从文化迁移的角度探讨中国初中英语口语教学论文.doc

本 科 毕 业 论 文Undergraduate Thesisof Shaanxi University of TCM题目:从文化迁移的角度探讨中国初中英语口语教学Title: A Study of Oral English Teaching in Chinese Junior Middle Schools from the Perspective of Cultural Transfer矚慫润厲钐瘗睞枥庑赖。Acknowledgments This thesis couldnt have been completed without assistance and encouragement provided by many people. 聞創沟燴鐺險爱氇谴净。 First of all, I would like to extend my cordial gratitude to my academic advisor Ms. Xue Junmei, for her valuable suggestions and sincere guidance at every stage of the preparation of this product. Without her constant and generous support, this thesis could not have been fulfilled. 残骛楼諍锩瀨濟溆塹籟。 My sincere appreciations also go to all the teachers in the English Department of Shaanxi University of Chinese Medicine, who are professional, dedicated, and hardworking, have taught me a lot during these five years and gave me considerable emotional support.酽锕极額閉镇桧猪訣锥。 Last but not most, heartfelt thanks I would like to give to my family. It is with the love and support from them that I could continue with my learning all the way. Without their help, the thesis would not have come into being.彈贸摄尔霁毙攬砖卤庑。 Guo Qingyan Abstract The world is developing by leaps and bounds in the 21st centuries; and with the depth and breadth of Sino-western communication, it draws great attention to study oral English from the cultural transfer perspective. As we all know, learning a language is mainly learning its culture. If we want to master the real connotations of language only based on the cultural differences to learn a language. Language is used to communicate with others, especially oral English, which is more important in daily life. Nine-year compulsory education in china, oral English teaching exists many problems in junior middle school in our country, especially ignores the culture teaching during oral English teaching, which leads the low teaching efficiency. In China, the stages of English teaching can be divided into three stages: primary school, junior middle schools and senior middle schools. The stage of junior middle school is a transition stage for students oral English learning in Nine-year compulsory education. So the teachers should pay more attention to culture teaching during oral English teaching. This thesis mainly studies oral English teaching in Chinese junior middle schools through the problems existing in oral English teaching, the factors restricting students oral communication and provides some effective strategies for improving the level of oral English teaching in Chinese junior middle schools from the perspective of cultural transfer.謀荞抟箧飆鐸怼类蒋薔。Key words: oral English teaching；cultural transfer；teaching strategy；teaching methods; Chinese Junior middle school厦礴恳蹒骈時盡继價骚。摘要21世纪的世界飞速发展，随着中西交流的日益频繁和深广，从文化的角度来学习英语及其翻译倍受人们的关注。学好一门语言首先了解它的文化，只有在此基础上，我们才可以更好的掌握语言的内涵。但在我国的九年义务教育中，初中英语口语教学却存在很多问题，其中最为严重的问题就是在教学过程中忽略了文化教学，从而导致我国英语口语教学效率低下。在我国，英语口语教学大致可以分为三个阶段：小学、初中和高中。初中是学生英语口语习得的一个重要的过渡阶段。因此在教学中，教师应该给予文化教学足够的重视。本文试图从文化迁移的角度通过对我国初中英语口语教学中存在的问题，制约学生口语交际的因素以及有效的口语教学策略的分析,旨在为有效提高初中阶段的英语口语教学提出良好建议。茕桢广鳓鯡选块网羈泪。关键词:英语口语教学;文化转移;教学策略;教学方法;中国初中ContentsAcknowledgmentsII鹅娅尽損鹌惨歷茏鴛賴。AbstractIII籟丛妈羥为贍偾蛏练淨。Chapter one Introduction1預頌圣鉉儐歲龈讶骅籴。1.1 The Research Background1渗釤呛俨匀谔鱉调硯錦。1.2 The Objective and Significance of the Thesis1铙誅卧泻噦圣骋贶頂廡。1.3 The Organization of the Thesis2擁締凤袜备訊顎轮烂蔷。Chapter Two Literature Review4贓熱俣阃歲匱阊邺镓騷。2.1 The Relationship of Culture and Language4坛摶乡囂忏蒌鍥铃氈淚。2.2 The Definition of Cultural Transfer and Its Classification5蜡變黲癟報伥铉锚鈰赘。2.3 The Strategies of Oral English Teaching in Junior Middle Schools7買鲷鴯譖昙膚遙闫撷凄。2.3.1 The definition of strategies of oral English teaching7綾镝鯛駕櫬鹕踪韦辚糴。2.3.2 The classification and characteristics of strategies of oral English teaching8驅踬髏彦浃绥譎饴憂锦。Chapter Three Discussion10猫虿驢绘燈鮒诛髅貺庑。3.1 The Cultural Transfer Appearing in Junior Middle School Students Oral English Expressions10锹籁饗迳琐筆襖鸥娅薔。3.1.1 Mother tongues thinking mode10構氽頑黉碩饨荠龈话骛。3.1.2 The cultural transfer of native cultural tradition and speech habits11輒峄陽檉簖疖網儂號泶。3.2 The Problems Existing in the Oral English Teaching of Chinese Junior Middle Schools12尧侧閆繭絳闕绚勵蜆贅。3.2.1 Following English class teaching by teachers explaining12识饒鎂錕缢灩筧嚌俨淒。3.2.2 Misunderstanding oral English teaching goals13凍鈹鋨劳臘锴痫婦胫籴。3.2.3 Ignoring the appropriateness of language in oral English teaching13恥諤銪灭萦欢煬鞏鹜錦。3.2.4 Limiting of oral English teachers professional level13鯊腎鑰诎褳鉀沩懼統庫。3.3 The Factors Restricting Chinese Junior Middle School Students Oral Communication14硕癘鄴颃诌攆檸攜驤蔹。3.3.1 Subjective factors14阌擻輳嬪諫迁择楨秘騖。3.3.2 The objective factors15氬嚕躑竄贸恳彈瀘颔澩。3.4 The Effective Strategies Improving the Level of Oral English Teaching in Chinese Junior Middle School16釷鹆資贏車贖孙滅獅赘。3.4.1 Clearing oral English teaching goal16怂阐譜鯪迳導嘯畫長凉。3.4.2 Improving the students participation in oral English teaching17谚辞調担鈧谄动禪泻類。3.4.3 Improving students ability of autonomous learning17嘰觐詿缧铴嗫偽純铪锩。3.4.4 Attaching great importance to teachers feedback18熒绐譏钲鏌觶鷹緇機库。3.4.5 Encouraging evaluation timely18鶼渍螻偉阅劍鲰腎邏蘞。3.4.6 Introducing the cultural background of learning materials19纣忧蔣氳頑莶驅藥悯骛。Chapter Four Conclusion20颖刍莖蛺饽亿顿裊赔泷。4.1 Summary of the Thesis20濫驂膽閉驟羥闈詔寢賻。4.2 Suggestions for Oral English Teaching of Chinese Junior Middle School Based on Culture20銚銻縵哜鳗鸿锓謎諏涼。4.2.1 Changing the traditional teaching perception20挤貼綬电麥结鈺贖哓类。4.2.2 Emphasizing the importance of foreign cultural awareness21赔荊紳谘侖驟辽輩袜錈。4.3 Limitations of the Research 22塤礙籟馐决穩賽釙冊庫。BibliographyVII裊樣祕廬廂颤谚鍘羋蔺。VIChapter one Introduction1.1 The Research Background As an international language, English becomes more and more important. Chinese junior middle school students realize the significance of English as a tool in their studying aboard and in their future work, so they devote themselves to practice oral English. However, they are always affected by the similarities and differences between the two cultures during learning a second language.This phenomenon is called cultural transfer. Positive culture transfer fosters foreign language learning. Negative culture transfer is a barrier for English teachers and Chinese junior middle school students during foreign language teaching and learning. The students, even the teachers, dont realize the importance of the culture and ignore influence of culture transfer during teaching and studying. For example, such idioms likeevery bullet has its billet, sit on the fence, the students may not understand them, even know each word. So language teaching is a teaching about culture. However, in our country, the stages of English teaching can be divided into three stages: primary school, junior middle school and senior middle school. The stage of junior middle school is a transition stage for students oral English learning in Nine-year compulsory education. So the teachers must highlight the oral English teaching of Chinese junior middle school. In order to improve the level of oral English teaching in Chinese junior middle school, we must highlight culture teaching during the oral English teaching to decrease culture transfer phenomenon, even eliminate it, meanwhile emphasize grammar and vocabulary. 仓嫗盤紲嘱珑詁鍬齊驁。1.2 The Objective and Significance of the Thesis In spite of the growing of researches on cultural transfer, there is an area left unattended. That is, how to deal with culture transfer in oral English teaching in Chinese junior middle school? How to further improve oral English learning and teaching in junior middle school?绽萬璉轆娛閬蛏鬮绾瀧。 Language is a carrier of culture. Culture is the connotations of language. Language reflects the thinking patterns of a nation, psychological characteristics and social customs, historical transition as well as other important cultural symbols. Without language, the human cannot describe any kind of culture. Of course, language itself is also one of the important parts of culture. When we learn the second language, we cannot ignore the relationship between culture and language. When learning a national language, we should grasp the opportunity to contact with the national traditional culture. However, oral English absolutely is the most important part in English teaching of junior middle school. So we have to learn English culture well when we are learning oral English. Lado (1957) said that the teacher who has made a comparison of the foreign language with the native language of the students will know better what the real problems are and can provide for teaching them.1 And it shows the necessity of culture input during foreign language teaching.骁顾燁鶚巯瀆蕪領鲡赙。 The present thesis aims at studying the cultural transfer in oral English learning for Chinese junior middle school students, having a general view on the manifestations of transfer as well as providing enlightenment for the teachers to help students overcome negative transfer and make full use of positive transfer.瑣钋濺暧惲锟缟馭篩凉。1.3 The Organization of the Thesis The thesis consists of four chapters. Chapter one is the introduction, which informs the background, the objective and significance as well as the organization of the thesis. Chapter two is the literature review, representing the definition of culture and culture transfer, the definition of oral English teaching strategies and skills in junior middle schools, the classification and characteristics of oral English teaching strategies, as well as previous study of cultural transfer in oral English teaching of Chinese junior middle schools done by other scholars both home and abroad. Chapter three is the core of the thesis, which describes the problems existing in the oral English teaching of junior middle school, represents the main elements that restrict the students oral English learning and the effective strategies for improving the level of oral English teaching as well as offers suggestions for improving oral English teaching in junior middle schools of the text conducted by writer. The last Chapter discusses the significance of the study and provides some suggestions for oral English teaching of junior middle schools.鎦诗涇艳损楼紲鯗餳類。Chapter Two Literature Review2.1 The Relationship of Culture and Language What is culture? Someone will say that culture is for the economy, politics and all mental activities and products of human. Others have different ideas. In fact, about the definition of culture, there is no unified one. Therefore, the study of cultural definition is quite necessary. 栉缏歐锄棗鈕种鵑瑶锬。 At present, academia as opinion, known as the father of the anthropology of British anthropologists e. b. Taylor, the first scholar made a significant impact on the culture definition. He firstly gives a classic definition of culture in 1871 in his primitive culture in the science of culture chapter, he said: the culture or civilization, in its broad sense of ethnology, is a compound as a whole, including knowledge, belief, art, morals, law, custom, and which are as a member of society all other capabilities and habits acquired by.2 Obviously, it defined culture as the floorboard of the social development in the process of human creation, including the material technique, social norm and the spiritual concept. From then on, Taylors definition about culture is regarded as the origin of cultural definition, future generations give this definition mixed views, and continuously put forward new ideas. What is culture? So far, there are many kinds of cultural definitions. Culture itself is an interesting, academic argumentative phenomenon. Cultural definition has a typical case that is a variety of disciplines for different definitions of culture. 辔烨棟剛殓攬瑤丽阄应。 As a matter of fact, about cultural distinction, it is generally believed that culture is divided into broad sense and narrow sense two kinds, some people also call it big culture and small culture. In its broad sense, culture refers to the floorboard of material and spiritual wealth that human beings have created and accumulated in the course of social development, which includes three layers altogether. The surface level refers to all the essential material things for the living of human beings, namely the material culture, including food, drink, costume, building, and so on. It marks a certain social area of the development of material civilization and spiritual civilization level, peoples values and behavior norms, specific organizational structure and way of life. The deep level refers to the spiritual culture, which includes social values, religious beliefs, mode of thought and so on. It is the central part of culture. The intermediate level is the conventional culture, which refers to all kinds of organizations, institutions, behavior customs, and life styles that are formed through humans social life. In its narrow sense, culture refers to the social ideology (the politics, laws, knowledge, belief, art, etc.) and various social systems and corresponding organization structures (government, party, club, court and schools, etc.). It has great influence on the other two cultural levels, and it is the core of the whole culture.3峴扬斕滾澗辐滠兴渙藺。 Language is not only a kind of cultural phenomenon, but also the most important communication tool for thinking and communicating. Language has its stability and nationality. 詩叁撻訥烬忧毀厉鋨骜。 Language is the medium that people communicate with each other, which will be inevitably influenced on the politics, economy, society, science as well as technology, even the culture itself. Language as a communication tool, does not exist independently, but exists with the culture. Language and culture rely on each other and influence each other. Language is an important carrier of culture. In turn, culture has a restrictive effect on language. So when learning a foreign language, we must first understand the nations culture, only in this way can we really understand and master the language well. Therefore, it is necessary to thoroughly understand the relationship between language and culture.则鯤愜韋瘓賈晖园栋泷。2.2 The Definition of Cultural Transfer and Its Classification胀鏝彈奥秘孫戶孪钇賻。 To know the phenomenon of cultural transfer and its influence, first you must know the real connotations of cultural transfer. The concept of cultural transfer comes from the earliest language acquisition, and is often confused with interference. In fact, this confusion arises from the first language knowledge in different understandings of the role of the second language acquisition. 鳃躋峽祷紉诵帮废掃減。 Based on the theory of behaviorism, linguists think that language acquisition is a kind of habit, learning a foreign language is actually to use target language to replace the first language in the form, so the knowledge of first language is regarded as an interference of second language acquisition. However, with the development of psycho-linguistics, there is a new understanding about the relationship between first language knowledge and second language acquisition.稟虛嬪赈维哜妝扩踴粜。 Psychological linguists Anderson believed that language learning is a process, including comprehension process and production process. Comprehension process includes three components: perception, parsing and utilization. In these three steps, utilization is the key, because the usage is stored in long-term memory of knowledge just like the activation of the first language knowledge, and then combined with the new information to help learners understand the target language. Production process also includes three steps: construction, transformation and execution. Transformation is the use of the language rules, for example, the first language rules will transform the intent of construction by the form of information.This step is essential and crucial. Thus, in the whole process of language learning, the first language knowledge is not always the interference. Odin (1989) offers the definition of transfer as a basis for his own thoughtful treatment: Transfer is the influence resulting from the similarities and differences between the target language and any other languages that have been previously acquired.4 This effect may be positive, also may be negative. If the first language and target language obey the same rules of language, then the influence is positive, which is called positive transfer of culture. If the two languages have great differences, which is called negative transfer. Can be inferred from the above, the so-called transformation is the mutual influence between the two things. In terms of language, positive transfer is more beneficial to study target language than the negative transfer, because according to Chomsky, all human specific languages adhere to the same universal grammar. 5陽簍埡鲑罷規呜旧岿錟。 According to behaviorists, the process of learning a language is the formation of a kind of habits, thus the biggest obstacle of second language acquisition comes from previous knowledge, because language learners have formed certain kinds of habits when they learn a second language. They would naturally transfer the skills learned in the L1 to the L2. In the case of similarities between the L1 and L2, language transfer functions positively, which would facilitate the L2 acquisition; while in the case of differences, it functions negatively, which makes it difficult to learn L2, even causes errors.6沩氣嘮戇苌鑿鑿槠谔應。 From the above, the present writer can know that the culture transfer can be divided into two kinds: one kind is positive