《 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
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 and thinking
Nature of language
BTaking Stock of Language
A Powerful Mental Blocks
B Second Language Acquisition
A Complexity of Language
B Form and Function of Language
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
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
A Japanese Emotionality
B Body Ritual among the Nacirema
A The Seven Biases of Eurocentrism
Intercultural Communication Competence
Language & Politics
Language & Gender
Language & Media
B Sports Metaphors as
B Translation Problems
A Do Men and Women Talk Differently
B Stumbling Blocks in
Intercultural Communication (II)
A Political Correctness
A Stumbling Blocks in Intercultural
B Marked Women Unmarked Men
A Things People Say About Translation
A The Electronic Revolution
Unit 5 Language and Thinking
Text A Powerful Mental Blocks
Author: Richard D. Lewis
Source:When Cultures Collide: Leading Across Cultures. Boston: Nicholas Brealey Publishing, 2006, pp.17-25.
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.
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:
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:
IUnderstanding the text
Please read the text again and complete the following outline as well as you can.
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.
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?
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.
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.
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.
(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.
(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.