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文学在所有大学语言专业的教学大纲中都具有明确的地位。但学生们都对文学持猜疑的态度,教师也由于不能经常找出真正的困难所在而对如何处理文学缺乏把握。这中间虽然存在着大量的新单词和复杂结构的问题,但最大的问题常常不是语言上的困难而是文化背景生疏。面对这些问题,我们发现多论述一些带普遍性质的而少论述一些与文化柜联系的人类状况,“简单”常常会变为复杂,而我们以前认为是“复杂”的却变得较为简单了。在教室里,这类材料能运用来进行既能丰富学生也能丰富教师的文化对话。笔者通过在多米尼加两所大学里担任两门课的教学经验得出了上述结论。一门课是圣多明各自治大学的语言专业课程;另一门课是一所私立大学的颁发“证书”的翻译课程
Literature has a clear place in all university language major syllabuses. However, all of the students hold suspicious attitude to literature, and teachers also lack of certainty about how to deal with the literature because they can not find out the real difficulties often. Although there are a large number of new words and complicated structures in the middle, the biggest problems are often not language difficulties but cultural backgrounds. In the face of these problems, we find that discussing more about the human condition of a general character rather than discussing some of the relations with cultural institutions, “simple” is often complicated, and what we used to think of as “complex” has become relatively simple . In the classroom, such materials can be used to make cultural conversations that enrich both the student and the teacher. The author came to this conclusion by teaching two subjects at two Dominican universities. One course is a language course at the Autonomous University of Santo Domingo and the other is a private university’s “Certificate” translation course