文化导入法在词汇教学中对培养学生跨文化交际能力的作用.pdfVIP

unstable: that is, they vary considerably, as we have seen, according to culture, historical period, and the experience of the individual. Although it is too simple to suggest that all speakers of a particular language speak exactly ‘the same language’, it can be assumed, as a principle without which communication through that language would not be possible, that on the whole they share the same conceptual framework, just as they share approximately the same syntax. In fact, some recent semanticists have assumed that the same basic conceptual framework is common to all languages, and is a universal property of the human mind. Connotative meaning is indeterminate and open-ended in a sense in which conceptual meaning is not. Connotative meaning is open-ended in the same way as our knowledge and beliefs about the universe are open-ended: any characteristic of the referent, identified subjectively or objectively, may contribute to the connotative meaning of the expression which denotes it. In contrast, it is generally taken as fundamental to semantic theory that the conceptual meaning of a word or sentence can be codified in terms of a limited set of symbols (e.g. in the form of a finite set of discrete features of meaning), and that the semantic representation of a sentence can be specified by means of a finite number of rules. (Leech, G. N, 1981:12-13). 1.5 Vocabulary Teaching and Culture To realize the relationship between vocabulary teaching and culture, we need to make clear the relationship between vocabulary and culture. According to Sapir, “ the complete vocabulary of a language may indeed be looked upon