction to
the theme
• An overview
of the texts
Preparatory
work
Critical
reading
Language
enhancement
• Author &
Source
•Understanding
•Words & Phrases
•Outlining
•Word formation
•Celebrities &
publications
•Comprehension
checks
•Verbs, adv., prep., etc.
•Key terms
•Critiquing
• Priliminary
exploration
•Evaluating the
text
•Exploring
beyond the text
•Phrases/Collocation
•Sentences &Discourse
•Paraphrase/Translation
•Ordering/error
•Rhetoric & style
Text B
Intercultural
reflection
Creative response
每5个单元
对语言、文化、跨（语
言）文化三个模块主题
的创造性思考和写作
对单元主题、重要结
论、具体观点等在不
同语境中的思考
www.themegallery.com
Company Logo
三、编写理念
语言
思辨
www.themegallery.com
跨文化
Company Logo
自主
学习
人文
素养
语言能力
 夯实英语基本功，提高英语综合能力。
 兼顾流畅与准确。
 奠定学术英语基础，为高年级专业知识课程学习做
好准备。
思辨能力




掌握思辨能力评价体系。
培养良好的思辨品质。
熟练运用演绎推理和归纳推理，识别逻辑错误。
掌握理解、应用、分析、评价、创造等思辨技能。
跨文化能力





积累中西文化知识，并将其系统化。
深入理解西方文化特点。
加深对中国文化的认识。
培养国际视野。
提高跨文化沟通能力。
人文通识
 了解语言学和文化研究领域的基本概念、问题和方
法。
 培养跨学科思考问题的基本视角与方法。
 提高人文素养。
自主学习能力
 培养使用各类工具书进行英语自学的能力。
 培养对知识的浓厚兴趣和探索问题的科学精神。
 培养探究式学习的良好习惯与基本能力。
上述能力被分解成更具体、更细小的技能，
对它们的培养体现在每一篇课文的选材中，
每一项练习的设计中，也希望渗透进教师
的每一个授课环节、每一项堂上堂下的活
动中。
以Unit 1为例：
Critical thinking
Summarize main ideas of each paragraph
Interpret linguistic facts
Exemplify abstract ideas
Compare two languages to find their
similarities and differences
Apply linguistic rules to produce new
forms
Intercultural competence:
Be open-minded to different cultures
Appreciate differing views about
languages and cultures
Compare the Chinese language and the
English language in relation to the two
cultures
Be aware of the links between cultural
differences and language differences
Autonomous learning:
Preview text
Develop an awareness of autonomous
learning
Learn to schedule your time
Learn to use appropriate on-line and
library resources to look up for
information
Learn to evaluate your learning
四、课文解析
Unit 5 Language and Thinking
Brainstorming:
 What is this unit about?
 If I were to compile this unit, how
would I organize it? What topics would
I definitely put into it?
 Is there any relevant literature I can
think of? Are there any related names I
can think of? Which sources can I turn
to for relevant literature?
Lead-in
 One of the oldest puzzles in the study of language is the
relationship between language and thought. Over the
centuries, philosophers, linguists, psychologists,
cognitive scientists and other researchers have debated
over such questions as “are language and thought
separable?”, “do humans think in the language they
speak?”, “which comes first, language or thought?” and
“does language determine thought or vice versa?”. There
have been no decisive answers to these questions yet.
 The two articles in this unit will offer you a glimpse of the
explorations in this field. Text A explains how language
hinders or even blocks cross-cultural communication and
how people speaking different languages may think in
different ways. Text B argues quite to the contrary by
showing that inter-lingual differences do not necessarily
entail different thinking styles.
Text A Powerful Mental Blocks
Author: Richard D. Lewis
Source: When Cultures Collide: Leading
Across Cultures. Boston: Nicholas
Brealey Publishing, 2006, pp.17-25.
Tip 1: Read the whole book!
Preparatory work
1. The author of this article, Richard Lewis, is a
British linguist, cross-cultural communication
consultant, and author. Please find out more
information about him.
 Career:
________________________________________
____
 Publications:
________________________________________
____
 The Lewis Model of Cross-Cultural
Communication: _____________________
2. In this article, the author mentions Benjamin Whorf’s
hypothesis, better known as Sapir-Whorf Hypothesis, which
is probably the most influential theory about languagethought relationship. Please find out more information
about this hypothesis:
 Who is Whorf:
_________________________________________________
 The strong form of the hypothesis:
_____________________________________
 The weak form of the hypothesis:
______________________________________
 Its influence and criticisms:
___________________________________________
3. As a multilingual speaker, the author cites a number of languages and language
families, some of which you may find unfamiliar. Please find more information about
them, e.g. where they are spoken, which language family they belong to, and what
features they have:








Finnish: __________________________________________________________
Inuit: _____________________________________________________________
Navaho: __________________________________________________________
Polynesian: _______________________________________________________
Zulu: _____________________________________________________________
Altaic: ____________________________________________________________
Indo-European: ____________________________________________________
Sino-Tibetan: ______________________________________________________
Tip 2: Try to answer these questions
through your own survey. Use the
teacher’s book as little as possible.
Critical reading
I．Understanding the text
1. Outline
Please read the text again and complete the
following outline as well as you can.
Part 1 (Para(s) ______):
Para(s) ______
Para(s) ______
Para(s) ______
Part 2 (Para(s) ______):
Part 3
Part 4
2. Comprehension checks
The following questions are raised to help you understand
the main idea and the organization of the text better. See
how well you can answer them.
 What is the author’s purpose of writing this article?
 What does the author try to convey by telling the story
about his Zulu friend?
 What does the author mean by “language straightjacket”?
 In Paragraphs 15 and 16, the author lists some clichés in
American English and British English. According to him,
what is the function of those clichés?
 According to the author, what characterizes the
languages and the thoughts of the Germans, Americans,
Britons, French and Japanese respectively?
 According to the author, what is the relationship between
language and thought?
II. Evaluation and exploration
1. Read carefully the conversation between
the author and his Zulu friend one more
time. Do you think the author really lacks
the cognitive ability to perceive and the
linguistic resource to describe the different
kinds of green as his Zulu friend does? Do
you lack this ability and resource? If you
(and the author) do, what causes the lack?
If you don’t, can you try to translate each
“green” into Chinese?
2. The author mentions that “fair play” (Paragraph 4) and some other English
concepts (Paragraph 10) are difficult to translate due to their liability to distortions
in translating. Now try to translate the following terms into Chinese or English and
then compare the original term with your translation. Do they still represent the
same concept? If not, what is lost in the process of translation? And what causes
the loss?
 a. Fair play
 Translation:
_____________________________________________________________
 Comparison:
____________________________________________________________
 b. Liberalism
 c. 关系
 d. 天
Tip 3: Have your own view and attitude.
Do not just quote the teacher’s book.
Language enhancing
I. Word and phrase
2. Word with multiple meanings
Examine the collocations of “point” in
the following sentences taken from the
two texts in this unit, paying special
attention to the multiple meanings and
usages of the word “point”. Then
paraphrase the sentences by replacing
those “point” expressions.
Just as seeing with two eyes gives us
stereoscopic vision and a sense of depth,
thinking in two different languages gives
us added dimensions of reality. The
bilingual Swedish Finn is a case in point.
This is only true up to a point.
This line of reasoning tends to become
somewhat involved, but to clarify the
point, let’s take a few practical examples.
II. Sentence and Discourse
2. Metaphor in translation
In Text A, the author uses a number of metaphors. Please identify
the metaphorical expressions in the following sentences taken
from the text. Then translate the sentences into Chinese and try to
keep the metaphors in your translation.
 The Briton, the German and the Inuit may share a common
experience, but it appears to each as a kaleidoscopic flux of
impressions that has to be organized by the mind.
 I could only experience reality as fully as he did by learning his
language and escaping (in terms of descriptive ability) from the
straitjacket of my own.
 They believed it was a phenomenon shared by all mankind and,
in the case of educated people, would provide a standard
yardstick for comparison of ideas, experience and reality.
Tip 4: What matters is not to dictate the
correct answer to your students – in
many instances, there is no one correct
answer. What matters is to cultivate a
kind of sensitiveness to and respect for
the beauty, subtlety and complexity of
the English language.
Text B
Does Language Equal Thought?
Author: Donna Jo Napoli
Source: Language Matters: A Guide to
Everyday Questions About Language.
Oxford University Press, 2003, pp.38-51.
Tip 5:
Intercultural reflection
Role play
 Obviously, Text A and Text B hold different
views towards the implications of inter-lingual
differences. If the two authors met each other,
what kind of conversation do you think they
would have about the relationship between
language and thought? How would Donna Jo
Napoli, who tries to “disabuse” us of the Inuitsnow rumor, respond to the Zulu-green
incident described by Richard D. Lewis? And
how would Richard defend his own position?
Please read the two articles once again and
role-play this conversation with one group as
Richard and the other as Donna.
Group discussion
 After learning English for years, how has this
new “straightjacket”, to quote Richard D.
Lewis, freed you from the constraints of your
“mother straightjacket”, i.e. the Chinese
language? In other words, do you think
learning English has helped your thought
develop in new dimensions?
 Do you think that language and thought are
separable? Can you think without language or
speak without thought? What do the Chinese
idioms 词不达意 and 言为心声 imply about the
relationship between language and thought?
Creative response
(1) Essay writing
In 2010, The Economist held a debate on the relationship between
language and thought, proposing that “the language we speak
shapes how we think”. Surf the homepage of this debate and
summarize the views of the two sides. Then choose either the pro
side or the con side and write a 300-word essay arguing for your
position.
 The Economist Debate on language and thought:
 http://www.economist.com/debate/overview/190
(2) Debate designing
Divide the class into groups. Each group will design a debate on a
topic about language by modeling The Economist debate. You can
work on one of the topics you have learned in the first five units or
any other topic about language. As a variation, you can also
organize a debate online through a blog, weibo, wechat or any
other social networking services.
Tip 6: Be broad-minded. Be young. Be
vigourous.
Final words
不要把大学的精读课上成令学生厌倦的中
学语文课。
不要把自己变成婆婆妈妈、丧失尊严的教
书匠。
不要拘泥于一个词、一个惯用法、一个句
子的所谓唯一正解。
Tip 7: 情怀
生活不止是眼前的苟且。生活还有诗和远
方。
LOGO
www.themegallery.com
请多提宝贵意见！