Cultural Factors in English Teaching1.doc
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1、英语教学中的文化因素Cultural Factors in English Teaching ContentsAbstract 1Key words 1 .Introduction 1. Importance of Cultural Factors in Language Learning .32.1. Problems 32.2 Culture & Language .4. Cultural Factors.4 3.1 Understandings of Cultural Factors. 43.2Classification of Cultural Factors .6. Culture
2、Teaching.74.1Problems.74.2 The Significance and Functions of Culture Teaching in English Teaching.84.2.1 The Significance of Culture Teaching.84.2.2 Sample Teaching Methods.94.2.3 Functions of Culture Teaching .104.3 What is Culture Teaching?.104.4 Two Modes for English Culture Teaching .114.4.1 Int
3、ercultural Communication (跨文化交际法) .11 4.4.2 Mold II:The Acculturation Mode(文化移入法) .124.4.3 Features of the Two Molds.13. Learners Factors .14 5.1 English Majors vs. non-English Majors145.2 Advanced English Learners vs. lower Learners.14 5.3 Short-Time Learners vs. Long-Time Learners.14. Conclusion.1
4、4References.15Cultural Factors in English Teaching摘要: 英语语言的学习和对该语言的运用能力与文化因素是分不开的.英语教学一改以往重语法知识轻交际能力,重语言形式忽略文化因素的不良模式,将文化教学作为一项重要教学内容.因此文化教学的内容设置应以文化因素自身特点为依据,针对不同授课对象,在英语教学中进行文化移入或跨文化交际模式的文化教学,并将文化教学与传统的英语教学结合起来将使英语教学更有效履行其培养具有跨文化交际能力的外语人才的使命. 关键词: 文化因素;文化教学;文化移入法; 跨文化交际法Abstract: Cultural factors
5、are playing quite important roles in the process of English learning and have immense influence on the ability of using this language. Changes are happening to English teaching methods that culture teaching is being taken as a necessary part of teaching this language. English teaching used to put mo
6、st attention to the teaching of grammars and structures, neglecting to cultivate the learners cross-cultural communicating competence and strengthen the forms of the English language too much to lend enough importance to cultural factors. In culture teaching, features of cultural factors should be t
7、aken into consideration before deciding what to teach. Acculturation Model and Inter-cultural Communication Model are typical ways to conduct culture teaching. Choices can be made between the two according to the different learners. The task of cultivating students English language ability and cross
8、-cultural communicating competence can be better performed when culture teaching is combined with traditional English education.Key words: cultural factors; culture teaching; acculturation model; intercultural communication model IIntroductionEnglish learners have been facing a problem of misunderst
9、anding when communicating with English speakers, although the language used in communication may be faultless. A serious question is that the speaker tends to cause amusement or laughter, a harmless statement would probably cause displeasure or anger and jokes to a foreign speaker who may respond wi
10、th blank face and strong silence. It is cultural differences that cause the awkwardness. Because of cultural differences, the same word or expression may not mean the same thing to people of different cultures. For many years, English teaching has been following a traditional way of studying pronunc
11、iation, vocabularies, grammar and rhetoric. Although these language points are essential to our students in hearing a language and its quite important for teachers to put on basic skills of listening, speaking, reading, writing and translation, a demand for cultivating the ability of intercultural c
12、ommunication is not satisfied in present English teaching. Foreign language teaching in some respects involves teaching a foreign culture. One cannot learn a foreign language well unless one has the knowledge of the culture of the country or the people who speak it, although some other issues concer
13、ned with the communicative use of the language have to be dealt with in the class designing. Cultural factors are among these issues, such as the awareness of cultural difference between the people of the target language and the learner group. This lies in the fact that language is a part of culture
14、 and plays a very important role in it. Language is influenced and shaped by culture (Deng & Liu, 1989) .So teaching a language, in fact, is inseparable from learning its culture. According to Jia Yuxin, cultural factors mean not only such material things as cities, organizations and schools, but al
15、so non-material things such as ideas, customs, family patterns, languages, etc. Cultural factors are always implied in a certain language and reflected from the course of using this language (Zhao ai guo& Jiang yaming, 2003) English teaching must aim at something higher than communication in daily l
16、ife situations. The English language learners should obtain higher aims, social cultural competence. Two ways of culture teaching are mainly discussed in this paper: Acculturation Model the process of becoming adapted to a new culture(Brown, 1980:33) and the Intercultural Communication Model, aiming
17、 to help organize communicative class where learners get the awareness of cultural difference.Learners factors are very influential to the conduction of culture teaching. Differences exist among college students. Contrast can be made in three catalogues: English majors vs. Non-English majors; learne
18、rs whose English is at low level vs. those at high level; Short time learners vs. long term learners. Importance of cultural factors in Language Learning2.1. ProblemsEnglish learners have been facing a problem of misunderstanding would arise when communicating with English speakers although the lang
19、uage used in communication may be faultless. A problem that is originally serious may cause amusement or laughter, a harmless statement may cause displeasure or anger. And sometimes jokes by a foreign speaker may be received with blank face and strong silence. It is cultural differences that cause t
20、he problems. Because of cultural differences, the same word or expression may not mean the same thing to people of different cultures. Differences across cultures are more talked about and explored than differences within the same culture. The reason for this is due to the common belief that people
21、from the same country have the same cultural veins and therefore a good match for each other because they are falsely assumed to be matched culturally or ethnically. Followings are some examples from our life that are concerted with cultural differences:Example I: A young Chinese went for a swim in
22、a nearby public pool. To the surprise of his roommates and a foreign friend, he returned very quickly. “The pool was too crowded”, he explained. “And the water should have been changed a long time ago. It was so dirty .It was like “芝麻酱煮饺子” (dumplings being cooked in sesame paste). But to the foreign
23、er, who had never tasted sesame paste and had never seen jiaozi being cooked, as a result the humor was totally lost. To describe a very crowded gathering, westerners often say “it was packed like sardines” .Similarly very few Chinese have ever seen a newly opened can of sardines, with neat rows of
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