共查询到19条相似文献，搜索用时 281 毫秒
1.
本文对海外跨文化交际学研究中的批评转向和国内跨文化交际学研究者使用批评性话语分析的最新发展作简要述评，旨在为我国学者对本世纪跨文化交际学的研究方向和方法作战略调整提供参考。 相似文献
2.
批评话语分析是建立在批评语言学理论基础上的一种话语分析方法,其目的是通过语言分析揭示语言、权力和意识形态之间的复杂关系。以批评话语分析理论为指导,文章从分类、及物性和情态三个方面分析了奥巴马就美国干预利比亚战争发表的演讲,揭示了演讲背后掩藏的意识形态,同时验证了批评话语分析在分析政治演讲语篇中的应用价值及优势。 相似文献
3.
批评话语分析旨在通过分析语言特征及其生成的社会文化背景发掘隐含于语言中的意识形态,进而揭露语言、权势和意识形态之间的复杂关系。以gos．sbc．edu网站的20篇女性政治人物演讲为语料,拟用批评话语分析方法,从人称代词、情态、和及物性三方面对语料进行公众,探究女性政治家演讲的特点及与男性政客演讲的异同。 相似文献
4.
该文通过分析王力宏在牛津大学进行的"认识华流"演讲内容和演讲技巧,反思了对英语教学中的跨文化交际能力的培养。认为所谓的跨文化交际,是要使学生做到对目的语文化与本族文化的双向融会贯通。建议关注华裔作家、学者和有影响力的华人演讲、访谈和撰文,实现对中国文化的传承,提高跨文化交际双向传输能力。 相似文献
5.
赵耀 《山西教育(综合版)》2006,(1)
语境与言者意义推断是语用学研究中的核心课题,但目前的成果主要集中在对同一文化背景下的交际者进行研究,极少从跨文化交际的角度对言者意义进行探讨。本文拟从文化语境、交际语境和语言语境三大跨文化交际语境要素入手,分别阐述具有不同文化背景的交际者在交际过程中应如何进行言者意义的推断。 相似文献
6.
文章探讨在跨文化交际语境中,非言语交际的语用失误.对非言语交际语用失误研究的理论根源和依据、跨文化交际语境的构成和特征做出了分析.阐释了跨文化交际语境中非言语交际语用失误的分类和具体表现形式,并找出了成因和应对策略. 相似文献
7.
黄欢 《中国校外教育(理论)》2010,(6)
本文拟从交际语境、语言语境和文化语境三大跨文化交际语境要素入手,运用顺应理论阐释跨文化背景下的交际者在言语交际过程中如何进行语境顺应,以达到成功的跨文化交际. 相似文献
8.
在现代社会,英文面试已是许多求职者需要面临的挑战.由于在面试中交际双方存在权势差距,受试者为了赢得主试者的认同,需采取有效的交际语用策略.批评话语分析关注话语中的意识形态及权势差距,指导了受试者应如何调整语气,自觉运用语用意识营造良好面试氛围,从而使面试获得成功. 相似文献
9.
跨文化交际不仅是语言的互动,而且是文化的互动,是交际双方语用规则相互影响的过程。探讨跨文化语用和语境差异。实现不同文化的交融和互补,敏锐的语境意识有助于创造出较为理想的交际环境,因此,语言语境、文化语境和社交语境的认知是实现成功的跨文化交际的先决条件。 相似文献
10.
跨文化交际与语境有密不可分的联系,交际活动在一定的语境中发生,受语境影响,反过来,语境存在于一切交际活动之中。本文在传统的语境理论基础上,试图探讨在跨文化交际层面上的语境知识,把语境分为言语语境（在交际过程中通过言语因素即话语所构成的交际环境）和非言语语境（在交际过程中通过非言语因素所构成的交际环境）的定义,特点以及在跨文化交际活动中的语用价值。 相似文献
11.
国家领导人的国际演讲是具有重要政治意义的官方话语。本文以《习近平谈治国理政》 一书中 23 篇国际演讲的中、 英文本为研究对象,分析习近平的话语特征及其英语翻译特色, 并结合国际媒体的相关报道分析这些话语及其翻译的传播效果。研究发现,习近平话语的最大特征之一是其亲民性, 集中表现为“善讲故事”、“博引经典”、“巧借隐喻” 和“广用俗语” 等方面。这些亲民话语特色在英译本中主要通过直译、 化译、 回译等翻译方法得到了较好的再现,赢得了国际受众的好评,也为中国政治文献的对外传译工作提供了有益启示。 相似文献
12.
郭换换 《唐山师范学院学报》2013,(6):55-58
以中国国家领导人在历届“中国-东盟”峰会讲话为语料,从批评性话语分析的角度分析研究讲话中所建构的国家身份,揭示话语与国家身份建构之间的互动关系。研究发现,中国国家领导人在讲话中通过对不同类型词汇的选择和协作使用,建构了“合作者”的国家身份及形象,也揭示了话语实践（讲话）与社会实践（国家身份建构）互动关系的实现条件。 相似文献
13.
This study attempts to explore the issue of intercultural and transnational negotiation in written English communication. I am interested in the reciprocal development of written discourse across cultural boundaries. My analysis focuses on academic writers’ sense of self and their individual ability to reach otherness when they share the roles of writer, translator, editor and reader. Using my experiences of writing instruction, translation and editing in the USA, South Korea and Russia, this article discusses the unconventional yet resourceful development of confidence in writing in English in the context of cross-lingual and transnational communication. As the examples show, emotional clarity and care for specific social purposes are often important in intercultural English academic written discourse. 相似文献
14.
Cultural empathy competence is the key to effective intercultural communication,for it has significant impact on the quality,effect and process of intercultural communication.This paper analyzes the communication barriers that cause failures in intercultural communication in the TV series A Native of Beijing in New York from the perspective of cultural empathy competence and reiterates the importance of developing cultural empathy competence in different cultural contexts. 相似文献
15.
作为系统功能语言学中的两个重要方面,及物性和情态分析成为了批评性语篇分析在文本分析层面所采用的主要方法和手段,这有助于批评性语篇分析者从整体上了解语篇的交际目的和可能产生的意识形态,从而进一步阐释语言与意识形态之间的关系。本文以2000年布什总统胜选演说为语料,通过对语料文本语言层面的及物性和情态动词分析来探究布什在演说过程中隐含在语篇间的意识形态意义。 相似文献
16.
《Educational Philosophy and Theory》2013,45(10):1005-1017
AbstractFor some time, the role of culture in language education within schools, universities and professional communication has received increasing attention. This article identifies two aporias in the discourse of intercultural communication (IC): first, that it contains an unstated movement towards a universal consciousness; second, that its claims to truth are grounded in an implicit appeal to a transcendental moral signified.These features constitute IC discourse as ‘totality’, or as ‘metaphysics of presence’.The article draws on the work of Levinas (1969/2007, 1998/2009); and Derrida (1976, 1978, 1981, 1993) to propose more considered ethical grounds for intercultural praxis. Contra a Hegelian impetus towards universal consciousness,we posit an irreducible distance and separation between the self and other. In so doing, not only are we able to supersede the field’s implicit appeal to the transcendental as a source of truth but also to counter perceptibly ‘exorbitant’ claims and actions of the intercultural other. In this vein, the article proposes a discourse ethics of responsibility by which it still becomes possible for a critical intercultural praxis to make value judgements and to take potentially transformative action vis-à-vis cultural acts that challenge the limits of intercultural tolerance and hospitality. 相似文献
17.
Thomas W. Hairston 《Interchange》2013,43(3):229-244
The purpose of this critical discourse analysis is to examine how the political speeches and statements of President Barack Obama knowingly or unknowingly continue practices and policies of White privilege within educational policy and practice by constructing education in a neoliberal frame. With presidents having the ability to communicate unencumbered with their citizens, the impact of Presidential communication can either set or rupture the status quo. President Obama, as the first non-White President of the United States of America, is now at the center of continuing or breaking the status quo in educational policy which has been historically harmful to racial minorities. Through this critical discourse analysis studying the statements and remarks of President Obama in seven speeches pertaining to pk-12 education, there was evidence that suggested President Obama maintains the status quo. This paper argues that President Obama views education as a neoliberal enterprise, with its main focus on education serving economic purposes. Such a view reinforces racial stratification throughout society. Other evidence suggests that President Obama also reinforces individualistic approaches concerning race which could serve to further embed the institutional and internalized racism in public education. This research can serve to continue and strengthen educational discussions of the impact of whiteness and racism on public education. While steps are continually taken to ensure legal equality, generational and institutionalized measures are often ignored when discussing race and racism. This research can provide for further conversations on the impact that leaders have on continuing and promoting aspects of racism to their constituents. 相似文献
18.
文化逆差与跨文化交际张力 总被引：1，自引：0，他引：1
康兆春 《四川教育学院学报》2009,25(11):43-45,48
文化逆差是文化全球化所传达的现代性与地方文化所固守的民族性之间交互作用的产物,它是跨文化交际的张力所在。通过分析文化逆差产生的经济原因和民族文化心理根源,文章指出文化逆差是现代性话语对民族性话语的暴力征服,在跨文化交际中,弱势文化的逆差直接关系到其文化话语的获得和文化身份在全球化语境的构建。 相似文献
19.
Julia Mascadri Jo Lunn Brownlee Susan Walker Jennifer Alford 《Early Years: An International Journal of Research and Development》2017,37(2):217-234
Intercultural competence among educators has long been recognised as important, especially in contexts characterised by growing and shifting cultural diversity such as Australia. However, the capacity to be interculturally competent has only recently been enshrined in teacher standards in Australia, and research into this field among early childhood educators is fledgling. Through the theoretical lens of self-authorship, this case study integrated a developmental model of intercultural maturity with a compositional model of intercultural competence. Combining these two models allowed for a holistic exploration of the complexities of intercultural experiences in an early childhood educational setting. This new integrated framework is applied to a case study that focuses on Heidi, an early childhood educator in a culturally diverse kindergarten. Data were collected through interviews, classroom observations and analysis of philosophy, policy and observational documents. The findings indicated the importance of critical reflection and internal meaning making, as part of a self-authored identity, in relation to intercultural competence. Implications are discussed with a focus on the potential significance of the integrated framework to explore as well as enhance educators’ critical reflection about their intercultural experiences. 相似文献