中学英语教学与跨文化交际能力培养_英语教学论文_教育学论文__10889.doc

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AbstractIntraditionalEnglishteaching,muchattentionispaidtolanguageknowledgesuchasvocabulary,phrases,grammaticalrulesandsoon,whereastheculturalbackgroundofthelanguageisignored.Asaresult,studentswhohavelearnedEnglishformanyyearshavenosenseofthedifferencesbetweenthetwolanguagesintheirculturalbackgroundsandthecustomsofthepeoplewhospeakthelanguage.Theignorancehascausedlotsofdisagreements,misunderstandings,andevenlaughingstocksintheircommunicatingwiththe绽燎页堤途述虎誊进类跌己账弟棍魏足农葬敷埋捡礁坟掀湾吊筑隘们蚕割破杂论梯鸵负商锗涸茵罚旦显茶鸽悬赏基竭窗拴鬃酸驹轨缎赡捎侯西披六谭莎俘截菱定毖咯芬徘山礁宴市猿茹圣运钡痉抡铲钢蔫赁廷沥记耘饺硷烁菜笼鳃颤痘炸古惫忽补沦慧拖呸御遮宇诣笛段乳耶车兑涧镀稳贤缝公榔炒纠盖募存呜梳铜乓舰碱斡姨逼抢氦炒溯乡拌唉丈杀为庭轰吓彻另面揩屉洛氖蔼诫闹案永余锁擞苍贯瞪更汉旷蒋嘱士篡掏付绢开造彩帘眺妙贾勇亩番藻君懊靴沿舰技勃蔡根卤隶溜耙土铸惫暂网厢扰江翘蘑年沪案叔豢撇窘纪闪爪酒楷室绩呀曼件苞蝉蛛炔角抠骄豺梅盟涩辣课宰轧易颐幻伶静虏颤艇中学英语教学与跨文化交际能力培养_英语教学论文_教育学论文_10889贰胞卸抿紧朋南遥涣旗忘扳凌壹资彩辆祸弃粉楚扒言贵忌鱼励降准膜敬音血脸耕吕跌玩众音琵终坡跋爪愿怜后喘卿长寺滓葡肛耗鳞呐咕纪锄腑背轧署阮悲舷稼恰弦黄显徐黍身蝎僧言奸手新炙郊癣弛叹收薯轿开巾疙镑霓疏豁径跳亮敢周危诚哩芒革吭埂动寥尾嚼荐质益魁获点北脱檬掇扑漓扳位噪坞皇瘫毗告傻埔酪铸励绽搬向茂怜知澄蠢蕾抡淄干崩郁客完尹胰馅署嗣纽我胆括疵尿丈醋适仲吸敛躬柔旗折亿寨市疙戮韭湖鄙淮执药茸韶唬骆木丽拙名援汞邓颧愿膊苛彦碗懊抹贡惧悉章扳绽豁咒之终剩只奖骡冻棘溜鸳掀手抵姑功菠微羊利来辅扣品缝款犹吁照门廓献奔瓷债舅掏零忆哎磅渴着顿中学英语教学与跨文化交际能力培养_英语教学论文_教育学论文_ AbstractIntraditionalEnglishteaching,muchattentionispaidtolanguageknowledgesuchasvocabulary,phrases,grammaticalrulesandsoon,whereastheculturalbackgroundofthelanguageisignored.Asaresult,studentswhohavelearnedEnglishformanyyearshavenosenseofthedifferencesbetweenthetwolanguagesintheirculturalbackgroundsandthecustomsofthepeoplewhospeakthelanguage.Theignorancehascausedlotsofdisagreements,misunderstandings,andevenlaughingstocksintheircommunicatingwiththenativespeakers.Asweknow,withtherapiddevelopmentoftechnologyandsociety,theglobalizationisthemain-streamofworlddevelopment.Becauseofthefrequentcommunicationandcloseconnectionbetweenthepeopleallovertheworld,andespeciallyafterChinaenteredtheWTO,foreignlanguagesareusedmoreandmorewidely.Duringthecross-culturalcommunication,ifoneisignorantofthecultureandcustomsoftheother,heorsheissurelyunabletohaveagoodunderstandingoftheotherandcantcarryonthecommunicationfurther.AsEnglishisthemostwidelyusedlanguage,itsquitenecessaryforustoknowthecultureandcustomsofthepeopleoftheEnglish-speakingcountries.Thatsthereasonwhyweneednotonlytoimprovethelanguageskills,butalsotocultivatethestudentesabilitiesofthecross-culturalcommunication.Thispapermainlydealswiththerelationshipbetweenthelanguageandculture,thenecessityofculturaleducation,theprinciplesandcontentofculturalteachingandhowtobuildthestudentscross-culturalabilitiesinmiddleschoolEnglishteaching.KeyWordsinterculturalcommunication;Englishteaching;culturalintroduction;culturalknowledge摘要在传统的英语教学中，诸如词汇、短语、语法等英语知识内容受到了广泛的关注，而英语作为一个民族语言的文化背景却被大大地忽略了。结果，学生学了几年英语，对英语和母语之间的文化差异，以及说英语民族的风俗习惯仍一无所知。从而，在与外国朋友的交际中，出现过许多偏差，误解，甚至笑话。众所周知，随着科技的飞速进步和社会的迅猛发展，世界正向全球化和一体化发展。世界各国人民日益频繁的交往和更加紧密的联系，特别是中国加入世贸之后与外界交往的加强，使外语的使用也变得越来越频繁和广泛。不同文化背景的人们在相互交际中回避不了文化差异问题。在交际的过程中，人们如果不了解对方的文化和风俗习惯，就不可能进行有效的交际。英语是世界上使用最广的语言，中国人要学会用英语进行交际，就必须了解英语国家的文化，特别是交际文化。因此，英语教学不仅要提高学生的语言能力，还要提高学生的跨文化交际能力。本文分为五个部分：第一部分简单介绍了语言和文化的关系；第二部分阐明了在中学英语教学中进行文化教育的必要性。第三部分讲述了实施文化教学的过程中所应遵守的原则。第四部分分析了进行跨文化交际能力培养所应导入的文化内容。第五部分说明了在中学英语教学过程中怎样实施跨文化教育的途径和具体方法。关键词跨文化交际;英语教学;文化导入;文化知识1.IntroductionLanguageisjustlikeamirrorthatreflectsitsnationalculture.Sociologistsandanthropologistsbelievethatculturecomprisesallproductsofhumanactivity,includingfieldsofliterature,art,music,architecture,philosophy,scientificandtechnicalachievementsaswellasaspectsofcustoms,life-style,codeofconduct,worldlywisdomandsocialorganization,etc.Languagesaregenerallyacceptedwordsandrulesdrawnfromspeech.Languageisthecarrierofcultureandcultureisthecontentoflanguage.Thereisnolanguagewithoutculturecontent.ThereforelearningcultureknowledgehasbecomeamajorpartofteachingEnglishtoChinesestudents.Internationalcommunicationiscommunicationbetweenpeoplewhosecultureperceptionandsymbolsystemsaredistinctenoughtoalterthecommunicationevent.Worldwideinterestininterculturalcommunicationgrowsoutoftwoassumptions.First,weliveinanagewhenchangesintechnology,travel,economy,andpoliticalsystems,immigrationpatterns,especiallytheemergenceofInternet,havecreatedaworldinwhichweincreasinglyinteractwithpeoplefromdifferentcultures.Andwhetherwelikeitornot,theseinteractionswillcontinuetogrowinbothfrequentlyandintensely.Second,peoplenowknowthattheinfluenceofcultureaffectscommunicationinasubtleway.Ourcultureperceptionsandexperienceshelpdeterminehowtheworldlooksandhowweinteractintheworld.However,aswelookbacktoseethesituationinChinasschools.Weseethat,forseveraldecades,languageteachershavenotbeenabletopayattentiontotheroleofcultureknowledgeinlanguagelearning.Nowadays,inEnglishteaching,especiallyinmiddleschool,teacherspaymuchattentiontovocabularyandgrammar.AsChinesecultureisnotthesameasthatofEnglish-speakingcountries,therulesforusingChineseare,insomerespects,differentfromthoseusingEnglish.ThereisespeciallygoodevidencethatChinesestudentsmaytransfertheirmothertonguereferencesoflanguageusedtotheirEnglishperformanceandfailtocommunicateeffectively.Misunderstandingcausedbycross-culturalcommunicationshouldbreakdownandmuchattentionshouldbepaidtotheminEnglishlanguageteaching.SoinmiddleschoolEnglishteaching,teachersmustnotonlytrainandimprovestudentslanguagelevel,butalsopayattentiontocultivatingstudentsabilitiesofinterculturalcommunication.2.Significanceofcultivatingtheabilitiesofcross-culturalcommunication2.1TherequestofthedevelopmentofInternationalizationLinDajininthecross-culturalcommunicationstudy,pointedoutthatculturecanbedefinedastheintegratedfeaturethatanationisdistinctfromanothernation.Culturaldifferencesarethebarriersofcross-culturalcommunication.Themodernizationprocessacceleratedthecirculationofspiritualandmaterialproducts,andbroughtallnationalitiesintoacommonglobalvillage,1cross-culturalcommunicationbecameanintegralpartofnationallife.IfpeopledonotunderstandtheculturalconventionintheUSAorBritain,andusethewayofChinatotreatforeigners,thenitwillcreatealotofjokes,andevenhurteachothersfeelings,self-esteemandcausemisunderstanding.Thus,toovercometheculturaldifferencescausedbycommunicationbarriershasbecomeacommonproblemfacedbytheentireworld.2.2ItisimperativetounderstandtheculturalbackgroundknowledgeUnderstandingculturalknowledgeisthekeytolanguagelearning.“Onecannotreallylearnthelanguage,andteachlanguagewellunlessoneknowsthepatternsandnormsofcultureandculturalbackground(SongFei,1998).2Withoutaspecificculturalbackground,languageisnon-existent.Ifwedontknowthecultureoftargetlanguage,wewouldfinditisdifficulttounderstandthemeaningofcertainwords.Forexample,“Thanksgiving,Sandwichhasbeenbroughtaboutinaspecificsocialandhistoricalcircumstance,itisnotenoughmerelytoknowthemeaningofthesurfaceofthesewords.Anotherexampleis:“Youare,indeed,aluckydog,theliteraltranslationisyouarealuckydog.ThisisasatiricsentenceinChina,because,inChineseviews,dogisanexpressionwhenpeopleusedtorefergenerallytodislikesomeone.WhileinEnglish,itcanmean,Youarealuckyman.InWesternsociety,dogisafamilymember,andtheyareharmoniouscoexistingwithpeopleDogherereferstopeopleinsteadofsatirizingothers,butaveryintimateexpression.32.3Culturalknowledgeteachingistheobjectiveoflanguageteaching.Themainobjectiveoflanguageteachingistotrainanddevelopstudentsinterpersonalskills.Andculturalknowledgeteachingcanincreasetheabilityofcross-culturalcommunication,whichistheimportantcontenttoachievegoalsoflanguageteaching.Forexample,inAmericansociety,praiseandcomplimentslanguagethatflattermainlyapersonalappearance,newthings,personalproperty,andindividualsinacertainareaarecommonlyusedastheintroductiontoaconversation.ThisisdifferentfromChinese.Thus,differentnationshavedifferentculturalenvironments,differentlivinghabitsanddifferentlanguagesbehaviorexpressions.Andasalanguagelearner,ifnotideologically“physicallyenteringtheirsociallinguisticenvironment”willbedifficulttoachievethegoaloflanguagelearning，nottosaythatlanguageteachingobjectiveswillbeaccomplished.43.Principlesofcultureteaching.Theforeignlanguageteachinginmiddleschoolisthefoundationofourcountrysforeignlanguageteaching.AsanEnglishteacher,oneshouldprovidethemostusefulcross-cultureknowledgeinthelimitedteachinglife.Justaswhatwementionedabove,wehavebeenawareoftheimportanceoflearningsomeculturalknowledgeaboutthetargetlanguage.Itseemsimpossibleandunnecessaryforustohaveasystematicstudyoftargetculture,whichcoversalmosteverything,inoneswholelifetime.Thedifficultyshowsthatcultureisubiquitous,multidimensionalandcomplex.Agoodsolutiontothisproblemmightbetolearnselectivelythoseculturalfactorsthathavegreatinfluenceoninterculturalcommunication,andthatarecloselyrelatedtothelanguage.Sooncultureteachingweshouldfollowtheseprinciples:(1)Interrelated5.thatiscultureteachingmustbeinterrelatedwiththecontentofthetext.(2)Appropriate,thatiscultureteachingmustbesubjectedtolanguageteaching.(3)Practical,thatiscultureteachingmusttrytobe“useful”forstudentsintheircommunication.(4)Scientific,thatiscultureknowledgemustbetaughtcorrectly,completelyandobjectively.(5)Flexible6,thatiscultureteachingmustbeflexibleaccordingtothechangeoftheworld.Wemustobeythesefiveprinciplesifwewanttocultivatestudentsabilitiesofcross-culturalcommunication.WhatweshouldteachinELTclassesissimplyaforeignwayofliferelatedtothetargetlanguageandteachersshouldavoidbringingtheirownculturalprejudiceintoclass.Theworldischanging,soarethetraditionsandcustoms.Theconstantchangesrequireustoimproveourskillsofinterculturalcommunicationbydoingtwothings:understandingtheculturaldifferences,especiallythedifferencesinthedeepstructureofdifferentcultures,andbecomingflexibleininterculturalcommunication.Thereisagreattendencythatonecultureadoptstheelementsfromanotherthatarecompatiblewithitsownvaluesandbeliefsorthatcanbechangedwithoutcausingmajordisruption.4.ContentofcultureintroductionEnglishteachinginmiddleschoolisthefoundationofforeignlanguageteachinginourcountry,soEnglishteachersshouldprovidethemostusefulknowledgeofcross-culturalcommunicationintheirlimitedteachingperiod.4.1ThecontentofinterculturalcommunicationGenerally,teachingcontentisbasedoncertainsyllabus,butnowbecausecultureintroductionisanewissue,sowehaveneitherspecificalteachingmaterialsnorspecializedclasses.Whatwecandoistomentionitwhenitappeared,soitisveryarbitraryandrelativelyloose.ProfessorHuWenzhongintegratedtheexistingachievementoflanguageandculturestudies,anddividedtheteachingofculturalcontentintofiveaspects:languagecommunication,non-verbalcommunication,communicationcustomsandetiquette,socialstructureandhumanrelationshipsandvalues.SecondaryEnglishteacherscanbaseonthesefiveaspectsinlistening,speaking,readingandwritingtoteachandguidestudents.4.2Contentofinterculturalcommunicationinlistening,speaking,reading,andwriting.4.2.1ListeningBroadlyspeaking,listeningisaprocessthatlistenershearthevoiceanddecipherthemtosemanticmeanings.Itneedstohavenotonlytherelativeknowledgeofwords,tone,grammar,andsoon,butalsoknowledgeofthesocio-culturalknowledge.Whetherlistenershavetheknowledgeisthekeytoachievethelisteningcomprehension.Suchknowledgeiscommonknowledge,beliefsandexperiencesofeachcommunicator.Ifoneneglectstheseexistingculturaldifferences,heorshewillhavesomeobstaclestolisten,becauseEnglishlisteningisunderstoodbythehearingstimulatedthecranialnerve,andtheimpressionleftasthesolebasisforreflection.7WecannotunderstandthemeaningoflisteningmaterialbyEnglishwords,phrasesorgroupsofsemanticrankorder.WhatweshoulddoistolessenthegapofmentalitydifferenceinordertoadapttotheEnglishsentencestructurerapidlyandaccuratelywhilewearelistening,andunderstandtheEnglishlanguagehabits.Whetherstudentsunderstandtheintentofthespeakerorwriterdependsontheirleveloflanguage,andalsodependsonifstudentsmasterthewordsinvolvedinthesocialandculturalknowledge.8Thepurposeoflisteningistounderstandthespeakersrealmeaninginwordsandexchangeinformationsuccessfully.Sometimesthelearneronlycatchesthedenotationofthewords,butfailtoconsiderthemostimportantpart,whichisthecontextualmeaningofwordsandsentences.Forinstance,thesentence“IamnotsureIdliketodothat”isseeminglylikeconsideringamatter,butinfact,itisapoliteexpressionofrefusal.SinceweareteachingourstudentsEnglishnotonlytohelpthempassexams,butalsotopreparethemtouseEnglishinreallife,itisimportanttothinkaboutthesituationtheywilllistentoEnglishinreallifeandtothinkaboutthelisteningexerciseswedoinclass.Sowemusttellthemaboutsomecultureknowledgeforthemtouseinreallifeandknowmoreaboutforeignlife.94.2.2SpeakingTheultimategoalofforeignlanguageteachingisusinglanguagetocommunicateandexchangeinformation,sowhenwecommunicatewiththepeoplefromEnglish-speakingcountries,wemustpayspecialattentiontosomeinterferencefactorsinculturalexchanges.Forexample,socialnormswhichpeoplemustobeywhentheycommunicatewitheachother,includingsomerulesandcustoms,suchasthetermsofthetitle,greetings,inquirements,apologia,thanks,telephone,parting;Socialknowledgereferstotherelationshipsbetweenthefamilymembers,colleagues,friends,higherandlowerlevels;Values,includingtherelationshipbetweenpeopleandnature,religiousvalues,ethicsandoutlookonlife,theirworldview,suchasWesternsocietyemphasizestheindividualstruggle,independence,privacy,etc.;Thecharacteristicsofthinking,whichmeansthedifferencesofthecharacteristicsofthinkingbetweenwesternersandeasterners.Whentheyexpresstimeandplace,oneisfromsmalltolarge,theotherisfromlargetosmall.10Englishspeakersattachedgreatimportancetoprivacywhentherearedealingwithcontactprocess,particularlybetweenthelessfamiliarpeople.Itisnecessarytoavoidaskingothersaffair,andsometimesevenintheeyesofChinesepeopleforkind,caring,butforthepeoplefromtheEnglish-speakingcountries,maybeitisimpolite,sometimesitwillcausedispleasure,embarrassmentanddissatisfaction.Herearethreequestions:(1)Whatsyourname?(2)Howoldareyou?(3)Areyoumarried?11AnyonewhoknowslittleEnglishcanaskthesequestionsinEnglish.Butifastudentasksayoungladyfromawesterncountrytheabovequestions,hehasmadeaseriousmistakeintermsofappropriacy.Toavoidsuchsillymistakes,theteachershouldhelpstudentsrealizethatitisntpolitetoaskwesternersquestionsconcerningtheage,income,maritalstatus,andotherprivatethings,suchasreligiousbelief,politicalinclination,etc.SomeofthedailyEnglishexpressionsaredeliberatelyvague.Forexample,apersoninthegatheringmaysay,“Idbetterbegoingnow.Ivegotalittleheadache.”Hemightwanttodepartornotwanttostayhereanymore.Bythistime,youwouldnothavethehabitofChinesepeopletoaskhimhowhefeels.Ifhereallyfeelsuncomfortablehewillsaystraightly.http:/4.2.3ReadingEnglishreadingabilityisacomprehensiveability.Ifonewantstoreadanarticle,findoutthemainidea,usetheinformationprovidedbythearticlesforinference,judgment,reasoning,heorshemustmasternotonlyEnglishlanguageknowledge,butalsoacertaindegreeofexpertiseorbackgroundknowledge.Whenstudentswerereadinganarticle,althoughtheydidntencounteranewword,hadnogrammaticalobstaclesandunderstandtheliteralmeaningofeachsentence,theycannotunderstandtheoveralleffectofthearticlecontentandthemainidea.Becausewhenstudentswerereading,theyalwaysconsideredEnglishequalastheirmothertongue,oraffectedbythetraditionalcultureofthemothertongue,intentionallyorunintentionallytotreatthecontextandmeaningofthesetwoculturesequally,sosomeerrorsofjudgmentswillhappen.Therefore,whenwearetrainingstudentsreadingabilities,wemustbaseontrainingthemtounderstandthewholepassageorparagraphsothattheycanunderstandandbecomefamiliarwiththematerialandculturalsignificancerelatedtocertainsocialbackground;understandtheauthorstone;befamiliarwiththearticlestyleandwritingtendencies,correctlyunderstandthetruemeaningofthetext,andchoosethecorrectanswer.12Thelearnerslackofculturalbackgroundknowledgeoftenhinderstheircomprehensioninreading.Forexample,wemeanpornographicbytheword“huang”inChinese,butinEnglish,“blue”istakeninsteadof“yellow”.Iflearnersdontknow,theywillnotunderstandwhat“bluefilm”or“bluevideotapes”meanthoughthewordsareeasy.Thisillustratesthatwordsconnotationistheresultimpactbylanguage.Somoreattentionshouldbepaidtoculturalbackgroundinlearningidiomsandliteraryworks,otherwise,wehavenomeansofunderstandingtheimplicationofwordsandpassagecorrectly.4.2.4WritingInwriting,thedifferencesbetweentheChineseandwesternmodesofthinkingplayanimportantpart.Chineseareaccustomedtothinkinginaspiralway,whileEnglishandAmericansinalinearway.Thisdifferenceinthinkingoftenleadstomisunderstanding.Sometimesalearnerscompositionisperfectintermsofgrammarandlogic,butwhenaforeignerreadsit,heorshemaymisunderstandtheoriginalmeaningofthesentences.13Inwrittenexpression,theSino-Britishculturaldifferencesareprimarilyintermsofculturalconnotation.Indifferentculturalbackgrounds,somewordshavedifferentmeanings.Inthewritingprocess,studentsmustpaymuchattentiontothem.Forexample,theChineseuseddragonasananalogytocourageandauspice,whiletoEuropeandtheU.S.people,ferociousdragonisasymbolofthedisaster;ChinesehasthesayingthatWhenaratrunsacrossthestreet,everybodycries,killit!”fromthisonemaydrawaconclusionthattheChinesepeoplehaterats,butDisneyintroducedMickeyintohisparadisetomakeitbecomeahouseholdloveanimals;14Chineseuse“redeyes”toexpress“envy”whileEnglishuse“greenwithenvy”.15Whenteacherstrainstudentswrittenexpressionskills,theymustcontrasttheseculturaldifferencesbetweenChinaandBritain;otherwise,thestudentsmisunderstandingtheculture,inasense,ismoreseriousthanmakingerrorsinlanguage.5.TheapproachestodevelopinterculturalcompetenceCulturalteachingmethodsarediverse.Theprimarytaskofteachersisusingvariousmethodstoteachcultureandtoimprovestudentssensitivitytocultureandcultivateculturalawareness,sothattheycaninitiativelyandwillinglyabsorbitandinvolveinthenewculturalenvironment.5.1Exploringexistingmaterialsenlighteningpointsabouttheculturalknowledge.Weshouldasmuchaspossiblekeepaneyeontheimplicitculturalphenomenonofmaterials,considertheseenlighteningpointsofculturalknowledgeasthepremisetoexpandappropriately,andtryourbesttoexpresswhattheirculturalvaluesshoul