Cultivating Students Cultural Awareness with Junior English.docx
- 文档编号:5969146
- 上传时间:2023-05-09
- 格式:DOCX
- 页数:18
- 大小:30.49KB
Cultivating Students Cultural Awareness with Junior English.docx
《Cultivating Students Cultural Awareness with Junior English.docx》由会员分享,可在线阅读,更多相关《Cultivating Students Cultural Awareness with Junior English.docx(18页珍藏版)》请在冰点文库上搜索。
CultivatingStudentsCulturalAwarenesswithJuniorEnglish
CultivatingStudentsCulturalAwarenesswithJuniorEnglish
CultivatingStudents’CulturalAwarenesswithJuniorEnglish师范学院英语教育专业学号:
2002122180姓名:
郑馥佳AthesissubmittedinpartialfulfillmentoftherequirementsforthedegreeofBachelorofArtsintheForeignLanguagesDepartment,NormalcollegeShenzhenUniversityMay2006ContentsAcknowledgementsAbstract991Introduction……………………………………………………………………….102CultureinEnglishTeachingandLearning……………………………………...101Therelationshipbetweenlanguageandculture………………………………......102TheimportanceofknowingthecultureinEnglish-speakingcountrieswhenlearningEnglish…………………………………………………………………..113JuniorEnglishasaGoodTextbookonCultivatingCulturalAwareness……..111TherequirementsofculturalawarenessinthenewNCSE……………………….132BriefintroductionstoJuniorEnglish……………………………………………..154CultivatingStudents’CulturalAwarenesswithJuniorEnglish……………...15-1-
1TheculturalelementsinJuniorEnglishaccordingtothenewNCSE……………162AdviceonadaptingJuniorEnglishtotherequirementsofcultivatingculturalawareness………………………………………………………………………...19
(1)TeachingCultureClub………………………………………………………..19
(2)Cultivatingculturalawarenesswhenteachingvocabulary…………………...20(3)Cultivatingculturalawarenesswhenteachingdialogues…………………….22(4)Cultivatingculturalawarenesswhenreadingthetexts……………………….225Conclusion………………………………………………………………………...23Bibliography…………………………………………………………………………24CultivatingStudents’CulturalAwarenesswithJuniorEnglish(师范学院英语系郑馥佳)(学号:
2002122180)ACKNOWLEDGEMENTSFirstandforemost,myheartfeltgratitudegoestomysupervisor,MsQuLingling,whoseguidanceandpatienceprovidedmeanimportantsupportthroughouttheprocessofwritingandrevisingthisthesis.Mythankstohercouldneverbeenough.Secondly,mysincerethanksshouldgototheEnglishfacultyoftheNormalCollegeinShenzhenUniversity,especiallytoProfessorXuWenbo,MsXuZhongxiang,MsQianBingandMrQiFang,forgivingmeendlesshelpandguidanceduringmyfouryearsofundergraduatestudy.Lastbutnotleast,IamgratefultooforthepassionatehelpfrommyfriendsZhangShanshanandCaiZehui,whotriedallthemeanstosupplyalargeportionofthereferencematerialusedinpreparingthispaper.AndIalsowishtothankmyclosefriendsChenXiangna,ZhangJiexuan,LinXiaominandHongRuisha,fortheirencouragementandhelpwhenIwasupsetandtheirgenerositylendingmetheircomputerwhenIneededtoprintmypaperout.【Abstract】IthasbeenahottopicfortheteachersinChinathatEnglishteachingisnotmerelya-2-
processofteachingthelanguage;butaprocessofbroadeningvisions,enrichinglifeexperiencesandpromotingthepragmaticcompetencesofstudents.TheNewNationalCurriculumStandardofEnglish(thenewNCSE)issuedin2001provedthatQualityeducationhastakentheplaceofexam-orientededucation.It’sobviousthatfortheyoungteenagersacquiringculturalawarenesspostsanewchallengetoEnglishteachers,andatextbookwhichcanprovidethemwithasmanyaspossibleculturalelementsisindemand.JuniorEnglishisasuitabletextbook,whichiswithespeciallyobviousfeaturesofinterculturalcommunication,andsurelyishelpfulforEnglishteacherstoconquerthechallenge.Thisthesisintroducesthetextbookinthispointofview,explorestheelementsofcultureinitaccordingtotherequirementsofculturalawarenessforthejuniorhighschoolstudentsthathasbeenmadeinthenewNCSE,andprovidessomepossibleteachingsuggestionsonusingthetextbookasaresourceofteachingtheculturesinEnglish-speakingcountries.摘要:
在中国,越来越多的教师认识到教授英语不仅仅是一个教授语言的过程,而且是一个扩展学生知识面、丰富学生生活经验、提高学生语用能力的过程。
我们可以从2001年出台的全国英语新课程标准中找到依据,素质教育已经取代了应试教育。
培养学生的文化意识成为了英语新课标的重要组成部分,这给英语教师们提出了新的挑战,对含有尽可能多文化元素的教材的需求显得尤为迫切。
《初中英语》而正是这样一套教材,它具有非常明显的跨文化交际特点,能帮助英语教师们迎接这一挑战。
本文从跨文化交际的角度介绍了《初中英语》,根据英语新课标中针对初中学生提出的文化意识的要求,发掘其中的文化元素,并提出了一些可行的教学建议,使这套教材成为教授英语国家文化的资源。
【Keywords】culture,Englishteaching,culturalawareness,JuniorEnglish,thenewNCSE教师点评:
本论文作者以全国英语新课程标准中提出的培养学生文化意识的要求为依据,利用《初中英语》这套英语教材,努力发掘出其中所蕴含的多元文化因素,从跨文化交际的角度提出了一些可行性教学建议。
这是一个有挑战性的选题。
本文作者采用事例型论据与理论相结合的方法展开,以大量教材中的实例进行论述,层次分明。
各章节之间联系自然,结构严谨,行文流畅。
文章中的建议对如何在初中英语教学中培养学生的文化意识有一定的实用参考价值。
(点评教师:
屈玲玲)指导教师:
屈玲玲1.IntroductionItisbroadlyacceptednowthatlanguageiscloselyrelatedtoculture.Earlyinthe1920s,EdwardSapirhas“concludedthatalanguageandthecultureofitsspeakerscannotbeanalyzedinisolation”(Sapir:
1921–secondquotefromEliHinkel2001:
2).Andthestudyofinterculturalcommunicationtheory,whichwaspopularsinceabouttwodecadesago,finallycarrieditsinfluenceintosecondlanguageandforeignlanguageteachingandbecomeahottopicamongteachersandresearchersofEnglishteaching.Asaresult,theobjectiveonculturalawareness,in2001,forthefirsttimeisspecifiedinTheNewNationalCurriculumStandardofEnglish(thenewNCSE),whichformsanimportantpartinthecomprehensivelanguagepragmaticcompetenceofthestudents.Thisshowsusthattheteachingstaffisnowpayingmoreandmoreattentiontotherelationshipbetweenlanguageandculture,there’snodoubtthatEnglishteachingwillattachgreaterandgreaterimportancetocultivatingtheculturalawarenessanddevelopingtheinterculturalcommunicationcompetence.CaoWenpointedoutin1998thattheresearchofcultureteachinginlanguageteachingwasmainlyaboutthreeaspects,whetherit’snecessarytoteachculture,whattoteachandhow.It’sobviousthatcultureshouldbemadeasanimportantpartoflanguageteaching,andthusthefocusnowiswhatcanbetaughttothestudentsandhowstudentscanbecultivatedoracquireculturalawareness.Thenew-3-
editionoftextbookforthejuniorhighschoolstudentsinShenzhen—JuniorEnglish,compiledbyboththeEnglishTextbookCompilingGroupofShenzhenBasicEducationandLongmanHongKongEducation—iscompiledinthespiritofthenewNCSE,andthecompilersmakealotofeffortoncultivatingthestudents’culturalawareness.Therefore,thisthesiswillfirstexplaintheimportanceofcultureinEnglishteachingandlearning.Next,itwillintroduceJuniorEnglishasagoodtextbookoncultivatingculturalawareness.Afterthat,ittriestodisplayhowthiseditionoftextbookhelpscultivatingthestudents’culturalawareness,andwhattheteacherscandoinordertomakeagooduseoftheedition.Andfinallyitdrawsaconclusiononthewholethesis.2.CultureinEnglishTeachingandLearning“Appliedlinguistsandlanguageteachershavebecomeincreasinglyawarethatasecondorforeignlanguagecanrarelybelearnedortaughtwithoutaddressingthecultureofthecommunityinwhichitisused”(EliHinkel2001:
2).Thenwhatistherelationshipbetweenlanguageandculture?
1TherelationshipbetweenlanguageandcultureItmaybewellknownthatlanguageisamirrorofculture.Actuallytherelationshipbetweenlanguageandcultureismorecomplex.Firstly,languageisinfluencedandshapedbyculture,reflectingmanyfeaturesofculture.(孙利民2005:
7)Herearesomeexamples,Differentpeoplesliveindifferentareasowndifferentcultures,thisisreflectedbythelanguagesusedthere.Eskimos,livingintheworldofsnow,havehundredsofwordsrelatedtosnow,whichdistinguishamongdifferenttypesofsnow,anddescribetheformingprocessofsnowanddifferentweatherconditionswhensnowing.ItisimpossibleforthepeoplelivinginArabhavesuchadistinctionofsnow.Nevertheless,thereareoverathousandwordsinArabicwhichareusedtotalkaboutallkindsofcamelsanddifferentperiodsoftheirgrowth.Animalswiththecertaindistinctivefeaturesarenotalwayswiththesameimplicationindifferentcultures.Dog(狗)isknownasacommonfour-leggedanimalinbothwesternandChinesecultures,however,it’squitedifferentinEnglishandChineselanguageswhenassociatingwith“dog(狗)”.InEnglish,becauseofthecloserelationshipbetweenhuman-beingsanddogs,theword“dog”iscommendatory,youcanfindtheevidencesinthephrasessuchas“anolddog”,“betopdog”,“aluckydog.”,etc..(王蔷2003:
294)WhileinChinese,thesecondaryassociationoftheword“狗”isusuallyderogatory,e.g.狗仗人势,落水狗,丧家狗,andsoon.Whenreferringtomagpie(喜鹊),westernersandChinesehavethesameideasaboutwhatitlooksandsoundslike,buthavetotallydifferentideasofitssecondaryassociation.InChineseitisasymbolicofhappynewsandgoodluck,whereasinEnglishitissaidtobeanuncannybird.Secondly,languageisbutaspecialpartofculture,becauseitcanrepresentalltheothercomponentsofculture.(孙利民2005:
7)Orwemaysaythatlanguageisthecarrierandcontainerofculture.Humanknowledgeandexperienceisusuallydescribed,discussed,andstoredinlanguage.Therefore,humanknowledgeandexperienceareabletopassfromgenerationtogeneration.Thus,languagehelpstoreinforcecertainideasandbeliefswithinaculture.Forinstance,Differentpeoplescelebratedifferenttraditionalfestivalsduringayear.WecelebrateSpring-4-
Festival,FestivalofLanterns,DragonBoatFestival,DoubleNinthFestival,andwintersolsticeinChina,whereaswesternerscelebrateChristmas,Easter,andHalloweenintheircountries.Peopleraisedindifferentculturesareaffectedbytemythsintheiowncultures,therefore,theybelieveindifferentgods.GreekpeoplebelieveinZeus,Jupiter,whileChinesebelievein“Yudi”(玉帝),“Yuelao”(月老).Inshort,languageandcultureinteractandinterplay.Ononehand,languageisinfluencedbyculture,sothevocabulariesofdifferentlanguagesindifferentculturesaredifferent.Ontheotherhand,cul
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- Cultivating Students Cultural Awareness with Junior English
链接地址:https://www.bingdoc.com/p-5969146.html