孔院微课堂丨对外汉语教学中文化的作用

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对外汉语教学中文化的作用

（本文转载自《孔子学院》中英文对照版2022年6期/总第76期）

语言是文化的载体，任何语言都不可能脱离它所依托的文化。只有了解了语言背后的文化，才能更好地学习和掌握这门语言。因此，文化导入在对外汉语教学中具有十分重要的作用。

Language is a carrier of culture, and no language can be separated from the culture on which it is based. Only by understanding the culture can we better learn and master the language. Therefore, cultural introduction plays a very important role in teaching Chinese as a foreign language.

1

文化导入有助于学习者

对汉字的学习与记忆。

Culture introduction helps learners understand and memorize Chinese characters.

● 案例一（Case 1） ●

汉字承载着丰富的文化内涵，如“男”“妇”“婚”“安”“家”“好”等，“男”是会意字，从田从力，在田里劳动是古代男子的主要职责，因此用“男”这个符号来表示男人。而在传统中国社会中，家务是女人的主要职责，所以“妇”(婦)在《说文解字》中是“从女持帚洒扫也”，“帚”为笤帚的象形。讲清了这些字构造的文化内涵，学生就能在理解的基础上很快记住这些字。

Chinese characters bear profound cultural connotations, such as 男 (men), 妇 (women), 婚 (marriage), 安 (peace), 家 (family) and 好 (good). Consisting of 田 (field) and 力 (labor), the ideographic character 男carries the meaning that working in the fields was the main duty of males in ancient times. In that sense, the character 男 was chosen to represent men. Similarly, since housework was the main duty of women in traditional Chinese society, the meaning of the character 妇 (written as 婦 in traditional Chinese) was explained in Shuowen Jiezi (an ancient Chinese dictionary from the Han dynasty) as “a woman holding a broom and sweeping” with the right part 帚 representing a broom. By clarifying the cultural connotations of these characters, students will be able to memorize them quickly based on their understanding.

● 案例二（Case 2） ●

学生经常混淆“礻”字旁和“衤”字旁的字，如“礼”“社”“福”“祖”“神”与“初”“衬”“衫”“裤”“袜”等字，虽然它们的偏旁只有一点之别，意义却迥异。“礻”字旁常常跟祭祀有关，而“衤”字旁则跟衣物有关。如果教师不讲解这两个偏旁所蕴含的意义而仅作外形上的区分的话，学生很难分清、记牢，而加入了文化讲解，学生就能识别并掌握这些字了。 

Students often confuse the radical 礻 with 衤，such as 礼 (rites), 社(society), 福 (blessing), 祖 (ancestor), 神 (deity) in comparison with 初 (beginning), 衬 (liner), 衫 (shirt), 裤 (trousers) and 袜 (sock). Despite their resemblance in writing (衤with an extra stroke of dot), the meanings of the two radicals are quite different. The radical 礻is often associated with rituals, while the radical 衤is associated with clothing. If the teacher only introduces the different appearances of these two without explaining their cultural connotations, it is difficult for students to distinguish and remember them. With proper cultural explanations, students can easily identify and master these characters.

● 案例三（Case 3） ●

同一个词在不同文化中的感情色彩和用法有时会相差很大。如“狗”在汉、英语中感情色彩差别就很大，英语中的“狗”多是正面表达，如“a lucky dog”“my dear dog”“love me, love my dog”。汉语中的“狗”却多与贬义相联系，如“走狗”“狗腿子”“狼心狗肺”“狗头军师”“狗眼看人低”“狗嘴里吐不出象牙”等。此外，不少动物在中国具有独特的文化附加意义，如“牛”在汉语中有“忠厚、勤恳”的附加意义，而“狐狸”则带有“奸诈、狡猾”等贬义。在对外汉语教学中，如果不拓展语言背后的文化知识，学生往往很难正确理解和运用这些字。

The commendatory or derogatory connotations of the same word in different cultures can sometimes vary greatly. For example, 狗 in Chinese and “dog” in English are very different. The Chinese word 狗 often has a derogatory connotation such as 走狗 (henchman), 狗腿子 (lackey), 狼心狗肺 (as cruel as a wolf or a dog), 狗头军师 (inept adviser), 狗眼看人低 (as snobbish as a dog) and 狗嘴里吐不出象牙 (literally, a dog’s mouth can’t spit out an elephant’s teeth, meaning “a filthy mouth cannot utter decent language”). However, the English word “dog” is often associated with a positive tone, such as “a lucky dog”, “my dear dog”, and “love me, love my dog”. In addition, many animals have unique cultural meanings in China. For example, 牛(ox) bears a commendatory meaning of loyalty and diligence in Chinese, while 狐狸 (fox) has the derogatory meaning of treachery and being cunning. In teaching Chinese as a foreign language, it is often difficult for students to understand and use these words correctly if they do not expand their cultural knowledge behind the language.

2

文化导入有助于学习者

学习地道的表达。

Culture introduction helps learners 

master native expressions.

● 案例一（Case 1） ●

汉语的问候语与西方差别很大。譬如“吃了吗？”“去上课呀？”……这些见面问候语在中国人看来都是常用的客套话，用于表示关心，往往并不需要详细准确的回答。但在西方文化中，这样的问候方式则可能被认为不礼貌，甚至是对个人隐私的侵犯。在对外汉语教学中，需对这些语言背后蕴含的文化含义作延伸讲解，消除学生的迷惑与误解。

Chinese greetings are very different from Western ones. For example, “Have you eaten?” “Going to class?”... These greetings are commonly used by Chinese people to express their kindness and often do not require a detailed and precise answer. However, in Western cultures, such greetings may be considered impolite and even an invasion of personal privacy. In teaching Chinese as a foreign language, it is necessary to explain the cultural meanings behind these expressions to clarify students’ confusion and misunderstanding.

● 案例二（Case 2） ●

汉语中的谦敬语与西方差别也很大。当被称赞时，中国人的回应往往是自谦，如“哪里，哪里”“一般一般”“不好，不好”“差得远”等。汉语的称呼语中也有大量谦称。譬如，自称“鄙人”“晚生”“在下”等，称呼对方或其亲人则一般用敬称“您”“令尊”“令堂”等。西方称谓中则少有对应的敬谦语，除非一些特定的正式场合。只有让学生更多地了解这些文化背景知识，他们才能尽快摆脱母语的影响，形成正确的汉语表达方式。

The Chinese language also differs greatly from the Western languages in terms of modest and honorific expressions. When being praised, Chinese people often respond with self-effacement, such as 哪里，哪里 (hardly), 一般一般 (average), 不好，不好 (not good) and 差得远 (not even close). Chinese language also includes a large number of modest and honorific terms. For example, Chinese people address themselves as 鄙人 (your humble man), 晚生 (junior), 在下 (inferior), etc., and address the other party with the honorific terms including 您(your honor), 令尊 (your father), 令堂 (your mother). Fewer equivalents can be found in Western languages, except for certain formal occasions. Only when students learn more about the cultural background can they avoid the influence of their native language and master idiomatic Chinese expressions as soon as possible.

总之，文化是对外汉语教学的一把金钥匙，掌握这把金钥匙，就能为学生打开一扇方便之门，让汉语学习充满乐趣，达到事半功倍的效果。

In short, the learning of the Chinese culture is a golden key to successful Chinese learning. It will open a door of convenience for students, make Chinese learning fun and help teachers and students achieve the best outcome with less effort. 

作

者

简

介

刘涛，成都理工大学文法学院副教授，文学硕士。

Liu Tao, Master of Arts, Associate Professor from School of Humanity and Law, Chengdu University of Technology.

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