英文文献我们的跨文化教育在英语语言教学.docx
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英文文献我们的跨文化教育在英语语言教学.docx
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英文文献我们的跨文化教育在英语语言教学
OnCross-culturalEducationinEnglishLanguageTeaching
Abstract:
Nowadays,Englishhasbecomeauniversallanguagewhichisplayinganimportantpartininternationalcommunicationandcooperation.Duetothedifferentvalue,religion,customandhistoryofeachcountry,aforeignlanguagelearnerstudyingalanguagemeansthestudyofaculture.Cultureisapartoflanguageandplaysaveryimportantroleinlanguageteaching.Inrecentyears,therelationshipbetweenlanguageandculturehasbecomeakeysubjectinteachingEnglishasaforeignlanguage.Englishteachersshouldnotonlyteachlanguageknowledge,butalsocultureswhichlanguageloads.sotheunderstandingofanewlanguagerequirestheunderstandingoftheotherculture.However,formanyyears,themainworkofEnglishteachinghasbeenfocusedonlanguageteaching.Teachersandstudentsdoalotingrammer,phrases,structureandmeanings.Hence,thistraditionalgrammar-translationmethodfailedtodevelopcommunicativecompetence.withtheneglectofthecross-culturalawarenessandunreasonabletrainingmethod,thestudentsoftenhaveapoorunderstandingofcrossculturaldifferencesinareas,suchasthewordmeaningandthecustomabroad,whichcaneventuallyleadtoignoranceofEnglishlanguagebackground.Learningalanguage,asamatteroffact,isinseparablefromlearningitscultures.Therefore,languageteachingandinterculturalawarenessisindispensable.EnglishteachersshouldinputthecultureofEnglish-speakingcountriesgraduallyandappropriatelyinTEFL.Tocultivatethecross-cuturalawarenessinstudentsisabetterwayforthemtomasterandusethelanguage.So,thedevelopmentofCross-cultureeducationshouldbedrawnmoreattentioninEnglishteaching.
KeyWords:
languageteaching,Cross-culturalEducation,obstacles,Solutions
Chapter1
Introduction
Thepresentthesisaimsatarousingtheawearnessoftheimportanceofcross-culturaleducationinEnglishteachingandgivingthesolutionsofcross-culturaleducationappliedinEnglishteaching.InTeachingEnglishasaForeignLanguage,theimportanceandnecessityofteachingforeignculturehasbeenwidelyrecognized.Asweknown,foreignlanguageteachingisthekeytocross-culturalcommunication,andcross-culturaleducationisthekeytomasterforeignlanguage.Thatmeansgettingmoreteachersandstudentsbegintorealizethatmereknowledgeoflanguagesandskillsaboutculturehasbeenfarfrommeetingtherequirementsofgoodcommunicativecompetence.The“abilityofcross-culturalcommunication”istheultimategoalofforeignlanguageeducation.Facedtothecurrentsituation,whatshouldateacherdoandwhatattitudeshouldforeignlanguagelearnershave?
Thewholethesisconsistsoffivechapters.Chaptertwointroducesthedefinitionandnecessaryofcross-cuturalwhilelearningforeignlanguage.
Whywecannotavoidthetraditionallanguageteachingwhichfocusedonreadingandwriting;grammarandtranslation;memorizationofvocabulary?
Whytherearestillsomanyproblemsconsistedinleadingthecross-cuturaleduationinEnglishteaching?
Inchapterthree,theanswerswillbeimplicitlypresentedbyanalysingthepresentsituationaboutcross-cuturaleducationfrommanyaspects.Chapterfoursetsupseveralusefulsolutionsinviewofexistingsituation.Itaimsathelpingstudentsbuilduprightandpositiveattitude,respectforeignculturalandachievecross-culturalcommunication.
Inthelastchapter,itsumsuptheimportanceofcross-culturaleducationinEnglishteaching.
Chapter2
ReviewofCross-culturalEducation
2.1TheGoalofCross-CulturalEducation
Thegoalistomakestudentsandteachersawareofcultural(Targetculture)knowledge,topromotethemtofosterthepositivecrossculturalstatesofmind,andtohavetheinterestsoflearningforeignlanguage.what’smore,letstudentsacquaintwithdifferentculturesandrespectthem,finallymasterlanguageeffectivelyandfairlyincross-communication.lastbutnotleast,toincreasethestudents'understandingofhowlanguagefunctionandtobringthem,throughthestudyofanother,toagreaterawarenessofthefunctioningoftheirownlanguage.
Hammerly(1982)summarizedtheobjectiveofthe10teachingculture,thesegoalscanbecomeacultureoftheobjectives:
(1)Understandthewordandphraseofculturalconnotations;
(2)Understandthecodeundernormalcircumstances;
(3)Getthedevelopmentofculturalinterestandobjectivesofdeepeningunderstandingofculturalgoals;
(4)Cross-culturalcommunicationtounderstandthedistinction;
(5)Understandculturaldifferencesandcustom;
(6)Identifyandunderstandsimilarresearchtopics;
(7)Instituteacomprehensiveviewofculturalgoals;
(8)Actwiththeobjectiveofculturalexpositionontheassessmentcapabilities;
(9)Properlytreatdifferentviewsoftheotherculture;
(10)Cultivateacademicresearchcapacityofthetargetculture;
2.2TheNecessityofCross-culturalEducationinEnglishTeaching
2.2.1Therequirementofenhancingthecapacityoflanguagestudy
WiththeestablishmentanddevelopmentofSociolinguistics,Thereisagrowingemphasisontheresearchoflanguagefunctionandusage.AmericanlinguistsSapir(1921)wroteat“Language“,abookonthat“Languagehasanenvironment,itshouldnotexistfromtheculture,societycannotbedivorcedfrominheritedtraditionsandbeliefs.”Thequotationprovestheintimaterelationshipbetweenlanguageandcultureandtheycannotbedividedfromeachother.Toreallymasteralanguagepeoplemustknowtheparticularsocialbackgroundofthelanguage,otherwise,theywouldnotreallygraspthelanguage.
Itisbothunrealisticandimpossibletounderstandalanguagedivorcedfromculture.Nowweliveinamulticuturalsocietyandtheassociationamongpeoplehavingdifferentculturalbackgroundscanbeachievedbylanguagecommunication.AnditisinevitabletomakemistakesinassociationleadingbyCulturaldifferenceswhenthereisnoawarenessofCulturaldifferences.Therefore,learningalanguagemustlearnthecorrespondingculture.
2.2.2therequirementofdevelopingnationaleducationandfollowingtheworld’space
Cross-culturaleducationisanewtrendofdevelopmentofhighereducation.Ithelpsustostudytheeducationprinciplesandmodesabroadandtreatrationallyoureducationsystems.withtheconsiderationoftheglobalproblemsandnationalproblems,wecanimbibetheexperiencetodevelopournationaleducation.
WinstonBrembeckwroteatTheDevelopmentandTeachingofaCollegeCourseinInter-culturalCommunication“Toknowanother’slanguageandnothiscultureisaverygoodwaytomakeafluentfoolofoneself”.Mr.WinstonBareback,theforeignlanguageteachingexpertoftheUSAindicated,”teachinglanguagewithoutcultureisthebestwaytocultivateafoolwithfluentspokenlanguage.”[1]Inthiscase,thestudentscultivatedwillnotbeadapttothenewcentury.Obviously,itsconsequenceisserious.Withtheincreasedpowerofourcountryandassociationwithothercountries,weneedtalentswhohavegreatunderstandingofexoticcultures.Hence,itneedsustopaybigattentiontocross-culturaleducationinEnglishlanguageteaching.
Chapter3
ObstaclesandAnalysisofCross-culturalTeaching
Althoughcross-culturalteachingissoimportantinEnglishteaching,theawarenessofthisteachingmethodisignoredinmostcasesbybothteachersandlearners.Infact,manyobtaclesandproblemshavetobefacedinpracticewhichleadtothedifficultiesintheprocessofcarringout.Forinstance,inhighschoolEnglishteaching,theyemphasizeprimarilyteachingEnglishvocabulariesandEnglishgrammars;mostteachersfocusonthesentences’structuresandgrammarsknowledgeanalysis,andneglectofcross-culturalinterpersonalskillstraining.
3.1theanalysisofcross-culturalteaching
3.1.1teachersarelackoftheawarenessandabilityofcross-culturaleducation
AlthoughmanyEnglishteachershasincreasedawarenessofcross-culturaleducation,mostteachersthemselvesarelackofthehorizonofworldwide.Commonlytheystillfollowthetraditionalgrammar-translationmethod;theyneglectculturalteachinginEnglishteaching.TheNewCurriculumStandardsemphasizesthenecessityofdevelopingstudents’interculturalcompetence.However,ThecurrentproblemsinhighschoolEnglishteachingisthattheyemphasizeprimarilyteachingEnglishvocabulariesandEnglishgrammars;mostteachersfocusonthesentences’structuresandgrammarsknowledgeanalysis,andneglectofcross-culturalinterpersonalskillstraining.Someteachersthinkteachingculturalknowledgeisawasteoftime,becausethetimeoneclasshadislimited.Andiftodoitintheclassroom,theycannotcompletecoursesontime,andthereforeaffecttheprocessofteaching,eventhescoresofstudents.Inordertohelpstudentsscorehighonlinguisticproficiency,teacherspayalotoftimetoexplainvocabularyandgrammarknowledgeintheclass.Inthiscase,studentshaveimprovedtheirlanguageknowledge,buttheirinterculturalcommunicativecompetencehasnotenhanced.Thephenomenonmostcanbeseeninhighschoolclass-roomteaching,andthehigh-schoolstudyperiodasabasicfoundationofsecondlanguagestudyplayanimportanceroleinfurtherEnglishstudy.Thatcauseourspecialattentiontohighschoolstudents’study.
What’smore,someteachersregardculturalteachingastheirextraburden.Theyarenotsoexperiencedincultureinstructionandnotsoconfidenttoactasguides.Meanwhile,theydon’thaveadesiretogoonstudying;theyprefertolettheirstudentstolearnculturalknowledgeallbythemselves.Underthiscircumstance,interculturalawarenesscultivationcannotachieveth
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