张婷正文浅析中学英语教学中的文化渗透OnCultureInfil.docx
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张婷正文浅析中学英语教学中的文化渗透OnCultureInfil.docx
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张婷正文浅析中学英语教学中的文化渗透OnCultureInfil
大理学院毕业设计(论文)
浅析中学英语教学中的文化渗透
OnCultureInfiltrationinMiddleSchoolEnglishLanguageTeaching
学院:
外国语学院
专业:
英语
年级班级:
07级2班
学生学号:
16
学生姓名:
张婷
指导教师:
朱琳
起止日期:
2010年10月-2010年12月
制表日期:
2010年12月19日
OnCultureInfiltrationinMiddleSchoolEnglishLanguageTeaching
ZhangTing
English2007-2
ZhuLin(AssociateProfessor)
December19,2010
摘要
语言是文化的载体,语言与文化二者彼此作用。
语言,作为一种符号系统在其具体应用中,因不同的情景和文化而产生不同的语言行为,具有不同的文化意义。
随着英语教学研究的深切,文化对英语教学的影响愈来愈受到人们的关注。
本文将从我国中学英语文化教学的现状入手,结合中学英语教学大纲的要求,探讨在中学英语教学中进行文化渗透的重要性、需要进行文化渗透的内容、渗透的方式策略及应遵循的原则。
只有当学习者对英语文化背景知识有了专门好的了解,才能使他们不但从表面上而且从本质上真正了解和掌握英语,从而减少英语交流的障碍,真正学好英语,用好英语。
关键词:
英语教学;文化渗透;方式策略
Abstract
Languageisthecarrierofculture.Theyinteractwitheachother.Andlanguageisasystemofsignsthatcanproducedifferentspeechactionandculturalmeaningbecauseofdifferentculturalcontext.WiththedevelopmentofresearchonEnglishlanguageteaching,theinfluenceofcultureonEnglishlanguageteachingisattractingmoreandmoreattention.AccordingtotherequirementoftheEnglishsyllabusandEnglishprogramforthemiddleschoolEnglishlanguageteaching,thisthesisfocusesonthecurrentsituationofculturalteachinginmiddleschoolsinourcountry,theimportanceofcultureinfiltration,thecontentofculturethatshouldbeinfiltrated,themethodsusedtoinfiltratecultureandtheprinciplesteachersshouldfollowinmiddleschoolEnglishlanguageteaching.OnlywhenthelearnersunderstandtheEnglishbackgroundknowledgewell,cantheycomprehendandmasterEnglishinnature,sothattheobstaclesexitingintheirEnglishcommunicationwillbeeliminatedeffectively.ThusthelearnerscanlearnanduseEnglishwell.
Keywords:
Englishlanguageteaching;cultureinfiltration;strategy
Contents
Introduction……………………………………………………..………….....
1
1.ThereasonsforthelackofcultureinfiltrationanditsinfluencesonEnglishlanguageteachingandlearning………......
3
Thereasons………………………………………………………………
3
1.1.1Payingmoreattentiontolanguagesymbols……………………..
3
1.1.2Singleteachingmethod……………………………………………
3
1.1.3Englishteachers’variousabilities………………………………..
3
TheinfluencesonEnglishlanguageteachingandlearning…………..
4
2.Theimportanceofcultureinfiltration……………………………….
5
TherequirementofmiddleschoolEnglishlanguageteachingsyllabusinChina……………………………………………………..
5
Therelationshipbetweenlanguageandculture……………………..
6
Thebackgroundknowledgethatshouldbeinfiltrated……………...
8
2.3.1Culturaldifferencesineverydayconversation………………….
8
2.3.2ThecultureandEnglishvocabulary……………………………..
9
2.3.3Idioms………………………………………………………………
10
2.3.4EnglishandAmericanliterature…………………………………
10
3.Thestrategiesofcultureinfiltration…..………………….................
1.
11
Comparison…………………………………………………………….
11
Directexplanation……………………………………………………...
12
3.2.1Usingtextbook…………………………………………………….
……………………………
12
3.2.2UsingEnglishsongs……………………………………………….
13
3.2.3UsingEnglishfilms………………………………………………..
14
Discussion……………………………………………………………….
15
Otherwaysofcultureinfiltration……………………………………..
16
TheprinciplesthatEnglishteachersshouldfollow…...………….......
16
Conclusion……………….………………………………………...................
17
Notes……………………………………………………………………………
19
Bibliography………………………………………….……………..………....
21
Acknowledgements
Introduction
Withthedevelopmentofsociety,weliveinanagethatmanychangesintechnology,travel,economicandpoliticalsystems,immigrationpatternsandpopulationdensityhavecreatedaworldthatcultureeffectscommunicationinsubtleandprofoundways.Ourculturalbackgroundknowledgeandexperiencesdeterminehowweinteractwitheachother.
Withthefrequentinterculturalcommunication,moreandmoreattentionisbeingpaidtotheresearchesoninterculturalcommunication.Atfirst,theresearchersmainlypaidtheirattentiontotherelationshipbetweenlanguageandculture.Itiscommonlyacceptedthatlanguageisapartofculture,anditplaysaveryimportantroleinculture.Browndescribedthetwoasfollows:
“Alanguageisapartofacultureandacultureisapartofalanguage;languageandcultureareintricatelyinterwovensothatonecannotseparatethemwithoutlosingthesignificanceofeitherlanguageorculture.”Inaword,cultureandlanguageareinseparable.
Inthe1920s,AmericanlinguisticsSapirsaid:
“languagehasitsownenvironment,anditcannotexistwithoutculture.”Andsaid:
“languageisasetofcharactersorelementsandrulesfortheiruseinrelationtooneanother.”Thesecharactersorelementsarelanguagesymbolsthatareculturallydiverse,thatistosay,theydifferfromoneculturetoanother.
In1982,HuWenzhongpointedout:
therewasacloserelationshipbetweenculturaldifferencesandforeignlanguageteaching.Andtherewerethreerelationsthatteachersshouldpayattentionto.Thefirstistherelationbetweenlanguageandculture.Thesecondistherelationbetweenlinguisticcompetenceandcommunicativecompetence.Thethirdistherelationbetweenforeignlanguageteachingandotherschoolsubjects.
CaoWenputsforwardtherearetwolevelsofEnglishculturalteachinginhisarticle.“Oneisthelevelofculturalknowledge,andtheotherisculturalunderstanding.”Sowhenteachingalanguage,ateachershouldinfiltrateitscultureproperly,sodoestheEnglishlanguageteaching.
However,cultureinfiltrationinmiddleschoolEnglishlanguageteachingisnotideal.Aninvestigationshowsthat“only37%studentsthinkthatitisnecessarytoinfiltratecultureinmiddleschoolEnglishteaching,and58%studentsthinkitisalittlehelpfortheirstudies”.What’sworse,in2008,LiLijiemadeaninvestigationonwhethertheEnglishteachersinfiltratecultureornotinseniorhighmiddleschoolEnglishlanguageteaching.
AtableaboutthesituationwhethertheEnglishteachersinfiltratecultureinseniorhighschool
Frequency(%)
Contents
Always
often
sometimes
occasionally
never
Oftenusedidioms
Codeofconduct
Socialetiquette
Modeofthinking
Values
Nonverbalcommunications
Fromthetable,wecanlearnthatthesituationofcultureinfiltrationinmiddleschoolEnglishlanguageteachingisnotoptimistic.TheEnglishteachersinmiddleschoolsignoretheimportanceofcultureinfiltration,andpaymoreattentiontothemeaningsoflanguagesymbols.Andwhatthestudentsgainisseriesoflanguagesymbols.
Researchesaboutthistopicarevarious;someresearchersworkedoutthatwhatkindofcultureshouldbeinfiltratedinEnglishlanguageteaching,andsometellushowtoinfiltratecultureinEnglishlanguageteaching,andothersdonotonlytelluswhatshouldbedonebutalsohow.However,theydonottelluswhatweshoulddoaswhattheysuggestinprimaryschool,middleschoolorcollegeEnglishlanguageteaching.Andwhattheysuggestedisnotcomprehensiveandsomeofthesuggestionsareobsolete.What’smore,theyneglectedChinesecultureinfiltration.
Basedontheirresearches,thisthesiswillstudyfurthermore,andtrytofindoutsomethingbetterandusefulforMiddleschoolEnglishteachers.ThemiddleschoolEnglishteachersareexpectedtobeawareoftheimportanceofcultureinfiltrationinEnglishlanguageteachingsothattheycouldworkefficiently,andthestudentswouldpossessthecrossculturalcommunicativecompetenceandthelinguisticcompetenceatthesametime.
1.ThereasonsforthelackofcultureinfiltrationanditsinfluencesonEnglishlanguageteachingandlearning
Thereasons
1.1.1Payingmoreattentiontolanguagesymbols
Influencedbytheexamination-orientededucation,Englishteachersinmiddleschoolsmainlypaytheirattentiontothepronunciations,vocabularyandgrammar,butignorethatlanguageisthecarrierofcultureforthattheywishtheirstudentstogethighermarksinexaminations.TheyarenotawarethatitisnecessarytoinfiltratecultureinEnglishlanguageteaching.So,Englishlanguageteachingshouldstrengthencultureinfiltration,orthestudentswhocanspeakEnglishwithwellpronounce,rightgrammar,andgethighmarksinexaminationswouldbealwaysmakingmistakesincrossculturalcommunicationjustforthelackofknowledgeofculture.
1.1.2Singleteachingmethod
ThepatternofEnglishlanguageteachinginourcountryismainlyexplicitconduct.Englishteachersdeliverlanguageknowledgetostudentsunidirectionallyandmoststudentsreceivetheknowledgepassively.Inclasses,therearenotmutualactivities.AlthoughthereissomethingaboutculturethatshouldbeinfiltratedinEnglishlanguageteaching,yetsometeachersjustmakeitacasualremarkinpassingwithexplanation,andtheydonottalkwiththeirstudentsabouttheconnotationofculture,sothatitcannotsatisfythestudents’thirstforknowledgeofculture.
1.1.3Englishteachers’variousabilities
“Theroleoftheteacherchangesfollowingtheaimsoftheclass,theteachermayfunctionmoreasacontrollerifheismainlydoingpresentationofnewlanguagepoints,whereasheismoreofaresourceorprompteroraparticipantincommunicativeactivities”Asacontroller,aresourceoraprompterinclassroomteaching,anEnglishteachershouldprovidestudentsinformationaboutthedifferencesbetweentwocultures–ChineseandEnglishandexplainthem.However,theEnglishteachershavevariousinterestsandstudyhabits,differentunderstandingaboutcultureandvariousabilitytoexplain,sothatthecultureknowledgetheyhaveownedandthewaysinwhichtheyinfiltrateculturearevarious.Thatistosay,onewhois
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