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内容来自论文无忧网 www.paper51.com http://www.paper51.com 本 科 毕 业 论 文 paper51.com copyright paper51.com 内容来自论文无忧网 www.paper51.com 浅析初中英语教学中文化教学的 内容来自www.paper51.com copyright paper51.com重要性及方法
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内容来自www.paper51.com copyright paper51.com 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com 姓名 段润娇
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内容来自www.paper51.com paper51.com论文提交日期： 2011年5月 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com学位授予单位： 某某师范学院 copyright paper51.com copyright paper51.com
内容来自www.paper51.com 二○一一年五月
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copyright paper51.com On the Importance and Approaches of Culture Teaching inEnglish Teaching of Middle School
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http://www.paper51.com paper51.com Duan Runjiao
paper51.com paper51.com paper51.com SupervisorLiu Juhuahttp://www.paper51.com 内容来自www.paper51.com copyright paper51.com 内容来自论文无忧网 www.paper51.com A Thesis Submitted as a http://www.paper51.com 内容来自论文无忧网 www.paper51.comPartial Fulfillment for the Degree of
copyright paper51.com paper51.comB.A. in English
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内容来自www.paper51.com SCHOOL OF FOREIGN LANGUAGES
http://www.paper51.com YUXI NORMAL UNIVERSITY paper51.com 内容来自www.paper51.com May, 2011内容来自www.paper51.com Statement of Authorship
内容来自www.paper51.com http://www.paper51.com Exceptwhere reference is made in the text of the thesis, this thesis contains nomaterial published elsewhere or extracted in whole or part from a thesispresented by me for another degree or diploma.
http://www.paper51.com http://www.paper51.comNoother person’s work has been used without due acknowledgement in the main textof the thesis.
http://www.paper51.com copyright paper51.com Thisthesis has not been submitted for the award of any other degree or diploma inany tertiary institution. copyright paper51.com 内容来自论文无忧网 www.paper51.com
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内容来自论文无忧网 www.paper51.com copyright paper51.com Acknowledgmentscopyright paper51.com
paper51.com There are a number of people to whom this dissertationand its author owe a great deal over a long period of time.
paper51.com 内容来自www.paper51.comMy supervisor, LiuJuhua, spares much time and energy, out of her heavy load of office work,teaching and research commitments, to provide substantial guidance on thisdissertation. During the preparation of this paper, the detailed advice andconstant help from her have been both academically authoritative and generous. copyright paper51.com 内容来自论文无忧网 www.paper51.comSecond, special thanks should also go to all theteachers in School of Foreign Languages.They have been giving me continual encouragement and guidance. To them I owenot only the present paper but also what I have learned from them.
http://www.paper51.com 内容来自www.paper51.com Finally,I wish to thank my friends, my roommates and family members, they give me muchcourage, without their assistance and support I could hardly complete thisthesis successfully. copyright paper51.com 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com
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paper51.com 内容来自论文无忧网 www.paper51.com copyright paper51.com copyright paper51.com Abstract
内容来自论文无忧网 www.paper51.com paper51.com Languageand culture are inseparable, language is the main carrier of culture, andculture is reflected by language. Based on the theories on culture, languageand culture teaching, this paper analyzes the relationship between language andculture, English teaching and culture and the practical significance of cultureteaching to indicate the importance of culture teaching in junior middleschools. At the same time, the author proposes six approaches about culture teaching:teachers should enhance their awareness to teach culture first, then they couldteach culture by explaining culture-loaded words and text; comparing thedifferences between English and Chinese culture; encouraging students to readother books about English culture; using films ,TVs, etc. to introduce cultureknowledge. In a word, English teachers should combine language knowledge withcultural knowledge in English teaching. It can arouse the students’ intereststo learn English and help them to master English comprehensively and use itcorrectly.
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内容来自www.paper51.com Key words: language; culture; culture teaching; Englishteaching, approaches 内容来自www.paper51.com paper51.com 内容来自www.paper51.com
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copyright paper51.com 摘 要
内容来自论文无忧网 www.paper51.com 内容来自www.paper51.comhttp://www.paper51.com 语言与文化的关系密不可分，语言是文化的主要载体，文化体现在语言之中。本论文以文化、语言、文化教学的相关理论为基础，通过分析文化和语言、英语教学和文化教学之间的关系以及文化教学的现实意义，表明了文化教学在初中英语教学中的重要性。同时，作者在论文中还提出了一些在英语教学中教师可采用的文化教学方法，比如：增强自身文化教学意识；讲解一些有文化内涵的词汇和课文；对比中英文化的不同；鼓励学生阅读有关英语文化的读物； 运用电影电视等。总之，作者认为在中学英语教学中教师应将语言知识与文化知识相结合，这能提高学生学习英语的兴趣，使学生全面掌握并准确运用英语。
paper51.com copyright paper51.com 内容来自www.paper51.com
http://www.paper51.com 关键词：语言；文化；文化教学；英语教学；方法
内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com copyright paper51.com Contentscopyright paper51.com Statementof Authorship ……………………………………………………………………..i paper51.com 内容来自论文无忧网 www.paper51.com Acknowledgements ………………………………………………………………………..... ii
paper51.com http://www.paper51.com Abstract ……………………………………………………………………………………...iii
内容来自www.paper51.com paper51.com摘要…………………………………………………………………………………………...iv
内容来自www.paper51.com http://www.paper51.com 1. Introduction……………………………………………………………………………......1
copyright paper51.com 内容来自www.paper51.com 1.1 Background of the Study……………………………………………………….............1 paper51.com 内容来自论文无忧网 www.paper51.com1.2 Significance of the Study ………………………………………………………............2
内容来自www.paper51.com 内容来自www.paper51.com 1.3 Scope of the Study……………………………………………………………………...2
paper51.com paper51.com 1.4 Research Questions……………………………………………………………….........2
http://www.paper51.com 内容来自www.paper51.com2. Literature review………………………………………………………………………….2 内容来自论文无忧网 www.paper51.com paper51.com 2.1 Definition of Language…………………………………………………………...........3
内容来自论文无忧网 www.paper51.com http://www.paper51.com 2.2 Definitions of Culture…………………………………………………………….........3
内容来自论文无忧网 www.paper51.com http://www.paper51.com 2.3 Researches on Culture Teaching…………………………….…………………………4 copyright paper51.com paper51.com 2.3.1Definition of Culture Teaching……………………………………………..........4
内容来自论文无忧网 www.paper51.com copyright paper51.com 2.3.2 Culture Teaching in Foreign countries …………………………………………..5
http://www.paper51.com paper51.com 2.3.3 Culture Teaching in China………………………………………………………..6 内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com 3.The Importance of Culture Teaching in English Class………………………………....7
http://www.paper51.com paper51.com 3.1 The Relationship between Languageand Culture……………………………………...7
内容来自论文无忧网 www.paper51.com paper51.com 3.2 The Relationship betweenEnglish Learning and Culture……………………………...8 copyright paper51.com 内容来自论文无忧网 www.paper51.com3.3 Practical Significance…………………………………………………………………..9 内容来自论文无忧网 www.paper51.com http://www.paper51.com4.Approaches to Culture Teaching………………………………………………………...10 http://www.paper51.com http://www.paper51.com 4.1 English Teacher’s Awareness of Culture Teaching………………………………………….10 paper51.com paper51.com 4.2 Culture-loaded Vocabulary………………………………………………………………………11 http://www.paper51.com 4.3 Culture and Text ………………………………………………………………………..12 copyright paper51.com 4.4 Comparison between English and Chinese culture …………………………………………12 内容来自论文无忧网 www.paper51.com 4.5 Extensive Reading ……………………………………………………………………………….13
内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com4.6 Other Teaching Aids………………………….………………………………………..14 copyright paper51.com 内容来自论文无忧网 www.paper51.com5. Conclusion ……………………………………………………………………….………15 paper51.com paper51.com References…………………………………………………………………………………...16
paper51.com 内容来自论文无忧网 www.paper51.com copyright paper51.com 1. Introduction1.1 Background of theStudy paper51.com paper51.com Since Chinaimplemented the reform and open-up policy towards the outside world, China hasclosely interacted and cooperated with countries all over the world. Englishhas become an important tool for international communication and it is also oneof the most important courses in China. copyright paper51.com Language is connected to culture closely. It is thecarrier and also the form of expression of culture; accordingly, it is influencedand restricted by culture too. Knowing the culture for learning a language iscrucial. Therefore, it is important to introduceculture in English teaching. The New English Course Standards (2002) for middle schools has indicated cultureteaching should be regarded as one of its main parts. As far back as 70s, Kennech Clastain stated, “There are two reasons toexplain why we need to consider the culture teaching in English teaching: firstly, when you communicate with a foreigner, yourability of communication is not only decided by your language skill, but theunderstanding of the culture of that foreigner’s language; second, it is thebasic goal to comprehend cross-culture for modern teaching” (1976).
内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com With the continuous development of English teaching,there are some achievements in the field of English teaching in our country, butsome disadvantages appear as well, such as the problem of the culture teachingin English class. Nowadays, most schools pay much attention to knowledge teaching thanculture teaching in English teaching. Junior middle school is the beginningperiod to learn English for most of the students, it is a good time for them toknow some culture when they begin to learn English and will be benefit for themto master English.
copyright paper51.com http://www.paper51.com 1.2 Significance of the Study http://www.paper51.com 内容来自论文无忧网 www.paper51.com The significance of this thesis is to appeal that theculture teaching in English teaching should be regarded. And through analyzing the importance of culture teaching, the authorhopes that more and more teachers can understand how important the cultureteaching is in English class and try to apply some approaches to introduceculture in their class.
copyright paper51.com paper51.com1.3 Scope of the Study paper51.com 内容来自www.paper51.comThe thesis involves three respects mainly.It presents some related theories about culture, language, culture teaching andrelated researches at home and abroad. Furthermore, this paper states theimportance of culture teaching from three angles. Finally, the paper proposessome approaches about how to teach culture in English class
paper51.com http://www.paper51.com 1.4 Research Questions
http://www.paper51.com http://www.paper51.com The main aims ofthis thesis are to answer the following two questions:
http://www.paper51.com 内容来自www.paper51.com(1) Why culture teaching is so importantin English teaching of middle schools?
copyright paper51.com copyright paper51.com (2) What approaches of culture teachingcan teachers use in English class? paper51.com 内容来自www.paper51.comcopyright paper51.com 2.Literature Review
内容来自论文无忧网 www.paper51.com 2.1 Definition of Language
copyright paper51.com Everyone useslanguage to communicate with others at all times , but if someone asks you whatlanguage is, you may just say that language is the words we use everyday, and mostof us do not understand some aspects of language ,such as its characteristicsand essence. The term of language has different definitions in the view oflinguists, grammarians, and anthropologists. Crawford-Lange (1987) made animportant distinction between what came out of people’ mouths when they spoke (whichhe called parole) and the underlying rules that generated that speech (which hecalled langue). In his view, parole varied from speaker to speaker, reflectingeach individual’s idiosyncratic interests and stylistic preferences, whereaslangue referred to the stable universal rules that all speaker observed. http://www.paper51.com paper51.comTheanthropological linguist Dell Hymes (1971), points out that using language tocommunicate with other people successfully requires far more than justgrammatical knowledge. It requires speakers to choose vocabulary and topics ofspeech that are suitable to different audiences in different social settings.
copyright paper51.com 内容来自www.paper51.comIt is usuallyvery difficult to give a satisfactory definition of language. To sum up, languageis a tool for human communication and the main way to express or show the ideasand emotion, or it is a set of sound marks that people use to communicate witheach other. 内容来自论文无忧网 www.paper51.com copyright paper51.com 2.2Definition of Culture
http://www.paper51.com What isculture? Different subjects would explain it from different angles. In HuWenchongs’book English teaching and Culture(1999), he gives an incisive explanation about culture. From his point of view,culture has two layers: superficial layer and deep layer. Costume, habits,greeting words, etc. belong to the superficial culture, and attitude to treatthings, the ways of thinking, religious belief, etc. are included in deepculture. http://www.paper51.com 内容来自www.paper51.comValdes (1986),who sees culture in nearly all-human activity, defines it as an “integratedsystem of learned behavior patterns which are characteristics of the members ofa society and which are not the results of biological inheritance”.
内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com Anthropologistsand sociologists define culture as that which“consists of whatever it is onehas to know or believe in order to operate in a manner acceptable to itsmembers, and do so in any role that they accept for anyone themselves (Widdonwson,1957).
paper51.com 内容来自论文无忧网 www.paper51.com From some ofthe definitions mentioned above, it is obvious that some experts did researcheson the definition of culture and it can be defined from different angles.Generally speaking, culture is so inclusive that it contains many aspects ofhuman life, such as habits, costume, etc. and it is the patterns of behaviorand thinking that people in a country or a district create and share. Culturedistinguished one human group from another.
内容来自www.paper51.com 内容来自www.paper51.com 2.3Researches on Culture Teaching
http://www.paper51.com 2.3.1 Definition of Culture Teaching
内容来自www.paper51.com Culture teaching means thatculture knowledge is taught to the students in the classroom. Valdes thinks sincethe range of culture is so large that it is impossible for the teacher to havethe students learn it in the classroom, for some aspects of culture are learnedin a formed setting, such as schools, while other aspects are learnedinformally in the process of day to day living and considering language has atleast 2 sets of rules: one is the rules of structure, the other is the rules ofusing culture contained in culture teaching. Especially, after having studentslearn phonetic, vocabulary, grammar, etc. the teachers should make the studentsknow how to use the language properly. So culture teaching refers to permeatestudents awareness of appropriate ways of using the language into languagestructure teaching and learning. 内容来自www.paper51.com paper51.com2.3.2 Culture Teaching in Foreign countries
copyright paper51.com 内容来自论文无忧网 www.paper51.com Culture in Language Leaningis not an expendable fifth skill，tacked on，so to speak，to the teachingof speaking，listening，reading，and writing.It is always in the background，right from day one，ready tounsettle the good language learners when they expect it least，making evidentthe limitations of their hard-won communicative competence，challengingtheir ability to make sense of the world around them. (Kramsch)
paper51.com paper51.com In foreign language education，the importanceof teaching foreign culture has been widely recognized. However, there arediverse proposition and arguments about the pedagogical treatment of culture.How to teach culture in foreign language education is a problem faced by languageeducators all over the world. The problem is not simple as pedagogical one. Itis very complicated since the answer relies on our understanding of therelations between home culture and foreign culture, the relations betweenlanguage and culture, and the role of foreign language education in a given culturaland political context. Culture teaching is not akin to the transmission of informationregarding the people of the target community or country-even though knowledgeabout (let alone experience of) “target group” is an important ingredient. Itwould be nothing short of ludicrous to assert that culture is merely a repositoryof facts and experiences to which one can have recourse, if need be. Furthermore,what Kramsch seems to hint is that to learn a foreign language is not merely tolearn how to communicate but also to discover how much leeway the target languageallows learners to manipulate grammatical forms，sounds，and meanings，and to reflectupon，or even flout，socially acceptednorms at work both in their own or the target culture.
http://www.paper51.com 内容来自www.paper51.com 2.3.3Culture Teaching in Chinahttp://www.paper51.com In early 1980s, Chen Shengave a speech entitled the Cultural Connotation of words and English Teaching.The speech indicated that the foreign language teaching field started to payattention to the relations between culture and foreign language. And somearticles on culture and foreign Language teaching were published. In 1988，Mr. Hu Wenzhongpublished his essay collections Cross-Cultural Communication and English Study.It collected some essays on the comparison study on English and Chineseculture. In l999, a book entitled Aspects of Intercultural communication–Proceedingsof China’s2nd Conference on Intercultural Communication. In the book sometheoretical considerations are made clear. Mr. Wu Cuiyu analyses theintercultural encounters and miscommunication among people’s communication. Thebook also deals with the relationship between language and culture，culturaldifferences in discourse and communication style, international business andorganization, value differences, English as an International Language andIntercultural Communication Publication. In1989, Deng Yanchang and liu Runqingedited Language and Culture—thecomparison between English and Chinese culture.
paper51.com 内容来自www.paper51.com The work made acomparison between different vocabulary, idioms, culture and body languages ofthe two languages. The common ground of the research work is that foreignlanguage teaching should foster the students’ abilities of cross-culturalcommunication. Culture is an indispensable part of foreign language teaching.In 2001, for the first time in history, the fostering of students’ awareness ofculture was listed as one of the goals in the English Teaching CurriculumStandards.
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内容来自www.paper51.com 3. Importance of Culture Teaching in English Class
paper51.com 3.1 The Relationship between Language andCulture
内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com Language is the carrier of culture. Anintegral part of language such as words and phrases carries a lot of culturalinformation, which is a portrayal of social and cultural life. Differentnations have their own culture, history and custom, etc., and these areexhibited in their languages. The culture of a language manifests all thesocial experience and people’s life of this nation, and language reflects thewhole cultural features of the nation, so language and its usage can not be separatedfrom culture. Knowing a language notonly needs to know grammar, vocabulary, discourse patterns, but also the culturebehind it, which determines whether the language is used appropriately or notin particular context.
内容来自www.paper51.com copyright paper51.com An excellent summary of the importance oflanguage to culture is offered by Bates and Plog: language thus enables peopleto communicate what they would do if such-and-such happened, to organize theirexperiences into abstract categories, (“a happy occasion,” for instance, oran“evil omen”) and to express thoughts never spoken before. Morality, religion,philosophy, literature, science, economics, technology, and numerous otherareas of human knowledge and belief---along with the ability to learn about andmanipulate them---all depend on this type of higher-level communication (ShuDingfang2000).
内容来自论文无忧网 www.paper51.com paper51.com In a word, just like Seelye (1984) pointsout, “It is becoming increasingly apparent that the study of language can notbe divorced from the study of culture, and vice versa.” English teaching is akind of language teaching, so acculturation is necessary for English teaching.
内容来自www.paper51.com 内容来自论文无忧网 www.paper51.com3.2 The Relationship between English Teachingand Culture http://www.paper51.com copyright paper51.com Language is a part of culture. The Chinese language is a part ofthe Chinese culture and English is a part of the English culture. There is noculture that has no language as its part. Just as there is not a single thingin the world without a dual nature, so is English teaching. Both Englishteaching and culture teaching are important and inseparable. In order toconduct English teaching well, one should take up the teaching of culture andthe teaching of language at the same time.
http://www.paper51.com http://www.paper51.com When we learn a foreign language, we do more than learn alinguistic system. It is now broadly accepted in most parts of the world thatlearning a foreign language is not simply mastering the grammar, the vocabulary,etc., but more appropriately focuses on learning a means of communication.Communication in real situations is never out of context and culture is part ofmost contexts. The same word, if used in different culture would get different psychologicalresponse. When reading the sentence “It morally hard to turn her away as it isa lost dog”，most of our Chinese students translate “a lost dog” into “丧家之犬” whichtotally shows our feeling of disgust and dislike for the dog. But it is not thecase in western countries. In the western culture dogs are regarded as afaithful friends and companions. So the actual meaning of “the lost dog” hereis“丢失的宠物”. If you know the actual implication of it，your sympathycan be aroused. It is obvious that neglecting the cultural difference resultsin the misunderstanding. Therefore, it is so necessary to learn differentculture under a language that students can understand and use language in accordancewith the specific situation.
copyright paper51.com 内容来自www.paper51.com 3.3 Practical Significance
内容来自www.paper51.com One of the aims in the new English curriculum standard in themiddle school is cultural awareness, included in the requiredability-comprehensive using language ability.
内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com In the new curriculum standard being carried out in most part ofthe country at present, in order to evaluate the students’ abilities in usingthe English language comprehensively, it requires students to know some knowledgeabout history, geography, customs, etc. They also required to be equipped withthe ability of understanding of culture. When communicating in English,students should be able to adjust themselves in understanding expression concerningcultural knowledge. Learning a foreign language serves eventually to realizecross-cultural communication. But as English learning and teaching at school,it has to serve other purposes, for example, in order to study at a higher–lever school, students have to do better in the examination. Now that learningEnglish is important, but learning English well is not an easy task at all, soit is quite necessary to improve English learning and teaching in the middleschool. It is quite common that middle school students can do well, in Englishtest concerned with English language, such as grammar, but they always find itdifficult to communicate with native English speakers appropriately, because theyare not familiar with English culture. Teaching culture knowledge of a foreignlanguage also helps stimulate the students’ motivation in learning thelanguage. After all, interests and motivation are the most powerful influenceson learning. copyright paper51.com paper51.comFor example, when two Chinese women are in a good relationship, theyalways hold hands or wrap their arms around each other in public places. Seeingthis, people in Chinado not make a fuss, but if that happens in the west-English speaking countries,it can be a sign of homosexual. So if a Chinese holds hands or wraps one’s armsaround a foreigner of the same gender, it will make the foreigner very uneasy.
copyright paper51.com paper51.comhttp://www.paper51.com 4 Approaches toCulture Teaching内容来自www.paper51.com Since the importance of teaching culture has been discusseda lot and widely recognized, we should pay more attention to culture input. According tothe current problems we meet, the author puts forward the approaches to improvethe current situation. They are listed as the following: paper51.com 内容来自www.paper51.com 4.1English Teacher’s Awareness of Culture Teaching内容来自www.paper51.com English teachers are oneof the most important factors in English teaching; almost all knowledge studentslearned is from teachers, so it is necessary to enhance the teacher’s culturalawareness for improving the current situation about culture input. For teachingmaterials, teachers should try to understand teaching materials thoroughly andgrasp all-round knowledge of relative cultural background knowledge. It willhelp students enlarge the scope of their knowledge, and will develop students’intelligence and cultural literacy. What’s more, all sorts of new ideas, whichinclude some cultural information about English, appear in front of studentsfrom varies of approaches in modern time. They show great interest in learningnewborn things. Perhaps their knowledge in some fields, such as sports, music,electronic media, is even better than teachers. However, students have certainextent of dependency on teachers. They expect their teachers to give them some adviceon those topics, even to affirmation of their new knowledge. So teachers shouldgradually accept newborn things to explain it in a proper way to stir up theirdeep thought and guide it forming in a positive education. The last but notleast important, teachers should also guide students to learn some culturalknowledge about English to develop students’ cultural understanding. paper51.com copyright paper51.com 4.2 Culture-loaded Vocabulary
内容来自论文无忧网 www.paper51.com Vocabulary has the basic functionfor learning a language. It is the most active and culture-loaded elements in alanguage, the culture features of a community are usually reflected byvocabulary. So teaching vocabulary is the initial and good step to teachculture. For example, when teachers teach the word “white”, they can refer tosome related words, such as “White House”, and talk about the stories of “WhiteHouse” in the United States, so that the students can learn some words whileunderstand the culture of these words, at the same time, introducing a specific cultural feature through words is aneffective way to make students learn these words more quickly because theirinterests are increasing. Therefore, in order to expand their vocabularies andincrease their communicative competence in conveying different moods andconnotations satisfactorily, teachers should draw students’ attention to thespecific meaning and usage of the culture-loaded words, especially those wordsthat are often used by English native speakers, 内容来自论文无忧网 www.paper51.com paper51.com 4.3 Culture and Text内容来自论文无忧网 www.paper51.com At the beginning of textin “Go for it” is the leading-in part, and using this part to input someculture knowledge is a good way. For example, in this unit “Will you go to myparty?” you can introduce westerner’s sense of time and what they will wear. Inwestern culture, guests should arrive at the party about ten minutes earlierand their wear is decided by the quality of this party. If time is enough, teacherscan contrast the different habits with Chinese. copyright paper51.com 内容来自www.paper51.com And take Unit 13 and 17 in Grade 2 at senior middle school asan example. The theme of Unit 13 Satellitesis the knowledge and usage of satellites, and it also arouses students’interest in aerospace technology. The theme of Unit 17 Life in the Future is to show the future development of computertechnology, and let students acquaint computer technology. They all needteachers to own a good lever of cultural background knowledge to transmit thethemes of texts. Generally speaking, cultural background knowledge was embodiedin the themes of every unit, so teachers should know the test well and tap somerelated cultural knowledge in the text to teach. 内容来自www.paper51.com http://www.paper51.com 4.4 Comparison between English and Chinese culture
内容来自论文无忧网 www.paper51.com As we all know, there aremany differences between Chinese culture and western culture. Chinese students are almost familiarwith the Chinese culture, so by comparing cultural differences, the studentswill learn some English culture easier and remember them faster. Take a simpleexample, the sentence pattern “I appreciate/love/like your ...”, In most cases,the Americans give compliments only to show their friendliness so they wouldreadily accept the compliment by saying “thank you” to express their appreciationof the praise, whereas a Chinese speaker always respond euphemistically,“哪里哪里，过奖了”. For Modesty is one of the most constitutes ofself-image. So the Chinese speakers choose to lower themselves when respondingto compliments. By contrast, the students will remember how to response toothers’ compliment in English clearly. paper51.com http://www.paper51.com Unit 2 in book 6 of New Senior English givesan introduction to English poems, which contain a lot of cultural information. Teacherscan help students make a comparison between English poems and Chinese poems tosee their different forms of writing, different cultural background. In short,through the comparison, students can tell the differences of two cultures, andtreat the foreign cultures correctly and equally.
http://www.paper51.com 内容来自www.paper51.com 4.5 Extensive Readinghttp://www.paper51.com Cultural backgroundknowledge provided in class is not enough in culture learning. It is quitenecessary and important for teachers to use other materials to enlargestudents’ scope of cultural knowledge outside classes. Some materials can beintroduced to students.
内容来自论文无忧网 www.paper51.com paper51.com For students in themiddle school ,some simple literature reading is the most helpful approach toexpand students’ cultural knowledge, because most of the literary works paymuch attention to describe the background of story, which reveals a great dealof cultural elements, such as politics, economics, education, religion, and soon. So literature reading can deepen learner’s understanding of foreigncountries and their culture.
http://www.paper51.com 内容来自www.paper51.com Moreover, teachers can recommendsome newspapers and magazines which are fit for the middle school students. Thereading of newspapers and magazines is also an effective way to enhancestudents’ cultural competence. Newspapers have a comprehensive coverage ofinformation about the current affairs. Valdes (1986) points out that thenewspapers would reveal Americans in their own cultural settings and provideinsights of interest to foreigners. Newspapers are the mirror of current life,which reflects every aspect of social life. So by reading newspapers ormagazines students can improve both linguistic and cultural competence.
copyright paper51.com copyright paper51.com 4.6 Other Teaching Aids 内容来自www.paper51.com Byusing audio-visual, such as tapes, radio-broadcasts, films, TVs and so on, maybe the most popular way to let students experience the atmosphere and cultureof English-speaking countries. 内容来自论文无忧网 www.paper51.com copyright paper51.com Asfor middle school students, they like watching some funny and good films whichhave Chinese captions, like “The Sound of Music”. To watch films and TVs arethe best way to help students to understand the cultural behaviors of people inEnglish-speaking countries: what they eat, what they wear, what houses theylive in, how they live, etc. Some programs also are the platform for studentsto learn the western culture, such as “CCTV-9”.Teachers can use some teaching aids, such as tapes, multi-media, to broadcastsome records, films and TVs. It not only stimulates students’ interests onEnglish, but lets students master the language knowledge as they know theEnglish culture.
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内容来自www.paper51.com 5. Conclusion内容来自www.paper51.com In this paper, it is planned to analyze the importance and approaches ofEnglish culture teaching in the junior middle school, and aimed at strengtheningteachers’ awareness of culture teaching and making students have solid foundationfor English learning. Language has a close relationship with culture, they areindispensable. Every country or region has its unique common culture. As weenter this current period of globalization and multiculturalism, the worldseems to be getting smaller and smaller, the usage of English as well becomeswide, and so the demands for English teaching are higher. Through the analysisof language, culture, English teaching and practical significance, this paperillustrates that English teaching as a kind of language teaching, culture teachingplays a prominent role in it, so it is necessary to introduce culture inEnglish class. We can not ignore the importance of culture teaching. Sinceculture teaching is so important, English teachers should pay more attention tothe combination of English teaching and culture teaching and make full use of allkinds of approaches to teach culture. 内容来自论文无忧网 www.paper51.com copyright paper51.comEnglish is now the world’s most widespread language. More than 300 millionpeople speak it as their first language and about 300 million more use it assecond or foreign language. So in order to reduce the misunderstanding amongpeople’s communication in English, culture teaching will be more and moreimportant. http://www.paper51.com 内容来自论文无忧网 www.paper51.com copyright paper51.com
http://www.paper51.com References 内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com
内容来自论文无忧网 www.paper51.com Crawford –Lange, L.M. & D. Lange. 1987. 内容来自论文无忧网 www.paper51.com Dell Hymes.1971. The Structureof Culture and Intercultural Communication[C]. Cambridge:Cambridge University Press. copyright paper51.com http://www.paper51.com Hanvey A.1998.CommunicationBetween Cultures[C].Wadsworth Publishing Company.
copyright paper51.com http://www.paper51.com Hu Wenzhong.1999. TheAspects of Intercultural Communication[M].Beijing Foreign Language Teachingand Research Press 内容来自论文无忧网 www.paper51.com copyright paper51.com Kenneth Chastain.1976. DevelopingSecond－ copyright paper51.com Seelye, H.N.1984.TeachingCulture: Strategies for Intercultural Communication [M]. Lincolnwood, Illinois:National Textbook Company.
内容来自论文无忧网 www.paper51.com 内容来自论文无忧网 www.paper51.com Valdes.1986.CultureBound: Bridging the Cultural Gap in Language Teaching[C].Cambridge:Cambridge University Press.
内容来自www.paper51.com copyright paper51.com Widdonwson, H. G .1990 内容来自论文无忧网 www.paper51.com Wu Cuiyu. 1999. Analysisof Intercultural Encounters and miscommunication[M].Beijing ForeignLanguage Teaching and Research Press copyright paper51.com 内容来自www.paper51.com陈申，1999，《外语教育中的文化教学》。北京：语言文化大学出版社。.
内容来自www.paper51.com http://www.paper51.com 胡文仲，1997，《外语教学与文化》。长沙：湖南教育出版社。
http://www.paper51.com http://www.paper51.com 刘润清，1999，《外语教学中的科研方法》。北京：外语教学与研究出版社。
内容来自论文无忧网 www.paper51.com 内容来自www.paper51.com束定芳，2000，《现代外语教学-理论、实践和方法》。 上海：上海外语教育出版社。 内容来自www.paper51.com http://www.paper51.com
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