作 者：宋婷[1] 尹仙花 SONG Ting,YIN Xian-hua （ 1： Song Ting, Japanese Department, College of Foreign Languages, Jilin University, Changchun, China 130012; 2： College of Foreign Languages, Shanxi Normal University, Xi＇an, China 710061） 机构地区：[1]吉林学院外国语大学日语专业,长春130012 [2]陕西师范学院外语大学日语专业,西安710061 出 处：《吉林建筑学院学报》2017年第1期110-113,共4页Journal of Jilin Jianzhu Chiversity 摘 要：第二语言的习得过程即“信息的输入→理解之后的信息→应用能力→信息的输出”的过程.教师应提供与学生水平相当的、充足的信息量,即“i＋1”.“i＋1”环节中“1”的部分,绝不单单只是传授词汇、例句等语言方面的知识,同时还包含许多文化方面的信息.加大“1”的文化信息含量,既可提高学生的学习兴趣和自主思考能力,亦能让学生获得丰富的文化知识,进而提高学生对文化现象的理解能力及跨文化交际和沟通的能力.Second language acquisition follows the process of ＂information input →information processing language competence → information output＂. Teachers are supposed to provide information that is both adequate and suitable for the students＇ current vocabulary, i. e., ＂i ＋ 1＂. The ＂1＂ part requires not only teaching of language knowledge such as new words, example sentences, but also cultural knowledge. Increasing the quantity of ＂cultural information＂ in ＂1＂ will stimulate greater interest in learning Japanese, further cultivate their independent thinking abilities and help them attain more cultural knowledge, and thus improving their understanding of cultural phenome- non and cross- cultural communication capacities. 分 类 号：H319[语言文字—英语] ，日语论文，日语论文 |
