如何在英語教學(xué)中注重文化因素的傳遞

1、abstract english education is regarded both as a linguistic tool and a cultural quality course. as a special cultural quality of the course, cultural awareness training is its inherent requirements. however, for a long time, chinese english teaching has considered it a "tool" as the g

2、uidance; therefore it has been taught as a basic knowledge of english language teaching that it ignores human nature and university students cultural awareness training. in such a case, an investigation about the english education teaching and cultural awareness training situation was made. under th

3、is situation, exploring an effective channel for cultivating students cultural awareness and enhancing the effectiveness of english education teaching is particularly urgent. this thesis is divided into three parts: the first part includes an investigation and a study of the lack in cultural awarene

4、ss training in english education teaching. in the survey we found that in english education teaching there exists a serious lack of cultural awareness training. it mainly reflected in english education textbooks, english teachers cultural awareness and the students themselves, in classroom teaching

5、activities and teaching evaluation. in the second part, based on the study, a research was carried out to explore the necessity of cultural awareness training in english education teaching. 摘要英語教學(xué)的課程屬性規(guī)定,它既是一門語言工具課,也是一門文化素質(zhì)課。作為一門特殊的文化素質(zhì)課,文化意識的培養(yǎng)是其應(yīng)然任務(wù)之一。但是,長期以來,我國的英語教學(xué)都堅持以工具論為導(dǎo)向,將英語教學(xué)視為語言基礎(chǔ)知識傳授的工具,忽

6、略了它的人文性及大學(xué)生文化意識的培養(yǎng)。此種情況下,對英語教學(xué)教學(xué)中文化意識的培養(yǎng)現(xiàn)狀進(jìn)行調(diào)查,并在此基礎(chǔ)上探索培養(yǎng)學(xué)術(shù)對英語教學(xué)教學(xué)中文化意識缺失的現(xiàn)狀進(jìn)行調(diào)查研究。在調(diào)查中發(fā)現(xiàn)英語教學(xué)教學(xué)中文化意識培養(yǎng)缺失嚴(yán)重,主要體現(xiàn)為英語教學(xué)教材中文化意識缺失,詞匯文化意識缺失,課堂教學(xué)中文化意識缺失,課程實踐活動中文化意識缺失,教學(xué)評估中文化意識缺失,學(xué)生文化意識缺失。其次,在對英語教學(xué)教學(xué)中文化意識培養(yǎng)現(xiàn)狀進(jìn)行調(diào)查研究的基礎(chǔ)上,探討英語教學(xué)教學(xué)中文化意識培養(yǎng)的必要性。contentabstract1摘要2introduction4chapter 1 the importance of cultura

7、l element in english teaching4chapter 2 digging the cultural embodiment in english teaching materials42.1 the cultural embodiment in context42.2 the cultural embodiment in drills42.3 the cultural embodiment in vocabulary5chapter 3 the cultural difference and english teaching53.1 the cultural connota

8、tion of vocabulary53.2 taboos and protocols53.3 euphemism5chapter 4 the cultural strategies in english teaching54.1 reading foreign papers and magazines54.2 listening to english radios and watching english movies54.3 keep an eye on social and conventional materials6conclusion6reference6introductiont

9、here are different definition of culture and education in english. even within the same field of english teaching, culture has been approached from a number of perspectives in relation to language teaching. it is no wonder that it may not be an exaggeration to say that there are nearly as many defin

10、itions of culture as there are fields of inquiry into human societies, groups, systems, behavior and activities. in recent years, vocational education has developed rapidly in china. the aim of vocational education is to cultivate students who engage in technology, production, management and service

11、 personnel of higher application. the objective of vocational english education teaching is to develop students' practical communicative competence. however, students who have passed the ptec (practical test of english for colleges),still often encounter pragmatic failures and communication obst

12、ruction in the use of language, mainly in verbal communication. english teaching in vocational colleges is confronted with a dilemma. only should vocational english education teachers put equal stress on language teaching and cultural teaching, vocational college students can improve their intercult

13、ural communicative competence. therefore, it is high time to study and explore better ways to change the current teaching situation. the necessity of cultivating students' intercultural communicative competence in vocational colleges proves to be significant.however, at present, a majority of vo

14、cational colleges in china still put much training emphasis on developing post-based competence and vocational techniques. with the development of modern society and china's entry into wto, more and more practical talents with comprehensive competence are needed in our country. only technicians

15、with comprehensive competence such as adaptability, cooperative ability and communicative competence can fit in with the development of modern economy and technology. therefore, vocational educators should accelerate the cultivation of students comprehensive competence based on the training of vocat

16、ional qualifications. in other words, improving and developing students' cultural accomplishments and personalities should be put forward on the cultivation of vocational learners.chapter 1 the importance of cultural element in english teachingit has been widely recognized that language reflects

17、 culture and that language and culture are inseparable. on the one hand, language is part of a culture; language is deeply embedded in a culture. brown describes language as “the most visible and available expression of a particular culture.” language is used as the main medium through which culture

18、 is expressed. on the other hand, culture is an integral part of language as well. many theories have expressed this point of view from various perspectives. among the theorists, critics might have made the most powerful argument that an understanding of a language is impossible without constantly r

19、elating it to the culture in which it is operative. similarly, byram has held that cultural learning and language learning cannot take place independent of each other. analytic reading or philological dissection of text with a search for forms was the core of this method. chinese foreign language te

20、achers adopted this method used in russian language classroom without carefully considering whether or not it fitted the cultural context in china. misunderstandings are likely to occur between members of different cultures; differences are real and we must learn to deal with them in any situation i

21、n which two cultures come into contact.chapter 2 digging the cultural embodiment in english teaching materialswe have carefully studied the existing materials, regardless of which version we can see in many parts of the materials which are related to cultural factors. these units contain cultural co

22、ntent including in a very wide range of topics, such as friendship, travel, language, great, heritage, sports, music, culture, life and customs. and it will help broaden students 'cultural horizons, and enhance students' own cultural heritage from native or foreign countries, especially the

23、understanding of the culture of english-speaking countries.2.1 the cultural embodiment in contextcultural factors are collectively referred to as chinese-style concept of culture contained in various elements. the cultural factors mentioned in this book, means independent of the language system and

24、language system and its use of the rule system with close ties to non-verbal or language outside the system, defined as " people " of the culture system from the english teaching point of view. it refers specifically to the sum of the elements of the language symbol in internal systems - v

25、oice, vocabulary, grammar, etc. other than the people of both the semantics of the language itself implied by the national culture, is also involved in language use socio-cultural knowledge and background.therefore, it is essentially refers to the language and english as a broad cultural frame of re

26、ference, namely, " the people " as the core content of socio-cultural factors. in fact, an important issue related to cultural or language from a cultural perspective to examine the phenomenon, since ancient times linguistics in language study. culture affects the language system, but also

27、 determines the allegations of the content and methods of language. the alleged object of the language, are the alleged events and objects in the world of human-centered culture, language, or to reflect the manner of events and objects are the embodiment of cultural psychology. cultural factors main

28、ly referring to the social, psychological, language, communication and other aspects. different cultural system of values, worldviews and national character of the people is often caused by cultural differences, resulting in communication failure. it is generally believed that cultural awareness is

29、an inevitable product of the culture of learning. how to develop learners' cultural awareness, language teaching profession has a different theory.2.2 the cultural embodiment in drillshas a wealth of reading material in the textbook, which also includes the number of cross- cultural factors, whi

30、ch create the conditions for teachers to carry out cross-cultural teaching. in fact, reading is a cross- cultural communication. students have to face the textbooks which are written by foreign experts and chinese experts. and western model of cooperation not only can effectively guarantee the carry

31、ing out of the "standard " concept, but also makes the materials can not only reflect the culture of the target countries and other countries, but also try to reflect the national characteristics of our culture, reflecting the openness of the textbook. materials and native english students

32、 are not familiar with the culture which is closely linked.to fully understand the content of the material rather than to have sufficient knowledge of the language, students should also understand the custom of some english-speaking countries, cultures, religions and so on. only take full advantage

33、of the wealth of cultural information, in order to make the language and cultural learning the ability of the real scene, contextualized, could force the learners improve their identification and appreciation of foreign cultures, and deepen their understanding and awareness of their own cultures, cr

34、oss-cultural comparison more accurately and deeply recognize the similarities and differences of national culture and foreign cultures, world awareness and intercultural communicative competence.2.3 the cultural embodiment in vocabularythe vocabulary contains varieties of cultural information, vocab

35、ulary generation, extension and metabolism, provides information on cultural development. at the same time, the cultural development process because of people's living environment, customs, historical background, psychological characteristics that combine cultural awareness will affect the meani

36、ng of the terms. teachers should make full use of the textbook to listen to read the information provided by the dialogue materials to guide students to pay attention to expanding their knowledge, the development of the ability of communication and cooperation with others, let the students know to m

37、ake an appropriate response should be based on a different time, situation, object, to comply with basic english communication etiquette.chapter 3 the cultural difference and english teaching3.1 the cultural connotation of vocabularyall human beings share the same objective world as their survival e

38、nvironment and the cognitiveobject. they have similar biological and ideological foundation, life experiences and social activities. so people may share some knowledge of the objective world and certain modes of thinking. specifically speaking, a cognitive referent will not be alerted in peoples min

39、d because it refers to the same objective concept though people may use different languages. people have the same or similar material foundation in spite of the distinction of languages. such an identity is presented as isomorphs in the perspective of cognitive linguistics. it provides the channel f

40、or message transferring for people speaking different languages and serves as the basic condition in which people can communicate. the fact that a word in sl can have its correspondence in tl reflects that isomorphs exit in two languages. as for the culturally-loaded lexemes, semantic translation tr

41、ansfers them and preserves the foreign flavor in the translation, intending to be faithful to the sl writer. words are sacred, semantic translation attempts to preserve the content and form, including the writers idiolect, his peculiar form of expression excluding the culture implication of a partic

42、ular culturally-loaded lexemes. so it tends to be more comprehensive, more sophisticated. the tl reader will clearly feel that he is reading a translated text. the cultural adoption is not welcome, since the purpose of the semantic translation is to let the reader realize the cultural difference, an

43、d give them impulse to know more about foreign culture. it is set at the readers level. these kinds of readers who do not anticipate difficulties or obscurities would expect a generous transfer of foreign elements into their own culture. the translated text should be faithful, expressive, close and

44、even elegant. in order to let readers understand the sl, translators are allowed to correct or improve the logic; to replace the clumsy syntactic structures with elegant ones; to omit the redundancy; to modify and clarify jargon; to normalize bizarreries of idiolect.3.2 taboos and protocolsa taboo i

45、s a vehement prohibition of an action based on the belief that such behavior is either too sacred or too accursed for ordinary individuals to undertake, under threat of supernatural punishment. such prohibitions are present in virtually all societies. the word has been somewhat expanded in the socia

46、l sciences to include strong prohibitions relating to any area of human activity or custom that is sacred or forbidden based on moral judgment and religious beliefs. "breaking a taboo" is usually considered objectionable by society in general, not merely a subset of a culture.like culture,

47、 etiquette is a word that has gradually grown to become plural, especially in a multi-ethnic society with many clashing expectations. thus, it is now possible to refer to “etiquette" or "a culture", realizing that these may not be universal. in britain, the word "etiquette"

48、has been described as the one word that aptly describes life during the reign of queen victoria.rules of etiquette encompass most aspects of social interaction in any society, though the term itself is not commonly used. a rule of etiquette may reflect an underlying ethical code, or it may reflect a

49、 person's fashion or status. rules of etiquette are usually unwritten, but aspects of etiquette have been codified from time to time. manners involve a wide range of social interactions within cultural norms as in the "comedy of manners", or a painter's characteristic "manner&

50、quot;. etiquette and manners, like mythology, have buried histories especially when they seem to have little obvious purpose, and their justifications as logical ("respect shown to others" etc.) may be equally revealing to the social historian.3.3 euphemismsa euphemism is a generally harml

51、ess word, name, or phrase that substitutes an offensive or suggestive one. some euphemisms intend to amuse, while others intend to give positive appearances to negative events or even mislead entirely. euphemisms also often take the place of profanity. the opposite of euphemism roughly equates to dy

52、sphemism. the word euphemism comes from the greek word (euphemia), meaning "the use of words of good omen", which in turn is derived from the greek root-words eu (), "good/well" + pheme () "speech/speaking". the eupheme was originally a word or phrase used in place of a

53、 religious word or phrase that should not be spoken aloud; etymologically, the eupheme is the opposite of the blaspheme (evil-speaking). primary examples of taboo words requiring the use of a euphemism are names for deities, such as persephone, hecate, or nemesis. the term euphemism itself was used

54、as a euphemism by the ancient greeks, meaning "to keep a holy silence" (speaking well by not speaking at all).historical linguistics has revealed traces of taboo deformations in many languages. several are known to have occurred in indo-european languages, including the presumed original p

55、roto-indo-european words for bear (*rkso), wolf (*wlkwo), and deer (originally, hartalthough the word hart remained commonplace in parts of england until the 20th century as is witnessed by the widespread use of the pub sign the white hart). in different indo-european languages, each of these words

56、has a difficult etymology because of taboo deformations a euphemism was substituted for the original, which no longer occurs in the language. an example is the slavic root for bear *medu-ed-, which means "honey eater". names in germanic languagesincluding englishare derived from the color

57、brown. another example in english is donkey replacing the old indo-european-derived word ass. the word dandelion (literally, tooth of lion, referring to the shape of the leaves) is another example, being a substitute for pissenlit, meaning "wet the bed", a possible reference to the fact th

58、at dandelion was used as a diuretic. the talmud describes the blind as having "much light" (aramaic ) and this phrasesagee nahoris the modern hebrew for euphemism.conclusionculture was the necessary part in lingual teaching. as china is in the pace of modern development, the multi-cultural

59、 communication is a common phenomenon in daily life. measures have to be taken to convert the stress on grammar of english teaching into the stress on pragmatic use of english. the best way of learning a language is learning it by using it, through ones experience, through frequent contact with native speakers. as teachers of english, we should encourage students to practice what they have learned from textbooks, provide them as many authentic materials as possible and guide them to analyze the dif