“涵化”程度和跨文化交际能力结合研究
“涵化”程度和跨文化交际能力结合研究
摘要：涵化（acculturation）也称“文化适应”，指不同民族的互相接触引起原有文化模式的变化。Schumann 1978年提出的“涵化模式”认为：如果学习者和目的语的亲近感较弱，其语言习得水平就处于较低层次；反之，如果学习者与目的语语言、文化和人群保持 “融合”状态，就会获得较高的第二语言习得水平。跨文化交际指本族语者与非本族语者之间的交际，也指任何在语言和文化背景方面有差异的人们之间的交际。将英语专业学生在语言学习过程中的“涵化”程度和跨文化交际能力两方面结合，旨在发现对目标语的“融合”状态是如何影响其跨文化交际能力的，进而探讨如何充分发挥“涵化”对跨文化交际意识的促进作用，提高语言综合应用能力和专业素质。
关键词：涵化; “涵化”模式; 目标语; 跨文化交际; 跨文化交际意识;
Introduction
1.Definition of acculturation.
Talking about intercultural communication ,there is a popular topic which is defined by various researchers with colorful meanings,such as acculturation,cultural adaptation ,cultural assimilation ,cultural integration and so on .In this thesis we just use the first one as the exact because it is a kind of progress to adapt the new culture as well as understand the inner belief,or its special emotional system and communication system . As far as the concept of cultural adaptation is concerned, Brown believes that this is a process of adaptation to the new culture. Ellis is a process of understanding the ideas, beliefs, feelings, and communication systems of the new culture. Schumann is considered to be a combination of the social and psychological associations between the learners and the target language community. And according to the combination of learners and the target language, it is divided into two categories, the first category learners to the target language community as a reference, hoping to be his life style and values in Tonghua. In the second category, learners hope to combine with the society of the target language, which is open to his language, but they are unwilling to be assimilated by the way of life.
2.Impact Factors
1 Social distance means the language learners` position to the target language or how could they are embraced and contacted in that procedure .Social distance is determined by a lot of complex factors .
1）Social dominance.In the different field including politics ,culture,technique or else ,learners share the equal place compared to target language .In some way ,one side is not superior to the other .On the other hand ,one part is as negative as the other part .
2）Integration pattern .Learners can choose to be assimilated by language or keep their own traditional life style and previous values .However sometimes they are willing to adjust to the new culture while follow their culture in their world
3）Enclosure. Enclosure is the extent of how the two parties isolated by schools ,classrooms even churches equipments.It also has high and low enclosure obviously .
4）Cohesiveness. Cohesiveness signifies that language learners are mainly based on their own regular field or beyond it .But the latter way has no cohesiveness
5）Size.The size of language learners would influence social distance in some respects naturally .Big group brings disadvantages to learners when they try to communicate with others closely when they can ask help for the target language team .
6）Cultural congruence.Cultural congruence shows an intuitive aspect about the differences and similarities between learners and target language .If they get more similarities,learners could more easily to acquire the language .
7）Group attitude .Attitude actually means learners` towards target language consisting of positive thoughts as well as negative .If language learners show friendly manner to the other one with voluntary heart to identify different life or values ,they could reach a high level .
8）Intended length of residence. The time which learners would like to spend in the target language country also has impacts on social distance ..
In Schuman`s theory ,the social distance between the learner and the community is the main reason to restrict the degree of cultural adaptation and the second language acquisition. Because the various social factors that determine the social distance can affect the learner's motivation, attitude, and the quality, quantity, and the quality of the target language input.
Psychological distance.
That means learners` total feelings about target language from the relationship between individuals and group .It is contributed by four interrelated sides .
1）Culture shock .Learners may experience fearness when they are confronted with unacquainted culture and all sorts of problems . When learners find their way of thinking, life style, values and behaviors is not accepted by the target language group, they seem to be isolated, this is the culture shock. Some people in order to change this state will adjust themselves, slowly learning, so as to adapt to the environment. Instead, it refused to be integrated into, will be closed up, making this state lasted a long time, and even continued to affect the acquisition of second language.
2）Language shock. When the learners are in particular target environment ,they tend to have no idea about those fresh styles ,thoughts or values as if they were isolated .So learners would try to change themselves to adapt the new environment with gradual study . When the learners are learning a language, they always meet with varieties of difficulties, and thus they could fight against their confidence. Westerners have unrestrained personality, informality in the use of the target language, which gives them the courage to not afraid of mistakes,that makes language shock degree low. Eastern people are cautious and subtle, afraid to expose errors,so the degree of language shock is higher, the acquisition of second language is slower.
3）Ego permeability. Whether learners could accept target language unconsciously in an open way getting rid of the language barrier.If.the learners have an increasing inhibitory effect ,they have lower ego permeability ,which leads to the result that they could not absorb more useful message .
During the natural environment , psychological distance shows the not evident effect compared with social distance. It also functions when psychological distance has negative effect or brings stability of culture for learners, for instance, under the lingual educational environment ,learners could not have a distinct contact with target group.At that time there is a problem need to be tackled where how to help learners solve with language and culture shock and select appropriate motivation crossing their own phychological barrier .
4）Motivation .That is simple to explain why learners struggle for the aim with two classified kinds of instrumental motivation and integrative motivation .Learns who see target language not as a tool could keep high energy and passion to improve themselves at a fast speed .
The effect of psychological factors on the acquisition of the second language in the natural language environment is not as obvious as that of the social factors. Psychological factors are difficult to determine in the social distance, as well as social factors on the cultural adaptation is not a positive impact on the role of. For example, in a foreign language education environment, learners can not directly contact with the target language community. At this time how to help learners to overcome language and cultural conflict, seclet the right motivation to learn, across the language of the psychological barrier has become an educators need to reconsider the question.hapter 1 Intercultural communication
摘要：涵化（acculturation）也称“文化适应”，指不同民族的互相接触引起原有文化模式的变化。Schumann 1978年提出的“涵化模式”认为：如果学习者和目的语的亲近感较弱，其语言习得水平就处于较低层次；反之，如果学习者与目的语语言、文化和人群保持 “融合”状态，就会获得较高的第二语言习得水平。跨文化交际指本族语者与非本族语者之间的交际，也指任何在语言和文化背景方面有差异的人们之间的交际。将英语专业学生在语言学习过程中的“涵化”程度和跨文化交际能力两方面结合，旨在发现对目标语的“融合”状态是如何影响其跨文化交际能力的，进而探讨如何充分发挥“涵化”对跨文化交际意识的促进作用，提高语言综合应用能力和专业素质。
关键词：涵化; “涵化”模式; 目标语; 跨文化交际; 跨文化交际意识;
Introduction
1.Definition of acculturation.
Talking about intercultural communication ,there is a popular topic which is defined by various researchers with colorful meanings,such as acculturation,cultural adaptation ,cultural assimilation ,cultural integration and so on .In this thesis we just use the first one as the exact because it is a kind of progress to adapt the new culture as well as understand the inner belief,or its special emotional system and communication system . As far as the concept of cultural adaptation is concerned, Brown believes that this is a process of adaptation to the new culture. Ellis is a process of understanding the ideas, beliefs, feelings, and communication systems of the new culture. Schumann is considered to be a combination of the social and psychological associations between the learners and the target language community. And according to the combination of learners and the target language, it is divided into two categories, the first category learners to the target language community as a reference, hoping to be his life style and values in Tonghua. In the second category, learners hope to combine with the society of the target language, which is open to his language, but they are unwilling to be assimilated by the way of life.
2.Impact Factors
1 Social distance means the language learners` position to the target language or how could they are embraced and contacted in that procedure .Social distance is determined by a lot of complex factors .
1）Social dominance.In the different field including politics ,culture,technique or else ,learners share the equal place compared to target language .In some way ,one side is not superior to the other .On the other hand ,one part is as negative as the other part .
2）Integration pattern .Learners can choose to be assimilated by language or keep their own traditional life style and previous values .However sometimes they are willing to adjust to the new culture while follow their culture in their world
3）Enclosure. Enclosure is the extent of how the two parties isolated by schools ,classrooms even churches equipments.It also has high and low enclosure obviously .
4）Cohesiveness. Cohesiveness signifies that language learners are mainly based on their own regular field or beyond it .But the latter way has no cohesiveness
5）Size.The size of language learners would influence social distance in some respects naturally .Big group brings disadvantages to learners when they try to communicate with others closely when they can ask help for the target language team .
6）Cultural congruence.Cultural congruence shows an intuitive aspect about the differences and similarities between learners and target language .If they get more similarities,learners could more easily to acquire the language .
7）Group attitude .Attitude actually means learners` towards target language consisting of positive thoughts as well as negative .If language learners show friendly manner to the other one with voluntary heart to identify different life or values ,they could reach a high level .
8）Intended length of residence. The time which learners would like to spend in the target language country also has impacts on social distance ..
In Schuman`s theory ,the social distance between the learner and the community is the main reason to restrict the degree of cultural adaptation and the second language acquisition. Because the various social factors that determine the social distance can affect the learner's motivation, attitude, and the quality, quantity, and the quality of the target language input.
Psychological distance.
That means learners` total feelings about target language from the relationship between individuals and group .It is contributed by four interrelated sides .
1）Culture shock .Learners may experience fearness when they are confronted with unacquainted culture and all sorts of problems . When learners find their way of thinking, life style, values and behaviors is not accepted by the target language group, they seem to be isolated, this is the culture shock. Some people in order to change this state will adjust themselves, slowly learning, so as to adapt to the environment. Instead, it refused to be integrated into, will be closed up, making this state lasted a long time, and even continued to affect the acquisition of second language.
2）Language shock. When the learners are in particular target environment ,they tend to have no idea about those fresh styles ,thoughts or values as if they were isolated .So learners would try to change themselves to adapt the new environment with gradual study . When the learners are learning a language, they always meet with varieties of difficulties, and thus they could fight against their confidence. Westerners have unrestrained personality, informality in the use of the target language, which gives them the courage to not afraid of mistakes,that makes language shock degree low. Eastern people are cautious and subtle, afraid to expose errors,so the degree of language shock is higher, the acquisition of second language is slower.
3）Ego permeability. Whether learners could accept target language unconsciously in an open way getting rid of the language barrier.If.the learners have an increasing inhibitory effect ,they have lower ego permeability ,which leads to the result that they could not absorb more useful message .
During the natural environment , psychological distance shows the not evident effect compared with social distance. It also functions when psychological distance has negative effect or brings stability of culture for learners, for instance, under the lingual educational environment ,learners could not have a distinct contact with target group.At that time there is a problem need to be tackled where how to help learners solve with language and culture shock and select appropriate motivation crossing their own phychological barrier .
4）Motivation .That is simple to explain why learners struggle for the aim with two classified kinds of instrumental motivation and integrative motivation .Learns who see target language not as a tool could keep high energy and passion to improve themselves at a fast speed .
The effect of psychological factors on the acquisition of the second language in the natural language environment is not as obvious as that of the social factors. Psychological factors are difficult to determine in the social distance, as well as social factors on the cultural adaptation is not a positive impact on the role of. For example, in a foreign language education environment, learners can not directly contact with the target language community. At this time how to help learners to overcome language and cultural conflict, seclet the right motivation to learn, across the language of the psychological barrier has become an educators need to reconsider the question.hapter 1 Intercultural communication
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