The structure of speech culture

Personally, I understand that the quality of language and culture consists of two major parts and five sub-items. The two parts divide speech culture into two parts: material form and spiritual form, imitating the first-class standard of cultural classification. These five sub-items are:

(1) speech material. Words and vocabularies (including form, sound, basic meaning and writing) that have solidified into "tool culture" in current society are only equivalent to the teaching contents referred to by the language school and tool school of Chinese education theory school. The theory of speech culture in Chinese education regards the form, sound and meaning of language as the material culture of speech activities. People use language in two states: internal verbal thinking, external verbal communication and written communication. Thinking with concepts, word formation and speech act are all based on the premise that language exists as a substance. Speech activity, the dialectical law of movement tells us that there is no immaterial movement.

(2) voice products. Specifically refers to articles and discourses. In the past, China's philosophy of education did not recognize the nature of words as phonetic works, only articles were phonetic works, because sound waves disappeared after attenuation and could not be regarded as products. Modern scientific and technological means have been able to easily record and reproduce audio and text, which belong to the completed text.

(3) Speech skills. Including the grasp of speech materials, the grasp, analysis, reorganization and creation of speech text structure and other general operations.

(4) speech norms. Refers to the institutional culture in verbal communication. For example, the order of writing, the adaptability in oral communication and the requirements of civilized communication, the format of written works, etc.

(5) Speech aesthetics and national psychological characteristics of speech. In the process of speech, different nationalities have their own aesthetic tastes. In the process of speech, national identity and psychological trend also exist objectively. Linguistics, culturology, ethnology, psychology and other disciplines almost all admit that it is difficult to completely separate language from nationality. "Language is the most recognizable national symbol" (Linguistic Language Press, 2004.4 p7, edited by Hu), and the previous article also quoted "Language is still regarded as a national symbol". The reason why speech aesthetics and national psychological characteristics of speech are listed as a sub-item of speech culture is because, otherwise, we really can't explain why China society has chosen rhetoric as the content of written language education since ancient times. Why choose classic literature as teaching material? Moreover, why does the contemporary Chinese curriculum stipulate in the syllabus and curriculum standards that Chinese curriculum should "play its due role in cultivating students' ideological and moral quality, scientific and cultural quality", "cultivate patriotic feelings and socialist moral quality" and cultivate students' thoughts and feelings of "loving the language and writing of the motherland"? Differences between languages will lead to differences between cultures, as will language induction and suggestion. Culture is a culture in a broad sense and a unique material object including people, environment, knowledge and technological achievements. Culture is determined by many factors, mainly by nine factors, namely environment, language, science and technology, material desire power, lust power, power desire power, aesthetics, yin and yang, and the choice of everything. Language is just one of them.