大众文化粉丝对日本语言文化学习看法的影响：基于学生动漫粉丝的情况外文翻译资料

大众文化粉丝对日本语言文化学习看法的影响：基于学生动漫粉丝的情况

（外文原文P53-P56）

动漫

动漫是包括诸如电影，广告，建筑，绘画，时尚，汽车和室内设计等视觉文化的一部分。其“强烈的”视觉文化“是指通过视觉文化[产品和做法]传达构建的价值和身份”（巴纳德，2001年，第1页）。从这个角度来看，动漫对社会的潜在影响是值得研究的，如前所述，从教育者的角度来看，了解学生本身和想法等等是重要的，因为其可能受到这种流行文化文本的影响，并教会学生如何批判性地理解分析这些文本。为了理解，除了上面讨论的一般论点之外，仔细研究为什么尤其需要动漫这个现象是必需的。

什么是动漫？

动漫（发音为AH-nee-may），由“动画”罗马化和缩写的日语单词，是一种媒介，而不是电影类型。在日本语言中，这个词与这里使用的“动画”一词的含义不同。威尔斯（1998）发现的动画的一个定义是“动画的本质在于在纸上创作运动，粘土操纵，模型调整等，在拍摄图像的行为之前，即在成为电影最后框架之间发生的活动”（第10页）。像美国动画电影一样，日本的“动漫”电影充满了创造它们的文化。动漫“展示了从这样的日本传统艺术歌舞伎和木版画的影响，但它也利用了二十世纪电影的世界艺术传统摄影“（纳皮尔，2000年，第4页）。虽然动漫的内容有所不同，但通常是可以辨认其独特的角色设计——细长的理想化身体，以大眼睛为主的简单面孔。

来自流行系列新世纪福音战士的人物形象

因此，虽然动漫的一个定义是日本制作的任何动画电影（帕特阿斯，1999），也可以被认为是一种动画风格。拉马尔讨论在文学中是如何定义动漫的：“动漫似乎也没有比另一种有着不同类型人物的叙事类型多什么；不清楚动漫是否具有作为一种形式、风格或媒介（或媒体的组合）的任何特殊性或其在社会或历史建设中的任何特殊性”（2002年，第187页）。但是，动漫很容易被识别的事实似乎反驳了动漫不是“风格”的观念。“动漫”（或被动漫影响）的电影现在在其他国家产生这一点被进一步证明了（例如，尼克国际儿童频道的《降世神通：最后的气宗》不仅受动漫的影响，而且被推广为一部“动漫电影”）。

动画在日本比在美国显得更受欢迎：几乎在日本制作的所有电影中，有50％是动画的。

与西方的卡通不同，日本的动漫真正是流行文化的主流现象。尽管狂热的动漫粉丝曾经被称为具有贬义的御宅族，并且被保守的日本社会所鄙视，动漫作为一个文化舞台渐渐被几乎所有年轻一代的日本人所接受。（纳皮尔，2000年，第7页）。

纳皮尔解释了日本流行动画受象形文字美学传统文化、经济因素（动画电影制作可以相对便宜）、漫画（漫画）人气的影响；“也许最根本的原因就是阻碍日本社会一致性的场所媒体本身的灵活性，创造力和自由”（第26页）。

动漫中的流派包括从儿童故事到经典的一切电脑网络文学甚至色情内容。与美国动画相比，日本动画显然不只是为儿童而设；动漫主题和主题事件可以令人惊讶地复杂（例如《赤足小子》中处理掉落在广岛的原子弹）。这些电影的质量感觉也有很大差异，从获奖的电影《千与千寻》中获得明显的像宠物小精灵的促销玩具。作为“低俗”文化的一部分，除了适用于审查制度和对儿童的负面影响这样的事情，动漫以前被日本学术界和政府机构所忽视。但是，“在过去里，动画已被越来越多地视为一种具有智力挑战性的艺术形式，作为学术著作中观点的数据证明”（纳皮尔，2000年，第4页）。现在日本政府看到了流行文化中潜在的“软实力”，已经开始积极促进出口动漫等产品。

外文原文网址：

https://www.researchgate.net/publication/37255936

Copyright

by

Kara Lenore Williams

2

006

The Dissertation Committee for Kara Lenore Williams Certifies that this is the

approved version of the following dissertation:

The Impact of Popular Culture Fandom on Perceptions of Japanese

Language and Culture Learning: The Case of Student Anime Fans

Committee:

Zena Moore, Supervisor

Yukie Aida

Thomas J. Garza

Elaine Horwitz

Susan J. Napier

The Impact of Popular Culture Fandom on Perceptions of Japanese

Language and Culture Learning: The Case of Student Anime Fans

by

Kara Lenore Williams, B.A.; M.A.

Dissertation

Presented to the Faculty of the Graduate School of

The University of Texas at Austin

in Partial Fulfillment

of the Requirements

for the Degree of

Doctor of Philosophy

The University of Texas at Austin

May 2006

Dedication

For my family and friends, particularly my fianceacute;, Michael Stockinger, whose patience,

love and support have made this degree possible.

For my mentor, Dr. Zena Moore, who generously gave of her wisdom and time to help

guide this research.

For group of ten special women and men who gave their time, thoughts and ideas to

participate in this study.

Acknowledgements

I am deeply grateful to my supervisor, Dr. Zena Moore, and to Dr. Yukie Aida,

Dr. Thomas Garza, Dr. Elaine Horwitz, and Dr. Susan Napier, the members of my

committee, for the guidance and inspiration they have provided me in writing my

dissertation.

v

The Impact of Popular Culture Fandom on Perceptions of Japanese

Language and Culture Learning: The Case of Student Anime Fans

Publication No._____________

Kara Lenore Williams, Ph.D.

The University of Texas at Austin, 2006

Supervisor: Zena Moore

This research examines the impact of popular culture fandom on perceptions of

foreign language and culture learning within a Japanese studies context, using the

example of student lsquo;animersquo; (Japanese animation) fans. Anime, described by Tominaga

(

2002) as “presently one of the most popular expressions of Japanese culture in

America,” was chosen for its apparent popularity among students of Japanese. This

dissertation presents the results of a study that qualitatively describes the phenomenon of

anime fandom as it relates to a sample of ten Japanese language studentsrsquo; perceptions of

the Japanese language and culture and of language learning. The results of the study

have implications for the language classroom in terms of how instructors might use

popular culture to encourage motivation and self-directed learning, and in terms of

teaching culture and using authentic video materials in the classroom. This

phenomenon also suggests the possibility that generating or capitalizing on interest in the

popular culture of the target language group may be a useful tool in the recruitment of

vi

and retention of language students, given the challenges many language programs face in

attracting and retaining students.

vii

Table of Contents

Chapter 1 Rationale...............................................................................................1

Background of Study ....................................................................................1

Need for Study ..............................................................................................3

Purpose of Study ...........................................................................................9

Significance of Study ....................................................................................9

Chapter 2 Review of the Literature.....................................................................12

Popular Culture.....................................................

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在教学中通过卡通和漫画引导学生学习

概念背景

卡通和漫画在教学中的使用可能激发兴趣并促进参与学习过程。漫画是准备好的图纸：任何大型草图或纸上的设计，代表有或没有声音再现的场景，通常是幽默的。另一方面，漫画是一系列绘画，用于说明图片中故事的顺序。漫画是按顺序绘制讲故事的插图，（“世界百科全书”，2001年和罗宾逊，1981）。

卡通和漫画是图片形式的冒险故事，呈现日常但戏剧化的人的活动。它们帮助解释复杂的主题，并包含有价值的信息教学或娱乐表演（温莎，1980）。使用卡通和漫画作为教学材料，增添了更多的信息，提升了故事的叙事流畅性，带来了与美国及其以外的教育系统的新联系（汉德，2000）。

罗门（2002）提出，漫画是“字与图像之间的戏剧”并且产生了不可思议的效果，“主张漫画可以被证明是一个让学生参与所有学习部署的强大的工具，卡通和漫画是一个完美的图片和单词之间的“联系”，因为这意味着图片和单词没有彼此都不能单独传达。强调这一点的重要性，麦金尼（1981）指出，儿童需要信息和故事书，以建立在阅读和其他学术领域成功所需的背景知识。在幼儿园和小学阶段，收藏应包括图片，漫画杂志，字母书，书本和无字书。

包括索恩斯（1944）；哈奇森（1949）；麦金尼（1981）和杨（2003）等研究人员和学者的共同点，就是几乎没有一个不通过卡通和漫画来呈现话题的。

在恩瓦舒库（1994），布鲁纳（1971）在他的学习和教学理论中，主张“培养创造力”，其中教师必须为扣人心弦的和挑战性的学习创造有利的条件使其可以蓬勃发展。对他来说，这种学习是持续的，因为它的内在动机是丰富的，特别是当孩子看到自己在阅读方面取得成果时。

在恩瓦舒库（1994），皮亚杰（1950）以一种顺应形式观察了孩子认知能力的发展。他的观点强调儿童思想先于行动的重要性。孩子们应该有大量的机会，通过触摸信件的形式，匹配视觉图像和单词，并聆听和尝试发出单词的声音。

创造有利的具有挑战性的学术环境，包括获取适当的学习材料（卡通和漫画），孩子可以学会没有困难的阅读。如金（1989：66）说：

“没有人会爱书和阅读如果他永远不碰它们并和朋友分享它们，所以确保孩子处于被视觉吸引的环境中，而且资料丰富的书籍对于他们未来的阅读发展和一般教育至关重要。

艾农（1985：152），观察到漫画是：

“有助于儿童发展的自然活动（在智力上和社会）使其满意和享受。喜欢玩是一个使孩子们能够将他们的想法、感觉和关系整合、分类的机制，为了更好地了解自己的环境，获得新的经验。”

卡通和漫画是用于交流的文字和图片的合作伙伴，在发展的早期阶段向幼童提供有意义的信息。孩子爱卡通和漫画书的“此时此地”。他们被显示自己周边的、描述日常生活和事件的世界照片所吸引。他们通过图片学习阅读这些书。使用卡通和漫画也有助于改变美国教师对儿童学习的看法。它们对教师的发展能力起着引人注目的作用，并通过图片作品和短篇故事提供有效学习的适当材料（奥德吉德和詹姆士，1981和伊南，1985）。

尼日利亚阿库雷大学的关于四岁孩子的研究实验表明大多数孩子不会认出A字，除非他们被展示画有相近的苹果的画。在这些实验之后，罗宾逊（1981）得出结论，插图是非常重要的与幼儿沟通的媒介。他进一步强调插图是有效的接触观众的手段，无论是儿童还是成年人。

在一篇比较漫画与文字的研究中，索恩斯（1944）杨（2003）引用，发现“一个有利于图片连续性的强烈趋势”，并得出结论，漫画的视觉质量增加学习成就。

外文原文网址：

https://www.researchgate.net/publication/281460631

See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/281460631

ENGENDERING LEARNING PARTICIPATION OF

PUPILS BY USE OF COMICS AND CARTOONS IN

TEACHING

Article · January 2008

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authors, including:

Onyenekenwa Cyprian Eneh

University of Nigeria

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ENGENDERING LEARNING PARTICIPATION OF PUPILS BY USE OF COMICS AND

CARTOONS IN TEACHING

A. N. Eneh and O.C. Eneh

Abstract

There are hues and cries regarding increasing apathy to learning among the pupils

in Nigeria. This study investigates the use of comics and cartoons in teaching

pupils, as a means of engendering participation in the learning process. The

instruments employed in the investigation were cartoon sheets and comic strips,

achievement tests, and observations. The data were analysed using standard

deviation. Unlike the conventional method of teaching reading, using cartoons and

comics engender participation of pupils in the teaching and learning process. It is

recommended among others that the use of cartoons and comics in teaching

reading should be introduced in the curriculum of schools in Nigeria.

Introduction

There is noticeable apathy by Nigerian children towards education. The rate of school drop-

out has been on the increase, while school enrollment and completion rates have been on the decline

(

Eneh. 2000).

Reading is an indispensable tool for achieving emotional stability, enjoying leisure hours,

sharing the life difficult experiences which are written down in books, and keeping abreast of

happenings in the world at large. With reading skill, other subjects can be effectively studied in

schools. The first goal of primary education is to inculcate permanent literacy and numeracy, and the

ability to communicate effectively. Since the rest of the education system is built upon the primary

education, it is the key to the success or failure of the whole education system (Ogunrombi and Adio,

1

995).

Most Nigerian pupils cannot pronounce a word in a given text nor write down correct

spellings of words dictated by their teachers. Poor reading achievements have been reflected in

external examinations, such as the Primary School Leaving Certificate Examinations (PSLCE), Junior

Secondary School Certificate Examinations (JSSCE), West African Senior Secondary Certificate

Examinations (WASSCE), General Certificate in Education (GCE) and the University Matriculation

Examinations (UME), as well as the general development of the Nigerian child (Ogunrombi and Acio,

1

995 and WAEC, 2004).

Childrenrsquo;s poor performance in school and apathy towards schooling have been attributed to

poor reading interests, habits, and environment, especially poor teaching method, such as the

conventional method, involving the teacher-centred reading, individual reading, sight words and look-

and-say instructional method. The conventional method works on the assumption that in all matters of

learning “the teacher knows best.” Here attention is focused more on what is taught and not the child.

Teachers often use the “repeat after me” style of look and say method, usually without visual aids and

other teaching-equipment (Kalu, 2001 and Farrant, l980).

There is the need to engender the interest of pupils in learning for effective participation and

the attendant improved performance in both examination and general lifestyle. The object of this study

was to assess the effect of using comics and cartoons in teaching pupils in order to engender their

interest and participatio

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