大学英语演讲教材的跨文化叙事研究——以《理解当代中国·英语演讲教程》为例

A Study of Intercultural Narrative in College English Public Speaking Textbooks—The Case of Understanding Contemporary China: A Public Speaking Course

摘要: 本文以《理解当代中国·英语演讲教程》为研究对象，对全书153个编码单位进行内容分析与任务分析，考察教材中的跨文化叙事资源、受众相关资源及其进入演讲任务的方式。研究发现，教材以当代中国议题和宏观国家、社会叙事为主要内容基础，提供了人物、情境、事件、故事及多种解释资源。但个人经验调用和叙事结构指导较少；目标受众设定较为常见，受众理解困难分析和误读预判则明显不足；任务以内容支持、策略教学、操练和口头产出为主，受众调整多集中在技能板块和单元最终产出，与内容板块中的背景资源缺少衔接，产出后的反馈与修改也较少。本文认为，教材已初步将叙事、受众意识与表达策略纳入演讲训练，其宏观叙事取向与课程思政要求及中国话语表达训练的定位相一致，有待加强的是公共话语向学生个人讲述和具体受众表达的转化。教学中可借助教材范例讲解叙事结构，把受众分析前移到单元任务，并在最终产出后增设反馈与修改。

Abstract: Taking Understanding Contemporary China: A Public Speaking Course as its research object, this study conducted content analysis and task analysis on the 153 coding units of the textbook to examine its intercultural narrative resources and audience-related resources and how these resources are incorporated into speaking tasks. The findings show that the textbook draws mainly on contemporary Chinese issues and macro-level national and social narratives, providing characters, situations, events, stories, and a variety of explanatory resources, but it seldom makes use of personal experience or offers guidance on narrative structure. Target audiences are frequently specified, whereas analysis of audience comprehension difficulties and anticipation of misreadings remain clearly insufficient. The tasks concentrate on content support, strategy instruction, practice, and oral production; audience-based adjustment appears mainly in the skills sections and the end-of-unit speaking tasks, with weak links to the background resources in the content sections, and feedback and revision after production are scarce. The study argues that the textbook has begun to incorporate narrative, audience awareness, and delivery strategies into its public speaking training and that its macro-level narrative orientation is consistent with its role in curriculum-based ideological and political education and in training students to articulate Chinese discourses; what needs strengthening is the transformation of public discourse into students’ own narration for specific audiences. In teaching, the model speeches in the textbook can be used to teach narrative structure, audience analysis can be moved forward to the unit tasks, and feedback and revision can be added after the final speaking tasks.