高文化负载词在二语习得中构成的“阻力区”探究 – 以教授法国学习者汉语亲属称谓语及其泛化使用为例
-
龚君姬 , 浙江大学传媒与国际文化学院特聘副研究员, 北京大学比较文学与世界文学硕士、法国国立东方语言文化学院 (INALCO) 语言与文化教学法博士。曾先后在法国巴黎索邦大学、斯特拉斯堡大学、巴黎楠泰尔大学任教, 拥有十余年海外汉语作为第二语言的教学经验。主要研究领域包括: 法国中文教育史、汉字与中国文化、汉语作为第二语言习得、称谓语研究。Junji Gong is an associate researcher in the College of Media and International Culture at Zhejiang University. She obtained her master’s degree in Comparative Literature and World Literature at Peking University and her Ph.D. degree in Linguistics and Language Teaching from the INALCO University in France. She has taught Chinese as a second language for over 10 years successively at Sorbonne University, University of Strasbourg, and University Paris Nanterre. Her research focuses on the history of teaching Chinese in France, Chinese characters and Chinese culture, the acquisition of Chinese as a second language and the study of address terms.
提要
二语习得中的高文化负载词, 往往由于语言、文化、思维差异等因素成为学习者难以逾越的“阻力区”。汉语亲属称谓语及其泛化使用不仅种类繁多, 而且蕴含丰富的历史文化内涵, 属于高文化负载词, 与法语亲属称谓语极不对称, 构成了法语母语学习者在汉语二语学习中的一大“阻力区”。为深入研究这一问题, 首先需要了解学习者对这些称谓语的实际掌握情况及主要的偏误类型。在此基础上, 进一步对比汉语与法语中亲属称谓语的概念, 分析汉语亲属称谓语成为“阻力区”的主要原因。为帮助学习者跨越这一“阻力区”, 有必要强调提升他们的跨文化敏感度和文化融入能力, 并结合情景化教学以减轻母语文化的负迁移作用, 以便深入且有效地掌握该类词汇。
Abstract
Highly culture-loaded words in second language acquisition often become significant “zones of resistance” for learners due to differences in language, culture, and modes of thinking. Chinese kinship terms, with their generalized usage, not only encompass a wide variety of forms but also convey rich historical and cultural connotations. As such, they represent highly culture-loaded words that contrast sharply with the kinship terms of the French language, thus constituting a major “zone of resistance” for French-speaking learners of Chinese as a second language. This study focuses on learners of Chinese in France, a non-target-language environment, and draws on a large-scale survey of students majoring in Chinese at the National Institute for Oriental Languages and Civilizations (INALCO) and Université Paris Nanterre, as well as non-native Chinese language teachers working in France. It systematically analyzes learners’ proficiency in Chinese kinship terms, typical error patterns, and their underlying causes. To address these challenges, the study underscores the necessity of integrating cultural knowledge into pedagogy to help learners overcome cognitive obstacles. Particular attention is given to the cultural meanings embedded in kinship terms, as incorporating relevant cultural knowledge can deepen understanding, promote appropriate usage, and enhance both learning efficiency and communicative competence. The paper proposes a range of strategies for integrating language and culture teaching. These include explaining the characters and word formation patterns of Chinese kinship terms, addressing pragmatic and cultural variations according to register and context, and offering dedicated culture courses to systematically build learners’ knowledge of Chinese society. To mitigate production barriers, the study advocates for contextualized learning environments in which learners engage with culturally distant concepts through authentic scenarios. Recommended methods encompass the use of slides to introduce family members, role-plays of situational skits, game-based learning, and songs to reinforce appropriate kinship term usage across diverse contexts. Targeted instructional strategies should be designed accordingly. The pedagogical insights proposed herein aim not only to enhance the teaching of Chinese kinship terms but also to provide guidance for teaching other highly culture-loaded words in Chinese and additional second languages.
About the author
龚君姬, 浙江大学传媒与国际文化学院特聘副研究员, 北京大学比较文学与世界文学硕士、法国国立东方语言文化学院 (INALCO) 语言与文化教学法博士。曾先后在法国巴黎索邦大学、斯特拉斯堡大学、巴黎楠泰尔大学任教, 拥有十余年海外汉语作为第二语言的教学经验。主要研究领域包括: 法国中文教育史、汉字与中国文化、汉语作为第二语言习得、称谓语研究。
Junji Gong is an associate researcher in the College of Media and International Culture at Zhejiang University. She obtained her master’s degree in Comparative Literature and World Literature at Peking University and her Ph.D. degree in Linguistics and Language Teaching from the INALCO University in France. She has taught Chinese as a second language for over 10 years successively at Sorbonne University, University of Strasbourg, and University Paris Nanterre. Her research focuses on the history of teaching Chinese in France, Chinese characters and Chinese culture, the acquisition of Chinese as a second language and the study of address terms.
致谢
在本文撰写过程中, 白乐桑教授 (Joël Bellassen) 及吴剑助理研究员等专家提出了诸多宝贵意见与建议, 谨此致以诚挚谢意。
-
Funding (基金): 本研究得到中国 “中央高校基本科研业务费专项资金” 资助。
参考文献 (References)
Bancroft, W. Jane. 1985. Music therapy and education. Journal of the Society for Accelerative Learning and Teaching 10(1). 3–16.Search in Google Scholar
Bennett, Milton J. 1993. Toward ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (ed.), Education for the intercultural experience, 21–71. Yarmouth, ME: Intercultural Press.Search in Google Scholar
Bhawuk, Deepak P. & Richard Brislin. 1992. The measurement of intercultural sensitivity using the concepts of individualism and collectivism. International Journal of Intercultural Relations 16(4). 413–436. https://doi.org/10.1016/0147-1767(92)90031-O.Search in Google Scholar
Byram, Michael. 1989. Cultural studies in foreign language education. Clevedon: Multilingual Matters.10.21832/9781800418080Search in Google Scholar
Byram, Michael. 1997. Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.Search in Google Scholar
Cain, Albane (ed.). 1989. L’analyse d’erreurs, accès aux stratégies d’apprentissage : une étude interlangue, allemand, anglais, arabe, chinois, portugais. Paris: INRP.Search in Google Scholar
Calvet, Louis-Jean. 1980. La chanson dans la classe de français langue étrangère. Paris: CLE International.Search in Google Scholar
Chang, Jingyu (常 敬 宇). 2009. Hanyu cihui wenhua 汉语词汇文化 [Chinese vocabulary culture]. Beijing: Peking University Press.Search in Google Scholar
Chao, Yuenren. 1956. Chinese terms of address. Language 32(1). 217–241. https://doi.org/10.2307/410666.Search in Google Scholar
Conseil de l’Europe. 2021. Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer (CECR). Strasbourg: Conseil de l’Europe.Search in Google Scholar
Galisson, Robert. 1988. Cultures et lexicultures. Pour une approche dictionnairique de la culture partagée. Cahiers de linguistique hispanique médiévale 7. 325–341. https://doi.org/10.3406/cehm.1988.2133.Search in Google Scholar
Galisson, Robert. 1991. De la langue à la culture par les mots. Paris: CLE International.Search in Google Scholar
Gong, Junji & Joël Bellassen. 2019. Teaching Fictive kinship terms in Chinese as a foreign language. In Pragmatic and cross-cultural competences: Focus on politeness. Bruxelles: Editions P.I.E-Peter Lang.Search in Google Scholar
Guimbretière, Élisabeth. 1994. Phonétique et enseignement de l’oral. Paris: Didier/Hatier.Search in Google Scholar
Guo, Jinfu (郭 锦 桴). 1993. Hanyu yu zhongguo wenhua 汉语与中国文化 [Chinese language and Chinese culture]. Beijing: China Renmin University Press.Search in Google Scholar
Haydée, Silva. 2008. Le jeu en classe de langue. Paris: CLE International.Search in Google Scholar
Hu, Wenzhong (胡 文 仲). 1999. Kuawenhua jiaojixue gailun 跨文化交际学概论 [Introduction to intercultural communication]. Beijing: Foreign Language Teaching and Research Press.Search in Google Scholar
Humboldt, Wilhelm von (威 廉 冯 洪 堡 特). 2011. Lun renlei yuyan jiegou de chayi jiqi dui renlei jingshen fazhan de yingxiang 论人类语言结构的差异及其对人类精神发展的影响 [The heterogeneity of language and its influence on the intellectual development of mankind]. Beijing: The Commercial Press.Search in Google Scholar
Kramsch, Claire. 2009a. Third culture and language education. In Vivian Cook & Li Wei (eds.), Contemporary applied linguistics, 233–254. London: Continuum.Search in Google Scholar
Kramsch, Claire. 2009b. The multilingual subject. Oxford: Oxford University Press.Search in Google Scholar
Kramsch, Claire. 2013. Culture in foreign language teaching. Iranian Journal of Language Teaching Research 1(1). 57–78.Search in Google Scholar
Lado, Robert. 1972. Teaching English as a second language: Patterns of difficulty in vocabulary. New York: McGraw-hill Companies Inc.Search in Google Scholar
Lakoff, George. 1987. Women, fire, and dangerous things: What categories reveal about the mind. Chicago: University of Chicago Press.10.7208/chicago/9780226471013.001.0001Search in Google Scholar
Langacker, Ronald W. 2008. Cognitive grammar: A basic introduction. Oxford: Oxford University Press.10.1093/acprof:oso/9780195331967.001.0001Search in Google Scholar
Lantolf, James Paul & Steven Lee Thorne. 2006. Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.Search in Google Scholar
Larsen-Freeman, Diane. 1997. Chaos/complexity science and second language acquisition. Applied Linguistics 18(2). 141–165. https://doi.org/10.1093/applin/18.2.141.Search in Google Scholar
Li, Shuxin (李 树 新). 2020. Hanyu chengwei yanjiu 汉语称谓研究 [Chinese address terms]. Beijing: People’s Publishing House.Search in Google Scholar
Liao, Qiyi (廖 七 一). 2000. Dangdai xifang fanyi lilun tansuo 当代西方翻译理论探索 [An exploration of contemporary western translation theories]. Nanjing: Yilin Press.Search in Google Scholar
Lü, Shuxiang (吕 叔 湘). 1988. Yuyan he yuyan yanjiu 语言和语言研究 [Language and language research]. In Zhongguo da baike quanshu: Yuyan wenzi 中国大百科全书·语言文字. Beijing: Encyclopedia of China Publishing House (中国大百科全书出版社).Search in Google Scholar
Lü, Bisong (吕 必 松). 1996. Duiwai hanyu jiaoxue gailun 对外汉语教学概论 [An introduction to teaching Chinese as a second language]. Beijing: Committee Office of National Education Comittee for Approving Qualifications of Foreign Language Teachers.Search in Google Scholar
Magne, Christophe, Daniele Schön & Mireille Besson. 2006. Musician children detect pitch violations in both music and language better than non-musician children. Cognitive Neuroscience 18. 199–211. https://doi.org/10.1162/089892906775783660.Search in Google Scholar
Marquilló Larruy, Martine. 2003. L’interprétation de l’erreur. Paris: CLE International.Search in Google Scholar
Murdock, Goerge Peter. 1949. Social Structure. New York: MacMillan Company.Search in Google Scholar
Murphey, Tim. 1992. Music and song. Oxford: Oxford University Press.Search in Google Scholar
Payet, Adrien. 2010. Activités théâtrales en classe de langue. Paris: CLE International.Search in Google Scholar
Qian, Mu (钱 穆). 2004. Wenhua yu jiaoyu 文化与教育 [Culture and education]. Guilin: Guangxi Normal University Press.Search in Google Scholar
Schneider, Lucien. 1970. Dictionnaire français-esquimau du parler de l’Ungava. Quebec: Presses de l’Université Laval.Search in Google Scholar
Stansell, Jon Weatherfore. 2005. The use of music for learning languages: A review of the literature. Urbana-Champaign: University of Illinois.Search in Google Scholar
Szende, Thomas. 2014. Second culture teaching and learning: An introduction. Bern: Peter Lang.10.3726/978-3-0351-0666-4Search in Google Scholar
The Douglas Fir Group. 2016. A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal 100. 19–47. https://doi.org/10.1111/modl.12301.Search in Google Scholar
Vygotsky, Lev Semyonovich. 1978. In Michael Cole, Vera John-Steiner, Sylvia Scribner & Ellen Souberman (eds.), Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Search in Google Scholar
Xie, Lingling (谢 玲 玲). 2012. Yi wenhua wei hexin de meiguo hanyu jiaoxue moshi tanxi-jianlun dui woguo duiwai hanyu jiaoxue de qishi 以文化为核心的美国汉语教学模式探析 – 兼论对我国对外汉语教学的启示[Analysis of the Chinese Culture Oriented Teaching Mode in the U.S.: Implications for Chinese as a foreign language education in China]. Wuhan: Central China Normal University dissertation.Search in Google Scholar
Xu, Guozhang (许 国 璋). 1980. Wenhua fuzaici yu yingyu jiaoxue 文化负载词与英语教学 [Culturally Loaded Words and English Language Teaching]. Xiandai Hanyu 现代外语[Modern Foreign Languages](4). 19–25.Search in Google Scholar
Zhao, Ming (赵 明). 2012. Hanyu wenhua ciyu yanjiu zongshu 汉语文化词语研究综述 [A Review of Studies on Culture-Loaded Words in Chinese]. Haiwai Huawen Jiaoyu 海外华文教育 [Overseas Chinese Education](3). 318–329.Search in Google Scholar
Zhou, Yinong (周 一 农). 2005. Cihui de wenhua yunhan 词汇的文化蕴涵 [Cultural Implication of Vocabulary]. Shanghai: Shanghai Sanlian Culture Publishing House.Search in Google Scholar
© 2025 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Papers in English
- The type, motive, and function of swear words: a sociolinguistic analysis of Khek Chinese language in Bangka
- A corpus-based study of semantic prosody in ràng and shǐ constructions
- Task-based language teaching for Chinese as a foreign language: a qualitative research synthesis
- Papers in Chinese
- 高文化负载词在二语习得中构成的“阻力区”探究 – 以教授法国学习者汉语亲属称谓语及其泛化使用为例
- 现代汉语时间副词的意义和范围
- ChatGPT 赋能产出导向型留学生口语课实证研究
Articles in the same Issue
- Frontmatter
- Papers in English
- The type, motive, and function of swear words: a sociolinguistic analysis of Khek Chinese language in Bangka
- A corpus-based study of semantic prosody in ràng and shǐ constructions
- Task-based language teaching for Chinese as a foreign language: a qualitative research synthesis
- Papers in Chinese
- 高文化负载词在二语习得中构成的“阻力区”探究 – 以教授法国学习者汉语亲属称谓语及其泛化使用为例
- 现代汉语时间副词的意义和范围
- ChatGPT 赋能产出导向型留学生口语课实证研究
