论文开题报告.崔鸿娥doc.doc

B.A. Thesis Proposal学士学位论文开题报告邯郸学院外国语学院School of Foreign Languages of Handan College论文题目： 中学英语课堂上文化教学的现状及对策研究 Title: Research on the Current Situations and Countermeasures Of Culture Teaching of English in Middle School 专 业： 英 语 指导教师： 许 雪 梅 班 级： 08级英语本科5班 学 号： 014001085011 姓 名： 崔 鸿 娥 日 期： 2011年12月15日 指导教师意见： 指导教师(签名)： 日期： 年 月 日. Introduction1.1 Research MotivesWith the development of internationalization, English communication becomes more and more frequent in the world. Culture teaching, as a part of English teaching, plays an important role for students to make a successful communication. Meanwhile, it can broaden students eyes to know more about foreign culture, cultivate cross-culture awareness, and arouse students interest to learn English. Whats more, it can make English class relaxing and joyful and improve communicative skills as well. In recent years, culture teaching in English class has been paid more and more attention both at home and abroad. Majority of researchers study on it, and has made fruitful achievements. However, there still exist some points that deserve to study further. For example, the significance of culture in English teaching should be paid enough attention, and the culture teaching methods applied in English class need to be improved in a further way. Therefore, this thesis attempts to find out the current situations of culture teaching in English class and tries to find out some measures to improve the situations.1.2 Literature ReviewIn order to make my paper entire and have a more complete picture about the topic I have examined, this thesis decides first to adopt some initial resources in the literature review, and then see what has happened within the domain of the English culture teaching. There are many researches about culture in English teaching both at home and abroad. Generally speaking, the western countries studying the English culture teaching are earlier than China and superior to China. However, the study of English culture teaching in China has developed fast in recent years and lots of Chinese scholars put forward their own unique ideas about English culture teaching. At abroad, the English culture teaching has been valued by western scholars for many years. In the book Language and Culture, which was published in 2002, Gu Jiazu states the definitions of culture that are put forward by some antecedent scholars in western countries. He mentions that the Germanic scholar, Logero Pagich first proposed the culture science and researched it in 1883. Then American anthropologist, Kroebe put forward the basic concept and principles of cultural science and made the cultural science appear as an independent system gradually, but culture teaching in English class had not been paid enough attention.Certainly, Chinese scholars also put forward some own ideas about culture teaching about our native culture. When we think highly of the western culture, we ought not to neglect our native culture. Seelye, in his book Communication Strategies for Intercultural Communication, which was published in 1983, states that the successful trans-cultural communication is based on the abundant learning and understanding of our native culture. If you ignore your own native culture, it is inevitable to cause unsuccessful effects in the cross-cultural communication. He indicates in his paper that some junior students are short of the acquaintances of their own culture, thus leading to the difficulty in expressing them appropriately in English. Although the western culture is one of the essential aspects of the domestic teaching of culture, the native culture is also a necessary part of communication. He indicates that people should balance the proportion between the western culture and native culture in the teaching of culture in middle school, revise the contents of teaching, and set up the course that teaching Chinese culture in English. Therefore, when we value the western culture, the Chinese culture should be paid close attention. In the late nineteenth century, people turned to lay stress on the significance of language teaching in English culture teaching. Since then the language has a close relationship with culture. Language is a necessary carrier of culture and helps present culture. As to the relationship between language and culture, many linguists have given complete and vivid explanations: in the bookCultural Studies in Foreign Language Education, which was published in 1989, Byram refers to the relationship between language and culture as follows: “as learners learn about language they learn about culture and as they learn to use a new language, they learn to use a new culture. They learn to communicate with other individuals from a new culturethe meanings of a particular language point to the culture of a particular social grouping, and analysis of those meaningstheir comprehension by learners and other speakersinvolves the analysis and compression of that culture.” 1What is more, there are some scholars coming up with some solutions to these problems, which exist in culture teaching in English class. Wen Huifen introduces a practical and feasible solutioncooperative learning in her article “Attempt on Cooperative Learning in English Teaching”, which was published in 1992. She points out that people should lead into the culture teaching in the English teaching efficiently in order to develop the ability of language competence and improve the communicative competence of trans-culture. In her article, she not only introduces some theories about cooperation in English culture teaching, but also analyses the psychological base of cooperation from the perspective of emotion and cognition. In teaching culture in English class, she proposes that the cooperative learning, such as role playing, short drama, discussion, pair work and competition, should be applied into the teaching of English language and culture gradually. She states that the tactics of cooperative learning can aid the students in understanding and mastering target culture so as to improve the communicative competence of trans-culture. She also indicates that traditional teacher-centered teaching method in English class has not been suitable for use in current teaching situations, and modern teaching method based on students finds its own way in the application to the new lesson.Culture and language are inseparable. In the book Context and Culture in Language Teaching, which was published in 1999, Kramsch states that culture consciousness and the acquaintances of a second language can help students with the mastery of a second language in an efficient way. Kramsch also indicates that the culture teaching more or less permeates the teaching of the social communication, and the spoken and written language. In her viewpoint, learning a second foreign language means the learning of a second culture at the same time because if you want to master a kind of language deeply and explicitly, you must understand the cultural context where it is used. Famous scholar Wang Zuoliang says in his book-Cultural Comparisons in Translation, which was published in 2003, if a language learner doesnt attach importance to persons or things around him, shows no interest in new direction of knowledge, and lacks the knowledge of literature, history and philosophy of his own country and the development of science, he certainly does not have many things to talk about or even though he can talk about something, his talks seem to be dull and dry.As modern people are aware of the significance of culture, the culture teaching in English class is getting more and more important. So, majority of researchers focus on how to inculcate the culture in the English course of education, especially in the middle school. As is well-known, Chinese students start learning formal English not in primary school but in middle school. In the paper “A Research on Cultural Teaching in Junior Middle School English Teaching”, which was published in 2008, Dai Yan finds out some problems neglected by people in the real life through the detailed survey of three elementsstudents, teachers and textbooks. Although people have paid attention to the significance of culture teaching in English class, there are no enough practical measures in real English class in middle school. Dai Yan analyses the current textbookGo for it so as to find the solutions of these problems. This textbook adopts the task-based teaching language pattern, and includes the communicative competence and the learning of the structure of language knowledge. This kind of pattern falls the teaching of English language and the teaching of culture together, and develops the students culture awareness by degrees and the ability of trans-cultural communication.1.3 Existing ProblemsAlthough a great many of professors and scholars have already done so many professional and feasible surveys and researches, there are still lots of obvious problems that are difficult to handle. The majority of professors and scholars put more emphasis on the theories and principles of culture, and most of them pay great attention to the relationship between language and culture, thus overlooking the practical application of culture in English teaching. Many teachers overemphasis English grammar and vocabulary, and they often ignore the culture teaching in English class in the middle school in order to raise the graduation rate. Though some teachers teach culture in English class, they do not take effective methods, and students are not interested in culture because of boring teaching forms. Therefore, there is an urgent need for more detailed research on culture teaching of English in middle school. The current survey and study will find some countermeasures to these concrete problems.1.4 Research FocusesAt the present stage of my research, the author attempts to do the further study about culture in English teaching from three aspects: general statements of culture and English teaching, current situations of culture teaching in English class of middle school, countermeasures to problems of culture teaching in English class of middle school. Outline2.1 General Statements of Culture and English Teaching2.1.1 Definitions of Culture 2.1.2 Reasons of Teaching Culture 2.1.3 Reasons of Teaching Culture in English Class 2.2 Current Situations of Culture Teaching in English Class of Middle School2.2.1 Spending Less Time for Culture Teaching in English Class2.2.2 Being Less Important Position in Assessment of Culture Teaching 2.2.3 Being Less Satisfactory Teachers Quality of Culture Teaching2.3 Countermeasures to Problems of Culture Teaching in English Class of Middle School2.3.1 Spending Much Time and Energy for Culture Teaching 2.3.2 Improving Assessment of Culture Teaching2.3.3 Improving Teachers Development. Conclusion ExpectedIn summary, English culture has been and will be an indispensable part of English teaching not only in middle school but also in the whole society. On one hand, the acquaintances of culture in English teaching make contributions to the improvement of communicative competence and the ability of language competence. On the other hand, the learning of culture helps students with the grammar. Through this study, this thesis gives some suggestions in culture teaching in English class in middle school to aid students in the course of English learning and finds an effective way to encourage students to obtain Chinese and western culture knowledge. Notes1 Byram, Cultura