跨文化比較與華語電影教學——以「婚慶」主題為例

Abstract

在華語教學裡，「婚禮習俗」鮮少成為跨文化教學的主題，但其卻是華人文化節日中不可或缺的一部分。「婚禮」相關籌備過程及習俗蘊涵多面向文化內涵，透過東西方不同文化背景勾勒出不同的習俗規範，使之成為跨文化教學的新興課題。本研究透過電影情節與台詞反映出中西文化之對比，在不同文化模式下亦呈現出不同的婚姻觀與家庭觀，無論從長輩視角或主角視角，皆有不一樣的詮釋面向。本次研究採用跨文化理論中的比較分析法、文本分析法，藉由亞洲電影《大囍臨門》《結婚那件事》與歐美電影《婚禮大作戰》《伴娘我最大》進行婚禮文化對比，以此分析出不同文化在相同議題上的差異。《大囍臨門》以幽默詼諧的方式呈現出台灣婚禮習俗上的傳統規劃，過程中諸多摩擦也形成了兩位新人的考驗，應驗了「結婚，不是兩個人的事，而是兩家人的事」；《結婚那件事》則展現出亞洲地區結婚所有的開銷及模式,充分表現出結婚主角的心情轉折，實為許多新婚主角的心境；反觀《婚禮大作戰》則表達了西方個體主義精神，婚禮主角為核心策劃人;《伴娘我最大》則透露出西方婚禮女性籌備的心酸與期許。兩部電影呈現婚禮異同之處，同時夾雜華人文化元素比如剪紙、聘禮、龍鳳褂等，透過這些元素幫助學習者理解物品背後所涵蓋的文化意涵。

跨文化電影教學已逐步崛起，教學中文化對比的學習模式讓學習者可以更為貼近生活，並從中了解另一個文化的呈現，開拓學習者的文化花海。本研究對於跨文化電影教學進行一系列文獻探討，期望在前人的研究下，開拓新的面向，以電影為載體將不同的元素納入課堂，讓不同文化背景的學生可以虜獲新的知識點。本研究最終將以文本分析所得之概念結果衍生至課程規劃中，針對歐美文化背景中文能力中高級之成人學習者進行教案編寫，冀望本研究能給予華語教師作為未來教學之參考。In Chinese language teaching, wedding customs is rarely a topic of cross-cultural teaching, but it is an integral part of Chinese cultural festivals. The preparation process and customs related to"wedding" contain multi-faceted cultural connotations, and through the different cultural backgrounds of the East and West, different customary norms are outlined, making it an emerging topic for cross-cultural teaching. This study reflects the contrast between Chinese and Western cultures through the movie plot and lines, and presents different views of marriage and family under different cultural patterns.

This study adopts the contrast analysis method and textual analysis method in cross-cultural theory to analyze the differences between different cultures on the same issues by comparing the Asian movie< The Wedding Diary > <The Wonderful Wedding>and the European and American movie <Bride Wars>and<The Bridesmaids>.< The Wedding Diary > presents the traditional planning of the wedding ceremony in a humorous and witty way, and the many frictions in the process also form a test for the two couples, which is a test of "marriage is not a matter for two people, but for two families". <The Wonderful Wedding > shows all the expenses and patterns of the wedding in Asia, fully expressing the mood of the wedding protagonists, which is indeed the state of mind of many newlyweds. On the contrary,< Bride Wars > expresses the spirit of Western individualism, with the main character of the wedding being the core planner; <The Bridesmaids> reveals the heartache and expectations of women preparing for a Western wedding. The two films present the similarities and differences of wedding ceremonies, while interspersing Chinese cultural elements such as paper cuttings, bride price, dragon and phoenix coats, red umbrellas, etc. Through these elements, they help learners understand the cultural connotations behind the objects.Intercultural film teaching has gradually emerged as a mode of learning through cultural contrasts that allows learners to be more in touch with their lives and to understand the presentation of another culture, thus opening up the learners' cultural flowering. In this study, a series of literature studies on intercultural film teaching are conducted with the hope of developing new perspectives based on previous studies, using film as a vehicle for incorporating different elements into the classroom so that students from different culturalbackgrounds can acquire new knowledge points. This study will eventually derive the conceptual results from the text analysis into curriculum planning for adult learners with intermediate to advanced Chinese proficiency from European and American cultures.