（课程与教学论专业论文）大学英语教学中的文化意识灌输研究.pdf

硕 士 学 位 论 文 论论 文文 题题 目目a study of cultivating culture awareness in college english teaching 大学英语教学中的文化意识灌输研究 学科专业名称学科专业名称 课程与教学论课程与教学论 申 请 人 姓 名申 请 人 姓 名 李 淑 燕李 淑 燕 指指 导导 教教 师师 刘在良刘在良 副教授副教授 论文提交时间论文提交时间 2012012 2 年年 6 6 月月 6 6 日 单位代码 10445 学 号 2007110502 分 类 号 h319 研究生类别 同等学力 a study of cultivating culture awareness in college english teaching by li shuyan supervisor: associate professor liu zailiang submitted to the school of foreign languages of shandong normal university in partial fulfillment of the requirements for the degree of master of arts shandong normal university jinan, china march, 2012 独独 创创 声声 明明 本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成 果。据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表 或撰写过的研究成果，也不包含为获得 （注：如没有其他需要特别声 明的，本栏可空）或其他教育机构的学位或证书使用过的材料。与我一同工作的同志对 本研究所做的任何贡献均已在论文中作了明确的说明并表示谢意。 学位论文作者签名： 导师签字： 学位论文版权使用授权书学位论文版权使用授权书 本学位论文作者完全了解 学校学校 有关保留、使用学位论文的规定，有权保留并向 国家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅。本人授权 学学 校校 可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印 或扫描等复制手段保存、汇编学位论文。 （保密的学位论文在解密后适用本授权书） 学位论文作者签名： 导师签字： 签字日期： 年 月 日 签字日期： 年 月 日 山东师范大学硕士学位论文 contents abstract . i 摘 要 . iii introduction . 1 chapter one literature review . 3 1.1 definition of culture . 3 1.2 characteristics of culture . 5 1.3 culture awareness . 7 1.4 relationship between culture and language . 10 chapter two the status and necessity of cultivating cultural awareness in college english teaching . 15 2.1 the status of cultivating cultural awareness in college english teaching . 15 2.2 the necessity of cultivating cultural awareness in college english teaching . 18 2.2.1 language is the carrier of culture . 18 2.2.2 culture is the foundation of language . 18 2.2.3 culture is the content of language and communication . 19 chapter three the content and principle of cultivating cultural awareness in college english teaching . 20 3.1 the content of cultivating cultural awareness in college english teaching . 20 3.1.1 cultural connotation of vocabulary . 20 3.1.2 differences of pragmatic communication . 21 3.1.3 non-verbal communication culture . 22 3.1.4 differences of thinking habit . 23 3.1.5 differences of spatial concepts . 24 3.2 the principle of cultivating cultural awareness in college english teaching . 24 3.2.1 cognitive principle . 25 3.2.2 assimilative principle . 26 3.2.3 comparative principle . 27 3.2.4 tolerant principle . 28 山东师范大学硕士学位论文 3.2.5 practicality principle . 29 chapter four the implementation strategy of cultivating cultural awareness in college english teaching . 30 4.1 the implementation approach of cultivating cultural awareness in college english teaching . 30 4.1.1 teaching culture awareness through listening and speaking . 30 4.1.2 teaching culture awareness through reading . 32 4.1.3 teaching culture through writing . 33 4.1.4 teaching culture through translation . 33 4.2 strategies of college english culture awareness teaching . 34 4.2.1 strategies of culture awareness teaching at curricular time . 35 4.2.2 strategies of culture teaching at extracurricular time . 43 conclusion . 50 bibliography . 52 acknowledgements . 56 publications . 57 山东师范大学硕士学位论文 i abstract this thesis aims to demonstrate the importance and necessity of cultivation of culture awareness before exploring the suitable scheme for cultivation of students culture awareness in college english teaching. cultivation of culture awareness became an integral part of foreign language education several years ago. since then, more and more college english teachers have come to realize its critical role in foreign language education. efforts have been made to integrate culture awareness elements into foreign language teaching. however， despite the blossoming development in culture teaching in foreign language teaching in china, there seems to be a big discrepancy between theoretical researches and the actual practice. both teachers and students are not satisfied with the current culture education in colleges. worst of all, the current culture education makes little contribution to college students personality development. on one hand, due to the perennial practice of test-oriented education in china, they are good at memorizing and imitating; on the other hand, they suffer from poor logic thinking and lack of culture taste. clearly, in classes, students will deal with not only language differences but also cultural diversity. a student should know foreign culture as well as the language concepts. the cultural difference in thinking, beliefs, attitudes and values not only gives rise to failures or misunderstandings, but also leads to frustration and beats the students confidence. as a particular way of thinking, a criterion for judgment or an acute sensitivity to cultural diversity, culture awareness becomes a fundamental requirement for college students consciously or unconsciously. cultural awareness indicates that college students have a good command of cultural knowledge of the target language, a strong competence of adjustment and communication. to acquire this awareness and to put it into full use in cultural communication will bring a great success to the students and inevitably help them to overcome the restraints of cultural elements. we should increase intercultural awareness among language learners, and promote all-around education through the cultivation of students intercultural awareness. this thesis is divided into six parts, including four chapters between the introduction and the conclusion. chapter one reviews the relevant theories, and then chapter two examines the 山东师范大学硕士学位论文 ii significance and status of culture awareness. the former two chapters are aimed at illustrating the necessity of cultivation of culture awareness from two perspectives: relationship between language, communication and culture, and the requirement of culture teaching in china. based upon the analysis of the current status of culture awareness, chapter three summarizes the principles and content of how to cultivate culture awareness in college english teaching. in chapter four, some feasible techniques and enforceable strategy will be suggested for the conscious cultivation of college students culture awareness. based on the above analysis, the thesis may at least claim the following conclusions: through cultivating the culture awareness in college english teaching, students could enrich their experience and expand their thinking and behaving. they can also accept differences and appreciate similarities willingly, learn how to make self-adjustment according to the environment, and develop a tolerance for violation of conversational principles and a psychological empathy for cultural differences. furthermore, it would be of great benefit to students in helping them to have a better understanding and internalization of the knowledge, and promoting the ability of applying the knowledge to practice. key words: cultivation of culture awareness; cultural diversity; college english teaching; implementation strategies; category number: h319 山东师范大学硕士学位论文 iii 摘 要 本文首先强调了培养文化意识的重要性和必要性，并试图在此基础上，探索出适合 大学英语教学中学生文化意识培养的方案。 文化意识的培养在很多年前就已经成为外语 教育不可分割的一部分了。从那以后，越来越多的大学英语教师已经认识到它在外语教 育中的重要作用。我们努力整合文化意识元素，使其融入语言课程。然而,尽管英语教 学中的文化培养逐渐升温，但是，在理论研究和实际的练习之间仍存在着一定的矛盾。 无论从教师还是学生来讲，都不满意大学目前现有的文化教育。最糟糕的是，当前文化 教育对大学生的个性发展的贡献很小。由于长期以来的中国应试教育，学生们逐渐培养 出擅长记忆和模仿而缺乏逻辑思维和文化品位。 很明显，学生在处理语言的差异的同时还要处理文化的多样性。学生不仅需要掌握 语言的概念，更重要的是需要掌握其他国家的文化。思维方式、信仰、情感态度与价值 观的不同不但会引起错误或误解，而且会挫败学生学习的信心。文化意识作为一种特定 的思维方式、作为一种评判标准或是对文化差异及多样性的敏锐的感应性，自觉不自觉 的成为对大学生的一项基本要求。文化意识表明大学生有良好的人文知识和语言能力， 有较强的适应能力和沟通能力。获得这个意识,并把它充分利用在跨文化交际中，将帮 助学生克服文化因素的抑制作用。我们应该努力提高语言学习者的跨文化意识,通过培 养学生的跨文化意识促进素质教育。 本文由 6 个部分组成，包括四个章节的正文部分及引言和结论部分。第一章将探讨 相关理论；第二章研究大学英语教学中文化意识培养的现状及意义。第一、二章旨在从 语言，交流，文化之间的关系，以及中国文化教育的要求两个方面发现培养大学英语教 学中文化意识的必要性。第三章在分析了现状的基础上，总结出了大学英语教学中文化 意识培养的原则和内容。第四章,提出一些可操作性的策略来培养大学生文化意识。 由前几章的分析，本论文得出以下结论：通过在大学英语教学中渗透文化意识的培 养， 高校学生可以丰富并拓宽他们的思维方式和行为。他们也可以接受差异并欣赏异 同,学习如何使自身根据环境调节，宽容对待文化差异，从而更有利于所学知识的理解 和内化，提高知识的运用能力。 关键词：关键词：培养文化意识；文化多样性；大学英语教学；可操作性策略； 分类号：分类号：h319 山东师范大学硕士学位论文 1 introduction it has been widely acknowledged that language cannot be learned without the learning of the culture in which the language is used. language and culture are so closely related that they permeate into each other. language is the carrier of the culture, while culture shapes the language. language is an indispensible aspect of its culture. language is to culture what part is to the whole. language is contained within its culture. at the same time, language can preserve and transmit the culture. culture will not be carried without the language. just as rivers holds that language cannot be separated completely from the culture in which it is deeply embedded. the relationship between language and culture makes language learning complicated. to some extent, language learning cannot be achieved without culture learning. effective language learning involves culture learning. the ultimate purpose of language learning is realization of cross communication. mere language learning can never realize the goal of effective communication. the combination of both language learning and culture learning can get rid of the misunderstanding and obstacles in the process of cross communication. nowadays, the significance of cultural awareness cultivation has been recognized by both teachers and learners. cultivation of culture awareness has become an integral part of foreign language education. the culture awareness cultivation helps college students explore both the explicit and implicit elements in the target foreign society. it is helpful for students to have a comprehensive understanding of the target culture. the cultivation of cultural awareness plays a key role in the process of language learning. efforts have been made to integrate culture awareness elements into language classes. though chinese school-teaching has constantly paid great attention to culture teaching, there is still a big discrepancy between theoretical researches and the actual practice. both language teachers and students are not satisfied with the current culture education in colleges. this study discusses the importance and necessity of cultivation of culture awareness before exploring the suitable scheme for cultivation of students culture awareness in college english teaching. the focus of the study is to find ways to cultivate college students cultural awareness both systematically and practically. it is sincerely hoped that this study can be 山东师范大学硕士学位论文 2 beneficial to both college teachers and learners. it is expected that the cultural awareness cultivation can be helpful in guiding teachers to add cultural elements into their linguistic learning. besides, it is hoped that this study can enrich college students learning experience. this paper consists of six parts. part one provides a brief introduction for the academic background of the study. it includes the relationship between language learning and culture learning and the significance of cultivation of cultural awareness in the language learning. besides, the purpose and the organization of this study are included in this part. chapter one is a review of the relevant theoretical basis. it examines the significance and status of culture awareness. chapter two is aimed at discovering the necessity of cultivation of culture awareness from two perspectives: relationship between language, communication and culture, and the requirement of culture teaching in china. chapter three makes the principle and content upon current status of culture awareness of chapter two. chapter four provides some operational techniques and enforceable strategy for the conscious cultivation of college students culture awareness. the last part is the conclusion of this paper. both the significance of the study and the limitations of the present study are pointed out in this chapter. 山东师范大学硕士学位论文 3 chapter one literature review 1.1 definition of culture culture is pervasive in peoples daily life, and besides that, the characteristic of culture is complex, multidimensional and ubiquitous. culture manifests itself in different aspects, such as, the patterns of language, the patterns of thought, and the forms of activity and so on. these patterns are the models for common adaptive acts and styles of expressive behaviors. it enables people to live in the certain geographical and technical environment. it is difficult for scholars to give the term culture an integrated and scientific definition. different people define culture in their respective perspective. thus, culture can be defined in a number of ways. the definitions of culture are as follows. tylor gave a systematic definition in his anthropologist way. he puts forward that culture is closely related with knowledge, arts, morals, beliefs, arts, morals, law, and customs. he describes the culture as the total of beliefs, values, inherited ideas and the knowledge that constitutes the basis of a shared action. in the perspective of anthropologist, culture has three dimensions: first, culture is the quality of a set of shared values, customs, language, outlook, kinship, system, social organization and other take-for-granted day-to-day practice of a people that sum up a group or organization; second, culture is symbolic of some identity. it makes the people have the sense of membership and belongings. people who have the same beliefs, knowledge and actions are said to share the same culture. third, culture is merely a kind of life style. people living in such kind of environment maintain and transmit such style from generation to generation. after tylor, kroeber and kluckhohon, other two famous anthropologists, identified 164 definitions of the term given by different scholars. there are a number of new definitions given by different scholars in different fields. these scholars define the term of culture differently due to their different backgrounds. even the scholars within the same field interpret it from different perspectives. so it is easy to say that though they mean the same thing, they consider it differently. 山东师范大学硕士学位论文 4 some scholars define the term of culture from some other perspectives which are different from the scholars mentioned above. for example, gudykunst and kim (1984:13) equated culture with a theory of “interpret the world and know how to behave”. condon and youself (1986:143) reminded us that “we cannot separate culture from communication, for as soon as we start to talk about one we are almost inevitably talking about the other, too”. daniel bates and fred plog (1990:28) says that culture is a system of shared beliefs, learned values, attitudes, customs, artifacts and behaviors which are learned through the process of socializatio