大学申请文书：文化语言的交汇
大学申请文书：文化语言的交汇
陆(1987)一直在自己的母语汉语和日益增长的大学英语之间挣扎，在大学期间，他不得不面对阅读、写作和各种各样的话语。本文认为，语言文化之间存在着一种自然的冲突，通过一种系统的方式运行，这种冲突需要通过将两种语言作为一种文化相互融合来减少或消除，使之更易于理解。大学和学院学习阶段的语言冲突在来美国学习的东方国家学生中更为突出。当中美两种文化相互冲突，将对方定义为“他们”和“我们”时，主要的问题就出现了，这使得区别更加清晰，也更难消除(Holliday, 2005，第23页)。这种分化创造了一种多样而对立的社会结构。这种特殊的方法使得两种语言对立、极端，不愿意走得更近。
陆对话语问题的识别是有效的，因为当一个中国人的家庭，说中文的地方，可能不会鼓励甚至尝试用英语说话和话语，因为英语是一个新的强制性语言，由于文化的转移。
大学申请文书：文化语言的交汇
当个人不考虑学习其他语言和认为这是同义词的语言,他或她就不能学到很多东西而不是浪费时间在认真倾听,学习正在说什么,而不是参加一个流利的话语和涉及语言容易透光率的消息。Cheng(2008)谈到了中国的英语语言测试，在中国，英语教学是从中国的角度进行测试的，这给中国主流的学者和学生提供了一种安慰，他们可以用英语打印论文并分发。这个作者的说法表明,当两个语言是由混合和一个故意决定学习第二语言增强功能的理解,可以理解它也参与知识话语在新的语言,而不是花时间了解。话语观念也被看作是一种实践，它使个体在家庭和大学中对语言的使用更加警觉，从而导致文化语言的交汇。
Lu (1987) has been struggling between his home language of Chinese and the growing college language of English which he had to face during college in reading, writing, and various discourses. This paper will argue that there is a natural conflict between the language culture, running by way of a system, and this conflict needs to be diminished or eradicated by involving the two language as a culture in each other to make it easier for understanding. The conflict of language during the learning phase of university and college is more dominant among students who are from eastern countries coming to the US to study. The primary problem exists when the two cultures, Chinese and American, clash with each other by identifying each other as ‘them’ and ‘us’ which makes the line of difference more clear and difficult to remove(Holliday, 2005, pp. 23). This differentiation creates a social structure which are varied and opposite. This particular approach makes the two languages opposite and extreme and unwilling to come closer. Lu’s identification of the problem of discourse is valid as when a Chinese home, where Chinese language is spoken, will probably not encourage or even try to speak and discourse in English which is a new mandatory language due to the shift in culture of the location.
大学申请文书：文化语言的交汇
When the individual is not considering to learn the other language and consider it as a synonym of the home language, he or she will not be able to learn much and instead waste the time in listening attentively and learning what is being said rather than taking part in a discourse which is fluent and involves both language for easier transmittance of the message. Cheng(2008) speaks about the English language testing in China where the teaching of English language was tested from the Chinese perspective and this provided a comfort to the Chinese mainstream academicians and students to print their papers in English language and distribute. This author’s claims shows that when the two language are made to mix and one deliberately decides to learn the second language for enhancements of its understanding, it is possible to understand it and also to get involved in intellectual discourse in the new language and not spend time in understanding what is being said. The idea of discourse is also seen as a practice which makes the individual more alert of using language at home and at college, and this leads to the meeting of the cultural languages.
