英语学习中的文化导入.docx
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英语学习中的文化导入.docx
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英语学习中的文化导入
英语学习中的文化导入
CultureInputinEnglishLanguageTeaching
Contents
Abstract………………………………………………………………….1
KeyWords………………………………………………………………….1
I.Introduction……………………………………………………………2
II.TheConceptofCulture………………………………………………...4
III.TheMeaningofCultureInputinEnglishLanguageTeaching……5
IV.TheNecessityandPrinciplesofCultureInputinEnglishLanguageTeaching………………………………………………………………5
4.1CultureInputinInternationalCommunication………………………….7
4.2LanguageisCommunication……………………………………………8
4.3TeachingisforCommunication………………………………………..8
V.InstructionalStrategiesforTeachingLanguageandCulture………9
5.1RolePlay…………………………………………………………..9
5.2AuthenticMaterials………………………………………………….9
5.3Proverbs……………………………………………………………10
5.4CultureCapsules……………………………………………………10
5.5Literature………………………………………………………….11
5.6Film,TelevisionandInternet…………………………………………13
VI.Conclusion………………………………………………………..12
References………………………………………………………………….13
摘要:
在当今世界,文化导入在语言教学中扮演着愈来愈重要的角色。
语言不是孤立存在的,它是深深地归根与文化之中的。
本文对文化的概念、意义、价值以及教学的原则进行了论述。
一方面文化导入可以帮助学生运用多种方法来学习英语,还可以对学生的知识和技能进行扩充,有助于增强学生的文化意识并了解文化间的相互差异。
另一方面,文化导入可以帮助学生克服英语学习中遇到的问题,提高学生的意识观念。
所以文化导入必须成为英语教学的一个重要的部分,让它在发挥出更大的作用。
关键词:
文化导入英语教学语言
Abstract:
Intheworld,cultureinputplaysanincreasingimportantroleinEnglishlanguageteaching.Languagecan’texistsseparately,ittakesdeeplyrootinthenationalculture.Sothispaperdiscussestheconcept,researchmeaning,andvalueofcultureinputinEnglishlanguageteaching.Foronething,cultureinputinEnglishlanguageteachinghelpstudentstobecomeawareofthewaysinwhichculturespecificperspectivesareacquireandcommunication.Studentcouldalsoexpandtheirrepertoireofknowledgeandskillstointerprettheworldviewandcommunicationpatternsofmembersofothercultures,alsohelpsustoincreaseourawarenessofstudentsownculture.Foranother,cultureinputhelpsstudentstoovercomepotentiallyembarrassingproblems,andenhancestudentsunderstandingofworldviews.ThereforecultureinputmustbecomeapartofimportantinEnglishteaching,makeitexertgreatimportance.
Keywords:
cultureinputEnglishteachinglanguage
I.Introduction
Intherecenttenyears,therelationshipbetweentheforeignlanguageteachingandthecultureinputisincreasinglyattractingpeople’sattentions.Cultureinputmakesthestudentsgraduallyaccumulatetheculturalknowledgeandraisetheircross-culturalconsciousness.
Throughthestudyofotherlanguages,studentsgainknowledgeandunderstandingoftheculturethatusethatlanguage;infact,studentscannottrulymasterthelanguageuntiltheyhavealsomasteredtheculturalcontextsinwhichthelanguageoccurs.(NationalStandardsinForeignLanguageEducationProject,1996,p.27).ThisDigestdiscussestheimportanceofincorporatingcultureintosecondlanguageteachingandrecommendsstrategiesforinfusingculturalissuesinclassroominstruction.Someteachersandresearchershavefounditeffectivetopresentstudentswithobjectsorideasthatarespecifictothecultureofstudybutareunfamiliartothestudents.Thestudentsaregivencluesorbackgroundinformationabouttheobjectsandideassothattheycanincorporatethenewinformationintotheirownworldview.Anexamplemightbeacookingutensil.Studentswouldbetoldthattheobjectissomehowusedforcooking,andthentheywouldeitherresearchorbeinformedabouthowtheutensilisused.Thiscouldleadintorelateddiscussionaboutfoodseateninthetargetculture,thegeography,growingseasons,andsoforth.Thestudentsactasanthropologists,exploringandunderstandingthetargetcultureinrelationtotheirown.Inthismanner,studentsachievealevelofempathy,appreciatingthatthewaypeopledothingsintheirculturehasitsowncoherence.Itisalsoimportanttohelpstudentsunderstandthatculturesarenotmonolithic.Avarietyofsuccessfulbehaviorsarepossibleforanytypeofinteractioninanyparticularculture.Teachersmustallowstudentstoobserveandexploreculturalinteractionsfromtheirownperspectivestoenablethemtofindtheirownvoicesinthesecondlanguagespeechcommunity.
Cultureandcommunicationareinseparablebecauseculturenotonlydictateswhotalkstowhom,aboutwhat,andhowthecommunicationproceeds,italsohelpstodeterminehowpeopleencodemessages,themeaningstheyhaveformessages,andtheconditionsandcircumstancesunderwhichvariousmessagesmayormaynotbesent,noticed,orinterpretedcultureisthefoundationofcommunication.
HaveayoungerteachercomefromAmerican,oneday,sheheartothereareEnglishcornerinthepark,soshelookonit.ManyEnglishlearnersseeforeignersinthepark,andthesametime,somepeoplescramblespeakEnglishwithher.After,peopleaskher,“Whataboutyou?
”.Sheanswered,“IfeelI’minapolicestation,becausetheyalwaysaskme‘What’syourname?
’‘Howoldareyou?
’‘Areyoumarried?
’‘Howmanychildrendoyouhave?
’‘HowmuchdoyouearninChina?
’‘Whatdoesyourhusbanddo?
’”.
Thisexampletellsme,cultureisveryimportantinourEnglishlanguageteaching.Cultureistaughtimplicitly,imbeddedinthelinguisticformsthatstudentsarelearning.Tomakestudentsawareoftheculturalfeaturesreflectedinthelanguage,teacherscanmakethoseculturalfeaturesanexplicittopicofdiscussioninrelationtothelinguisticformsbeingstudied.Atanyrate,foreignlanguagelearningisforeignculturelearning,and,inoneformoranother,culturehas,evenimplicitly,beentaughtintheforeignlanguageclassroom—iffordifferentreasons.Whatisdebatable,though,iswhatismeantbytheterm“culture”andhowthelatterisintegratedintolanguagelearningandteaching.
Tobepartofaculturemeanstosharetheprepositionalknowledgeandtherulesofinferencenecessarytounderstandwhethercertainpropositionsaretruegivencertainpremises.Totheprepositionalknowledge,onemightaddtheproceduralknowledgetocarryouttaskssuchascooking,weaving,farming,fishing,givingaformalspeech,answeringthephone,askingforafavor,writingaletterforajobapplication.
Linguisticcompetencealoneisnotenoughforlearnersofalanguagetobecompetentinthatlanguage.Languagelearnersneedtobeaware,forexample,oftheculturallyappropriatewaystoaddresspeople,expressgratitude,makerequests,andagreeordisagreewithsomeone.Theyshouldknowthatbehaviorsandintonationpatternsthatareappropriateintheirownspeechcommunitymaybeperceiveddifferentlybymembersofthetargetlanguagespeechcommunity.Theyhavetounderstandthat,inorderforcommunicationtobesuccessful,languageusemustbeassociatedwithotherculturallyappropriatebehavior.
Cultureistaughtimplicitly,imbeddedinthelinguisticformsthatstudentsarelearning.Tomakestudentsawareoftheculturalfeaturesreflectedinthelanguage,teacherscanmakethoseculturalfeaturesanexplicittopicofdiscussioninrelationtothelinguisticformsbeingstudied.
Foreignlanguagelearningiscomprisedofseveralcomponents,includinggrammaticalcompetence,communicativecompetence,languageproficiency,aswellasachangeinattitudestowardsone’sownoranotherculture.Forscholarsandlaymenalike,culturalcompetence,theknowledgeoftheconventions,customs,beliefs,andsystemsofmeaningofanothercountry,isindisputablyanintegralpartofforeignlanguagelearning,andmanyteachershaveseenitastheirgoaltoincorporatetheteachingofcultureintothecurriculumforeignlanguageteaching.Itcouldbemaintainedthatthenotionofcommunicativecompetence,which,inthepastdecadeorso,hasblazedatrail,sotospeak,inforeignlanguageteaching,emphasizingtheroleofcontextandthecircumstancesunderwhichlanguagecanbeusedaccuratelyandappropriately,‘fallsshortofthemarkwhenitcomestoactuallyequippingstudentswiththecognitiveskillstheyneedinasecond-cultureenvironment’.
Inotherwords,sincethewidercontextoflanguage,thatis,societyandculture,hasbeenreducedtoavariableelusiveofanydefinition—asmanyteachersandstudentsincessantlytalkaboutitwithoutknowingwhatitsexactmeaningis—itstandstoreasonthatthetermcommunicativecompetenceshouldbecomenothingmorethananemptyandmeretriciousword,resortedtoiffornootherreasonthantomakean“educationalpoint.”
II.TheConceptofCulture
Whatdoesthewordculturemean?
Itmaymeanverymanythings.Forexample,wesometimessaythatpeoplewhoareabletoreadandwriteorwhoknowaboutart,musicandliteraturearecultured.Fordifferentpeople,thewordhasadifferentmeaning.
“Culturemaybedefinedaswhatasocietydoesandthinks.”
“Cultureisman’smedium;thereisnotoneaspectofhumanlifethatisnottouchedandalteredbyculture.Thismeanspersonality,howpeopleexpressthemselves,includingshowsofemotion,thewaytheythink,howtheymore,howproblemsaresolved,howtheircitiesareplannedandlaidout,howtransportationsystemsfunctionandorganized,aswellashoweconomicandgovernmentsystemsareputtogetherandfunction.”
“Thecultureofeverysocietyisunique,containingcombinationsofnormsandvaluesthatarefoundnowhereelse.”(InterculturalCommunicationinEnglishP38,74,119)
ProfessorHuWenzhongintegratesthelanguageculturalresultsthathavebeenresearchedanddividescultureintofiveaspects:
(1).Verbalcommunication:
Vocabulary,idiom,grammarandtext
(2).Non-verbalcommunication:
Countenance,expressioninone’seyes,gesture,posture,andbodydistanceandsublanguage
(3).Communicativecustomsandetiquette:
Greeting,praise,titles,callsonfriends,beaguestandgive
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