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1、引言在中国,80年代初出现的文化热引发了一场对语言文化教学和研究的大讨论。这场讨论到90年代,更为轰轰烈烈,以“文化语言学”为旗帜的理论探索,对国外跨文化交际学说的介绍引进,对各种新的外语教学法的运用尝试,一波接一波,一浪推一浪,将这场讨论推向纵深,推向一个新的世纪。众所周知,关于语言和相关文化不可分割的辩论已成为历史。无论是对外汉语教学的专家、语言学专家和应用语言学家,还是广大的外语教师,都对文化教学是外语教学中不可缺少的组成部分这一点达成了共识。但是,外语教学中的“文化”究竟是指什么?对这一问题的争论并没有结束。
1. Introduction In China, the cultural fever that emerged in the early 1980s led to a major discussion of language and culture teaching and research. This discussion to the 90’s, more vigorous, with “cultural linguistics ” as the banner of the theoretical exploration of the introduction of foreign intercultural communication theory introduction, a variety of new foreign language teaching methods to try, a wave of access Waves, wave after wave, push the discussion in depth and into a new century. It is a well-known fact that the debate on languages and related cultures has become history. Whether it is an expert on TCFL, an expert in linguistics or an applied linguist, or a large number of foreign language teachers, a consensus has been reached that culture and teaching are an indispensable part of foreign language teaching. However, what does “culture” in foreign language teaching actually mean? The debate on this issue is not over.