英语本科毕业论文-英语学习中了解背景文化的必要性

ITHENECESSITYOFKNOWINGTHECULTURALBACKGROUNDINLEARNINGENGLISHABSTRACTLANGUAGEISTHECARRIEROFCULTURE,CULTUREISTHESHOWOFLANGUAGE,BUTALSOTHELOADOFLANGUAGECONTENTATPRESENT,INTERMSOFDOMESTICSTUDENTS,THEPROCESSOFLEARNINGENGLISHISALSOTHEPROCESSOFCULTURALACCUMULATION,WHILECHINESESTUDENTSARELEARNINGENGLISHINCHINESECULTURE,WHICHWOULDMOREORLESSIMPACTONENGLISHLANGUAGELEARNINGLEARNINGENGLISHINTWOCULTURALWILLINEVITABLYLEADTOAVARIETYOFCULTURALDIFFERENCESTHEREFORE,INORDERTOENABLESTUDENTSTOMASTERENGLISHBETTER,ITISNECESSARYTOINTRODUCETHECULTURALBACKGROUNDPROPERLYTHISTHESISISINTENDTOGIVEADVICETOSTUDENTSWHOWANTTOUNDERSTANDTHEVARIOUSCULTURE,PROMOTESTUDENTSINTERESTINLEARNINGENGLISH,ELIMINATECULTURALBARRIERSANDIMPROVETHEIRPROFICIENCYINTHISPAPER,THEPROBLEMOFCULTURALBARRIERSINENGLISHLEARNINGINTHETRANSLATIONSECTOR,ASTHEBREAKTHROUGHPOINT,THROUGHTHEEXAMPLES,THECOMPARISONOFCULTURALDIFFERENCES,UNDERSTANDTHENECESSITYOFCULTUREINTHECONTEXTOFEXPLANATIONKEYWORDSENGLISHLEARNINGCULTURALBACKGROUNDNECESSITYII英语学习中了解背景文化的必要性摘要语言是文化的载体，文化是语言的呈现，同时也是语言所负载的内容。目前，对于国内的学生来讲，学习英语的过程同样也是文化积累的过程。语言基本功的掌握是非常必要的，但同时也应该明白，学习一门语言的目的毕竟不是为了记忆词汇、语法规则。语言是交际的工具，人们学习语言的主要目的是交际。而中国学生是在中国文化氛围中学习英语的，母语或多或少地影响着英语的学习，两种文化在英语学习中，势必导致文化在教学中的各种差异。学生缺乏对西方文化背景的了解，存在着因语言、民族、文化传统和思维方式等不同而造成的语言交流障碍，因此，在英语学习过程中应该引导学生了解关注英语国家的各种文化背景，激发学生学习英语的兴趣，消除文化障碍，提高学生的综合应用能力。本文从现今英语学习中遇到的文化障碍问题出发，以翻译板块为切入点，通过列举实例，对比中西方文化的差异，说明了解背景文化的必要性。关键词英语学习；文化背景；必要性IIICONTENTSABSTRACTINENGLISHIABSTRACTINCHINESEII1INTRODUCTION12LANGUAGECULTUREANDTHOUGHT221DEFINITIONOFLANGUAGE222THEENGLISHLANGUAGE223THERELATIONSHIPBETWEENLANGUAGEANDCULTURE33CULTUREINWORDCLASSES631CHINESEANDENGLISHVOCABULARIES632COLORWORDSANDTHEIRCULTURALBACKGROUNDS6321THESIMILARITIESOFEXPRESSINGREDINENGLISHANDCHINESE8322THEDISSIMILARITIESOFEXPRESSINGREDINENGLISHANDCHINESE94THECONCEPTOFTRANSLATIONANDCULTURE1041THEAPPLICATIONOFCULTURALBACKGROUNDINTRANSLATION1142THERELATIONSHIPBETWEENCULTUREANDTRANSLATION155CONCLUSION17BIBLIOGRAPHY18ACKNOWLEDGEMENTS1911INTRODUCTIONENGLISHASANINTERNATIONALCOMMONLANGUAGE,INPEOPLESSOCIALLIFEPLAYSANIMPORTANTROLEALANGUAGEISASYSTEMOFCOMMUNICATIONUSEDBYTHEPEOPLEOFAPARTICULARCOUNTRYORAREGIONTALKINGORWRITINGPURPOSESALANGUAGESYSTEMCONSISTSOFASETOFCODESTHATARESOUNDSANDWRITTENSYMBOLSPEOPLEINONECOUNTRYORREGIONMAYSPEAKALANGUAGEFROMTHOSEINANOTHERCOUNTRYORREGIONWEOFTENHAVETHEDIFFICULTYCOMMUNICATINGWITHPEOPLEWHOSPEAKADIFFERENTLANGUAGE,WHICHFORMSTHELANGUAGEBARRIERTHATWHYWEHAVETOLEARNAFOREIGNLANGUAGETHATISSPOKENBYTHEPEOPLEFROMANOTHERCOUNTRYMOSTLANGUAGESHAVEBOTHORALORSPOKEN,ANDWRITTENFORMSENGLISHISSPOKENBYTHEENGLISHSPEAKINGPEOPLEORBYTHEENGLISHSPEAKINGPOPULATIONASTHEIRMOTHERTONGUEWHENWESAYMOTHERTONGUE,WEREFERITTOTHELANGUAGETHATWELEARNEDFROMOURPARENTSWHENWEWERECHILDRENMOTHERTONGUEISINCONTRASTTOFOREIGNLANGUAGEITCANALSOBECALLEDNATIVETONGUEORNATIVELANGUAGEDURINGTHECOURSEOFLEARNINGENGLISH,PAYATTENTIONTOTHEDIFFERENCESINWESTERNCULTURE,TOSTRENGTHENCULTURALBACKGROUNDISVERYNECESSARY,ITCANHELPLEARNERSREDUCETHEMISUNDERSTANDINGINWESTERNCULTURE,MAKETHEIROWNTOOVERCOMETHE“MOTHERTONGUEINTERFERENCE“,TODEVELOPGOODHABITSOFMIND,THEDIFFERENTFEATURESOFNATIONSRESULTFROMTHEDIFFERENCEBETWEENTHEIRCULTUREANDHISTORYACCORDINGTOSTATISTICS，ABOUT“CULTURE“ATLEAST，ITHASMORETHANTWOHUNDREDKINDSOFDIFFERENTDEFINITIONBROADLYSPEAKING，CULTUREISASOCIALPHENOMENON,WHICHISTHECREATIONOFTHEPRODUCTSFORALONGTIMEBUTITISALSOAKINDOFHISTORICALPHENOMENONANDISTHESOCIALHISTORYREMAINSRATHER,CULTUREREFERSTOASTATEORNATIONALHISTORY,GEOGRAPHY，LOCALCONDITIONSANDPEOPLE,CUSTOM,TRADITIONS,LIFESTYLES，SOCIETYSYSTEM,LITERATUREAND，BEHAVIORSTANDARDS,WAYOFTHINKING,VALUESWHENWETRANSLATESOMETHING，THEBACKGROUNDOFTHECULTUREANDTHEBACKGROUNDOFHISTORYSHOULDBECONSIDERED22LANGUAGECULTUREANDTHOUGHTLANGUAGE,CULTUREANDTHOUGHTAREINTERRELATEDANDINTERACT,INFLUENCINGANDSHAPINGONEANOTHER,THOUGHEACHISANINDEPENDENTSYSTEMTHEREFORE,ITISNOTENOUGHTOSTUDYALANGUAGEJUSTASASUBJECTIFATHOROUGHANDDEEPUNDERSTANDINGOFLANGUAGEISWANTEDRATHERTHESTUDYSHOULDBESETINAFRAMEWORKFORMEDBYLANGUAGE,CULTUREANDTHOUGHTSOASTOLEARNTHECOMPLICATEDRELATIONBETWEENTHETHREEANDNATUREOFLANGUAGE21DEFINITIONOFLANGUAGEWHATISLANGUAGEWHATARETHEFEATURESOFLANGUAGEMANYPHILOSOPHERS,LINGUISTSANDHISTORIANSHAVEOFFEREDDIFFERENTANSWERSTOTHEQUESTIONSANDDIFFERENTDEFINITIONSOFLANGUAGEINACCORDANCEWITHTHEIREMPHASISONTHEDIFFERENTASPECTSOFLANGUAGENOMATTERHOWDIFFERENTTHEIRVIEWSARE,“MANYLINGUISTSHAVEAGREEDTOACCEPTTHEVIEWTHATLANGUAGEISASYSTEMOFSYMBOLSDESIGNEDFORTHEPURPOSEOFHUMANCOMMUNICATION”“LANGUAGEISAMEANSOFVERBALCOMMUNICATION,”ASISSAIDBYDAIWEIDONGBOTHDEFINITIONSEMPHASIZETHEMOSTIMPORTANTFACTTHATLANGUAGEISUSEDTOCOMMUNICATEPURPOSEFULLY,BYSPEAKINGORWRITING,EXPRESSINGIDEASANDEMOTIONSCOMMUNICATIONISTHEFUNDAMENTALFUNCTIONOFLANGUAGEHUMANSOCIETYWOULDNTOPERATENORMALLYWITHOUTLANGUAGEASAMEDIUMOFCOMMUNICATIONLANGUAGEISAVERBALSINCEITISASYSTEMOFVOCALSOUNDSTOWHICHMEANINGISATTRIBUTEDSPOKENLANGUAGEISPRIORTOWRITTENLANGUAGEITISASETOFSYMBOLUSEDFORTHETRANSMISSIONOFINFORMATION22THEENGLISHLANGUAGEALANGUAGEISASYSTEMOFCOMMUNICATIONUSEDBYTHEPEOPLEOFAPARTICULARCOUNTRYORAREGIONTALKINGORWRITINGPURPOSESALANG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