查詢結果分析
來源資料
相關文獻
- Don't Call Me "Sir"--談英語教學中對性別用語的自覺
- 英語語言性別變異與英語教學--從女性主義者批判英語談起
- Using the English Internet Website for an Itinerary: Repercussions of Culture, Gender and Multimedia
- An Interviewing Study of College Students' English Learning Strategy Use
- Gender and Language: Teresa de la Parra's Linguistic Strategies in Ifigenia
- Junior College Students' Perception and Use of Mandarin 爽(Shuang)and Taiwanese 爽(Song)--A Case Study of TJCC
- Krashen之第二語言習得理論及其對臺灣國小英語教學之啟示
- English Intergrated Instruction and Application of Interactive Computer Multimedia
- A Corps-Based Analysis of Linguistic Features in Written and Spoken English
- 寫作修改教學研究及其實施成效
頁籤選單縮合
題名 | Don't Call Me "Sir"--談英語教學中對性別用語的自覺=Don't Call Me "Sir"--The Awareness of Nonsexist Use of Language in TESOL |
---|---|
作者姓名(中文) | 劉詠華; | 書刊名 | 東吳外語學報 |
卷期 | 15 2000.05[民89.05] |
頁次 | 頁65-94 |
分類號 | 805.1 |
關鍵詞 | 語言; 性別; 英語教學; Language; Gender; TESOL; |
語文 | 中文(Chinese) |
中文摘要 | 英語中性別歧視用語(sexist language)的演變,是近年來語言與性別上的一個重要的議題。英語的性別歧視現象,是婦女運動者於七十年代所揭發的,繼之以語言學家的研究,已普遍引起英美大眾對性別歧視用語的注意。如美國國家英語教師會(the National Council of Teachers of English)列出明確的指導原則,建議採用非性別歧視的用語(non-sexist language); 英美各大傳播媒體,也呼籲廣播人員和記者,應多使用中性用語。可見在英美等國,對於此一因社會改革而產生之語言變化,已有一定程度之自覺(awareness)。反觀臺灣這個以英語為外語(English as a Foreign Language,即(EFL)的學習環境,對於sexist language語用的脈動,並沒有直接地經驗到,以致於許多在臺灣的英語學習者,對此一語言現象的敏銳度不足,而在不自覺的情況下,用了帶有性別排他性的用語,如學生經常以"Sir"來稱呼所有老師,或是以"Dear Sirs"做為商業書信之標準開頭等。因此,本文首先將探討英語教材中是否有反映出此一語言變化;進而將藉由對英語教師之問卷調查,了解英語教學者對sexist language的教學態度方法;此外並將建議如何在教學中提昇學生對此一議題的自覺程度。語言的目的是為了溝通,要避免誤解、促進和諧,就必須注意語言的社會功能。本文提出此一議題,希望能藉此提昇英語教師對性別歧視用語的自覺,從而在教學時,提醒學生對此議題的注意,助其避免溝通上的誤會,成為更有效的溝通者。 |
英文摘要 | Sexist language--language that either calls unnecessary attention to gender or is demeaning to one gender--has been one of the major issues on the studies of language and gender lately. In many English-speaking western countries, the research of linguists about the "sexism" phenomenon in English has called the attention of the general public. The National Council of Teachers of English (NCTE), for example, has set guidelines for nonsexist use of language, indicating "we need to promote language that opens rather than closes possibilities for women and men." In Taiwan, however, where English is not the primary language, people are generally not sensitive to this sort of language. Most English learners here do not have the awareness of this subtlety that forms our sociopragmatic competence. This paper will first examine both old and new editions of two sets of English teaching materials to see if the usage of nonsexist language has been reflected. Then a survey will be conducted to learn about Taiwan's English instructors' teaching attitudes toward this issue. Finally, methods about how to raise the awareness and encourage the use of nonsexist language among English learners in Taiwan will be suggested. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。