毕业论文-research on the culture education of english teaching in middle schools

毕业论文论文题目RESEARCHONTHECULTUREEDUCATIONOFENGLISHTEACHINGINMIDDLESCHOOLS学院专业英语语言文学年级06级英语姓名XXX指导教师XXXX职称XXXX（2010年6月）XXXX教务处制RESEARCHONTHECULTUREEDUCATIONOFENGLISHTEACHINGINMIDDLESCHOOLSXXXXXATHESISSUBMITTEDTOSCHOOLOFFOREIGNLANGUAGESOFXXXXUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFBACHELOROFARTSUNDERTHESUPERVISIONOFXXXXXXXXXUNIVERSITYJUNE，2010CONTENTSABSTRACTI摘要IIIINTRODUCTION111LITERATUREREVIEW112THEDEFINITIONOFCULTUREANDLANGUAGE313THERELATIONSHIPBETWEENCULTUREANDLANGUAGE4IITHEIMPORTANCEOFCULTUREEDUCATIONINMIDDLESCHOOLS621THENEEDOFLANGUAGELEARNING622THENEEDOFINTERCULTURALCOMMUNICATION7IIITHEPROBLEMSOFCULTUREEDUCATIONINMIDDLESCHOOL831LACKINGAWARENESSOFCULTUREEDUCATION932THEMETHODSOFTHECULTUREEDUCATIONARETOOSINGLE10IVAPPROACHESTOPUTCULTUREEDUCATIONINTOENGLISHTEACHINGINMIDDLESCHOOLS1141STUDYINGCULTURELOADEDVOCABULARY1142COMPARINGCULTUREDIFFERENCES1343USINGROLEPLAYINGTEACHINGMETHOD1544MAKINGGOODUSEOFMULTIMEDIA1545READINGLITERATUREWORKSANDNEWSPAPERS16VCONCLUSION18WORKSCITED20ACKNOWLEDGEMENTS22ABSTRACTINTRADITIONALENGLISHTEACHING,LANGUAGEKNOWLEDGEISPAIDTOOMUCHATTENTIONTO,ANDWORDS,SENTENCESANDGRAMMARARETAKENASTHEDOMINANTFACTORS,SEPARATEDFROMTHECULTUREENGLISHTEACHERS,ESPECIALLYTHOSEINMIDDLESCHOOLS,NEGLECTCULTURETEACHINGINTENTIONALLYORUNINTENTIONALLY,BECAUSEOFLACKINGCULTURALKNOWLEDGETHEMSELVESINTHISPAPER，THEFIRSTPARTTHEAUTHORDEFINITETHEMEANINGOFCULTUREANDLANGUAGEINDETAILTHESECONDPARTITREFERSTOTHEIMPORTANCEOFCULTUREEDUCATIONINTHEMIDDLESCHOOLSENGLISHTEACHINGTHETHIRDPARTTHEAUTHORSUMMARIZESTWOMAINPROBLEMSLACKINGAWARENESSOFCULTUREEDUCATIONTHEMETHODSOFTHECULTUREEDUCATIONARETOOSINGLETHEFOURTHPART,THEAUTHORPROPOSESTHEFOLLOWINGSOLUTIONSTUDYINGCULTURELOADEDVOCABULARYCOMPARINGCULTUREDIFFERENCESUSINGROLEPLAYINGTEACHINGMETHODMAKINGGOODUSEOFMULTIMEDIAREADINGLITERATUREWORKSANDNEWSPAPERSTHEREFORE,THISTHESISPOINTSOUTTHATLANGUAGESHOULDBETAUGHTWITHCULTUREEVENATTHEBEGINNINGENGLISHTEACHERSOUGHTTOFAMILIARIZETHESTUDENTSWITHCULTUREKNOWLEDGETHROUGHDIFFERENTCHANNELSSOASNOTONLYTOENRICHANDIMPROVEENGLISHTEACHING,BUTALSOTOHELPSTUDENTSTOCOMMUNICATEWITHENGLISHNATIVESPEAKERSOFINACORRECT,PROPERANDDECENTWAYKEYWORDSENGLISHTEACHINGCULTUREEDUCATIONAPPROACHES摘要在传统的英语教学中，教师授课注重语言知识的学习，词，句，语法的学习被作为教学的重点和文化的学习相分离。尤其是中学的英语教师，由于自身缺少对文化知识的了解，有的甚至认为没有必要进行文化教育，因此有意无意忽视文化教育。在本文中，第一部分对文化及语言的定义做了详尽的分析，第二部分提到文化教育对于中学英语教学的重要性。第三部分结合其他学者对于这一问题的探究，从中总结出两点问题老师和学生缺乏进行文化教学的意识；文化教育过程中存在严重的单一性。第四部分针对以上两点主要问题，提出了以下几点解决方案从词汇的基础上来了解和学习文化；对比文化的差异；运用角色扮演的教学方法；注重运用多元化的文化教育；阅读大量的文学作品和报刊。所以，本论文的目的意在指出从起步学习英语的同时就应该将语言教学与文化教学统一起来。让学生在多种形式下多角度了解英语文化，并以此丰富和完善英语教学，从而增强文化意识，从而使学生能准确合理，得体的与英语母语者交流。关键词英语教学；文化教育；途径INTRODUCTIONLANGUAGEANDCULTUREAREINSEPARABLELANGUAGEISTHEMOSTIMPORTANTCARRIEROFCULTURELEARNINGALANGUAGEISLEARNINGACULTURETHEREFORE,TOLEARNENGLISHWELL,WENEEDTOUNDERSTANDTHECHARACTERISTICSOFTHEENGLISHLANGUAGEANDITSCULTURALBACKGROUNDMISTAKESHAVEOFTENBEENMADEWHENWEUSEENGLISH,OWINGTOOURLACKOFTHEKNOWLEDGEOFENGLISHSPEAKINGCOUNTRIESCULTURETHENEWENGLISHCOURSESTANDARDS2002FORMIDDLESCHOOLSHASADDEDCULTURETEACHINGASONEOFITSMAINPARTSFROMTHE1950S,QUITEAFEWSCHOLARS，BOTHATHOMEANDABROAD,HAVERESEARCHEDCULTURALFACTORSINENGLISHTEACHINGBUTWHATANDHOWTOTEACHITINMIDDLESCHOOLSSTILLNEEDSSYSTEMATICSTUDYNOWADAYSWENOTICETHEIMPORTANCEOFCULTURALFACTORSINENGLISHTEACHINGTEACHINGLANGUAGEALSOINVOLVESTEACHINGCULTUREWECANNOTLEARNALANGUAGEWITHOUTLEARNINGTHECULTUREINWHICHTHELANGUAGEDEEPLYROOTEDLANGUAGEISJUSTLIKETHERUNNINGWATERITCHANGESINEVERYMOMENT,FORCULTURECHANGESFROMTIMETOTIMEIFLANGUAGEISAFLOWER,CULTUREWILLBETHESOILFORTHISFLOWER11LITERATUREREVIEWSINCETHE20THCENTURY,CULTUREHASBEENILLUSTRATEDBYMANYPHILOSOPHERS,SOCIALISTS,ANTHOLOGISTS,HISTORIANSANDLINGUISTSACCORDINGTOBROWN1987“CULTUREISACOLLECTIONOFBELIEFS,HABITS,LIVINGPATTERNSANDBEHAVIORSWHICHAREHELDMOREORLESSINCOMMONBYPEOPLEWHOOCCUPYPARTICULARGEOGRAPHICAREAS”EUGENEANIDA,AFAMOUSLINGUIST,TRANSLATORINTHEWORLD,DEFINEDCULTUREAS“THETOTALITYOFBELIEFSANDPRACTICESOFASOCIETY”1998“CULTUREISTHEEVOLVINGWAYOFLIFEOFAGROUPOFPERSONS,CONSISTINGOFASHAREDSETOFPRACTICESASSOCIATEDWITHASHAREDSETOFPRODUCTS,BASEDUPONASHAREDSETOFPERSPECTIVESONTHEWORLD,ANDSETWITHINSPECIFICSOCIALCONTEXTS”SOCULTURESEEMSTOCONTAINEVERYTHINGINTHEWORLD,INCLUDINGCUSTOMS,HABITS,IDEASANDBELIEFSCULTUREDOESNTCOMEOUTINONEDAYWHENPEOPLELIVEINACERTAINAREAINGROUPS,THEIRWAYOFWORKING,ENTERTAINMENT,COMMUNICATIONOROTHERREGULARACTIVITIESAPPEAREDASTIMEWENTBY,THESETHINGSGRADUALLYFIXEDANDSHAREDBYTHEMEMBERSTHEREFORE,EVERYTHINGTHATAPERSONEXPERIENCEDISPARTOFHISORHERCULTUREITISALSOGENERALLYACCEPTEDNOWADAYSTHAT“CULTURE”CANBEINTERPRETEDINITSBROADSENSEANDNARROWSENSETHATIS,THETRADITIONALNOTIONOFCULTUREINLANGUAGEEDUCATIONHASBEENEXPANDEDFROM“CULTUREWITHABIGC”TO“CULTUREWITHASMALLC”MOSTSCHOLARSSUPPORTTHAT“CULTUREWITHABIGC”FOCUSONALLTHEACHIEVEMENTSANDCONTRIBUTIONSTOCIVILIZATIONART,MUSIC,LITERATURE,ARCHITECTURE,TECHNOLOGY,SCIENTIFICDISCOVERYANDPHILOSOPHYAND“CULTUREWITHASMALLC”INCLUDES“THEBEHAVIORPATTERNSOFTHELIFESTYLEOFPEOPLEWHENANDWHATTHEYEAT,HOWTHEYMAKEALIVING,THEWAYTHEYORGANIZETHEIRSOCIETY,THEATTITUDESTHEYEXPRESSTOWARDSFRIENDSANDMEMBERSOFTHEIRFAMILIES,HOWTHEYACTINDIFFERENTSITUATIONS,WHICHEXPRESSIONSTHEYUSETOSHOWAPPROVALANDDISAPPROVAL,THETRADITIONSTHEYMUSTOBSERVE,ANDSOON”MEANWHILE,SCHOLARSINCHINAALSOHAVEDIFFERENTDEFINITIONSABOUTCULTUREACCORDINGTOZHANGZHANYI1990,CULTURECANBEDIVIDEDINTOKNOWLEDGECULTUREANDCOMMUNICATIONCULTUREINACCORDANCEWITHITSFUNCTIONKNOWLEDGECULTUREINCLUDESANATIONSPOLITICS,ECONOMY,EDUCATION,RELIGION,LAW,ARTSANDLITERATUREETCCOMMUNICATIONCULTUREISCOMPOSEDOFLANGUAGEANDNONLANGUAGEFACTORSINCLUDINGGREETING,APPRECIATION,TITLE,EUPHEMISMANDTABOOITREFLECTSPEOPLESVALUESANDBELIEFS,SOCIALCUSTOMS,PSYCHOLOGICALSTATEMENTANDTHEMODEOFTHINKING,WHICHISHIDDENINTHELINGUISTICSYSTEM12THEDEFINITIONOFCULTUREANDLANGUAGE121THEDEFINITIONOFCULTUREWHATISCULTURETHEDEFINITIONOFCULTUREVARIESFROMPERSONTOPERSONCULTUREISALARGEANDEVASIVECONCEPT,WHICHISVERYCOMPLEXANDDIFFICULTTODEFINE“CULTUREMEANSTHETOTALBODYOFTRADITIONBORNEBYASOCIETYANDTRANSMITTEDFROMGENERATIONTOGENERATIONITTHUSREFERSTOTHENORMS,VALUES,STANDARDSBYWHICHPEOPLEACT,ANDITINCLUDESTHEWAYSDISTINCTIVEINEACHSOCIETYOFORDERINGTHEWORLDANDRENDERINGITINTELLIGIBLECULTUREISASETOFMECHANISMSFORSURVIVAL,BUTITPROVIDESUSALSOWITHADEFINITIONOFREALITYITISTHEMATRIXINTOWHICHWEAREBORN,ITISTHEANVILUPONWHICHOURPERSONSANDDESTINIESAREFORGED“ROBERTMURPHYCULTUREANDSOCIALANTHROPOLOGYANOVERTURE2NDEDENGLEWOODCLIFFS,NJPRENTICEHALL,198614INMYMIND,CULTUREISAPARTOFLIFEITISAWAYOFLIFE,ESPECIALLYTHEGENERALCUSTOMSANDBELIEFS,OFAPARTICULARGROUPOFPEOPLEATAPARTICULARTIME122THEDEFINITIONOFLANGUAGEWHATISLANGUAGEITDEFINITEASANYMEANSOFCONVEYINGORCOMMUNICATINGIDEASSPECIFICALLY,HUMANSPEECHTHEEXPRESSIONOFIDEASBYTHEVOICESOUNDS,EXPRESSIVEOFTHOUGHT,ARTICULATEDBYTHEORGANSOFTHETHROATANDMOUTHLANGUAGEASASOCIALPHENOMENONWASFIRSTDESCRIBEDBYFERDINANDSESAUSSUREWHOCLAIMEDTHATPROVIDINGONLYHISTORICALDESCRIPTIONOFLANGUAGESASITWASDONEATHISTIMESHOULDNOTBETHEONLYAPPROACHTOTHISCOMPLEXENTITYHEMAINTAINEDTHATCRUCIALINFORMATIONABOUTLANGUAGECANBEOBTAINEDFROMITSCOMMONUSERS,WHOINMOSTCASESDONOTPOSSESPRACTICALLYANYTHEORETICALKNOWLEDGEABOUTTHEIRNATIVETONGUEANDYETARECOMPETENTSPEAKERSMOREOVER,ASSAUSSUREASSUMEDLANGUAGEUSEREFLECTSTHECONTEMPORARYSTRUCTUREWHICHSHOULDENABLESYNCHRONICLANGUAGEANALYSISLANGUAGEUSEDATAGIVENPOINTINTIMEINADDITIONTODIACHRONICANALYSISCONCERNEDWITHTHEPASTLINGUISTICFORMSTHESOCIALASPECTOFUSINGLANGUAGE,ORSPEECHWASCALLEDPAROLEBYSAUSSURE,WHILETHEUNDERLYINGKNOWLEDGEOFLINGUISTICSTRUCTUREWASKNOWNASLANGUESOFROMABOVECONTENTS,WECANMAKEACONCLUSIONTHATLANGUAGEISABROADCATEGORY13THERELATIONSHIPBETWEENCULTUREANDLANGUAGEALANGUAGEISASYSTEMOFWRITTENSYMBOLS,WITHSTANDARDIZEDMEANINGSLANGUAGEISTHEOUTWARDMANIFESTATIONOFTHESPIRITOFPEOPLETHEIRLANGUAGEISTHEIRSPIRIT,ANDTHEIRSPIRITISTHEIRLANGUAGETHROUGHWORDS,WEAREABLETOCOMMUNICATEWITHOTHERSANDEXPRESSOUROWNIDEASTOLEARNDIFFERENTKINDSOFEXPERIENCESANDSOONHOWEVER,THEMOSTIMPORTANTFUNCTIONOFLANGUAGEISTODEVELOPANDTRANSMITCULTUREITISGENERALLYACCEPTEDTHATLANGUAGEANDCULTUREARECLOSELYRELATEDTOEACHOTHER“ALANGUAGEISPARTOFCULTUREANDACULTUREISPARTOFLANGUAGETHETWOAREINTRICATELYINTERWOVENSOTHATONECANNOTSEPARATETHETWOWITHOUTLOSINGTHESIGNIFICANCEOFEITHERLANGUAGEORCULTURE”BROWN,1987123LANGUAGEISTHECARRIEROFCULTURE（SUDINGFANG，199658ANINTEGRALPARTOFLANGUAGESSUCHASWORDPHRASECARRIESALOTOFCULTURALINFORMATION,WHICHISAPORTRAYALOFHUMANSOCIALANDCULTURALLIFEKNOWINGALANGUAGEISNOTONLYTOKNOWTHEGRAMMAR,VOCABULARY,DISCOURSEPATTERNS,BUTALSOTHECULTUREBEHINDIT,WHICHDETERMINEWHETHERTHELANGUAGEUSINGINAPARTICULARCONTEXTISAPPROPRIATETHEREFORE,WEMAYSAY,LANGUAGEISAWINDOWTOTHECULTURETOPRACTICETHECULTURE,WEALSONEEDLANGUAGEWENEEDTOBEABLETOEXPRESSOURSELVESANDTOCOMMUNICATEWITHMEMBERSOFTHECULTUREWEENGAGEWITHTHEMINMANYPRACTICESANDPRODUCTSINSUM,ASSEELYE1984POINTEDOUT,“ITISBECOMINGINCREASINGLYAPPARENTTHATTHESTUDYOFLANGUAGECANNOTBEDIVORCEDFROMTHESTUDENTOFCULTURE,ANDVICEVERSA”ITWOULDBEDIFFICULTTOTRANSMITCULTUREFROMPLACETOPLACEANDFROMGENERATIONTOGENERATIONWITHOUTLANGUAGES,ITISIMPOSSIBLETOUNDERSTANDLANGUAGEWITHOUTCULTURALCONTEXTTHEFORMATIONANDDEVELOPMENTOFLANGUAGEISBASEDONCULTURELANGUAGECANNOTEXISTWITHOUTCULTURECULTUREANDLANGUAGEAREINSEPARABLYINTERWOVENWITHEACHOTHERBECAUSETHELANGUAGEISONEASPECTOFITSCULTUREANDCULTUREINTURNHASPROFOUNDINFLUENCEONLANGUAGEINOTHERWORDS,ITISNECESSARYANDMOREPROPERTOTEACHBOTHLANGUAGEANDCULTUREINANINTEGRATEDWAYIITHEIMPORTANCEOFCULTUREEDUCATIONINMIDDLESCHOOLSENGLISHTEACHINGCULTUREISAVERYIMPORTANTPARTINTHEWHOLETEACHINGPROCESSCULTUREEDUCATIONASANIMPORTANTWAYINMIDDLESCHOOLSENGLISHTEACHING,NOMATTERTEACHERSORSTUDENTS,THEYBOTHSHOULDPAYENOUGHATTENTIONTOTHECULTUREEDUCATION21THENEEDOFENGLISHLANGUAGELEARNINGANINCREASINGNUMBEROFLINGUISTSANDFOREIGNLANGUAGETEACHERSREALIZETHATLINGUISTICKNOWLEDGEDOESNOTGUARANTEEMUTUALUNDERSTANDINGUNLESSONEGAINANUNDERSTANDINGOFANOTHERONESCULTURETHATISTOSAY,NOLANGUAGECANBETAUGHTINACULTURALVACUUMTOLEARNAFOREIGNLANGUAGEWELLDOESNOTONLYMEANTOLEARNTHEPRONUNCIATION,THEWORDSANDTHEGRAMMARTHEYSHOULDBEFAMILIARWITHTHECULTURALDIFFERENCES,BECAUSEPEOPLEWITHDIFFERENTCULTURALBACKGROUNDHAVEDIFFERENTCUSTOMS,ANDBEHAVIORS“TOSTUDYLANGUAGEWITHOUTSTUDYINGTHECULTUREOFNATIVESP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