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《 语言与文化 》 : 理念与实践 - PowerPoint PPT Presentation

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《 语言与文化 》 : 理念与实践. 蓝纯 夏登山 高秀平 郑文博 王强. 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. Nature and functions of language Verbal and non-verbal communication Language, learning, and thinking . 语言. 三个 模块. Values, stereotypes, and diversity of culture

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《 语言与文化 》 : 理念与实践

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Nature and functions of language

Verbal and non-verbal communication

Language, learning, and thinking

Values, stereotypes, and diversity of culture

Globalization and Multiculturalism


Gender, politics, media and language

Intercultural Communication Competence


Verbal and nonverbal communication

Functions of language

Language learning

Language and thinking

Nature of language

Unit 1

Unit 3

Unit 2

Unit 4

Unit 5

BTaking Stock of Language

A Powerful Mental Blocks

B Second Language Acquisition

A Complexity of Language

B Form and Function of Language

Your Text

A What Is Language for

B Body Language and Other Cultures

B Does Language Equal Thought?

A How do We Acquire Language?

A The Pragmatics of Cross-Cultural Communication

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Cultural Stereotypes

Globalization& Multiculturalism

Cultural Diversity

Cultural Values


Unit 6

Unit 8

Unit 7

Unit 9

Unit 10

B World-wise Kids

B How Time Flies

A The Use of Time

A My Mothers English

B The Language of Discretion

A Jeaning of America

BAmerican Values and Assumptions

Your Text

A Japanese Emotionality

B Body Ritual among the Nacirema

A The Seven Biases of Eurocentrism

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Intercultural Communication Competence

Language & Politics

Language & Gender

Language & Media


Unit 11

Unit 13

Unit 12



B Texting

B Sports Metaphors as

Public Doublespeak

B Translation Problems

A Do Men and Women Talk Differently

B Stumbling Blocks in

Intercultural Communication (II)

Your Text

A Political Correctness

A Stumbling Blocks in Intercultural

Communication (I)

B Marked Women Unmarked Men

A Things People Say About Translation

A The Electronic Revolution

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Text A

Preparatory work

Intercultural reflection

Critical reading

Text B

Creative response

Language enhancing

Text A

  • Language enhancement

  • Critical reading

  • Preparatory work


  • Understanding

  • Outlining

  • Comprehension checks

  • Critiquing

  • Evaluating the text

  • Exploring beyond the text

  • Words & Phrases

  • Word formation

  • Verbs, adv., prep., etc.

  • Phrases/Collocation

  • Sentences &Discourse

  • Paraphrase/Translation

  • Ordering/error

  • Rhetoric & style

  • A brief introduction to the theme

  • An overview of the texts

  • Author & Source

  • Celebrities & publications

  • Key terms

  • Priliminary exploration

Text B

Intercultural reflection

Creative response


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Unit 1

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

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?


  • 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 Whorfs hypothesis, better known as Sapir-Whorf Hypothesis, which is probably the most influential theory about language-thought 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 informationabout 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 toanswer these questions through your own survey. Use the teachers book as little as possible.

Critical reading

IUnderstanding 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 authors 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 clichs in American English and British English. According to him, what is the function of those clichs?

  • 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 dont, 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.

  • d.

  • Tip 3: Have your own view and attitude. Do not just quote the teachers 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, lets 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 Inuit-snow 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 and 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:


    (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

  • Tip 7:

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