浅谈初中英语中的文化教学

1、浅谈初中英语中的文化教学abstractalongwithdevelopmentofthecooperationbetweennations, theinternationalcommunicationbecomesmoreandmoreimportarit. but, theculturedifferencebringsaboutlotsofmisunderstandingandobstaclesineommunication. therefore,theknowledgeofculturebackgroundisessentialtotheeffectivecommunication. n

2、owadays,englishhasbecomeaverysignificanttoolintheinternationalcommunicatiori. itisamusttopayenoughattentiontothecultureeducationintheprocessofenglishlearning thepaperintendstomakeananalysisofourtraditionaljuniorenglishteaching, whichindicatesthatthecultureeducationofthisstageisnotsosatisfyingandexis

3、tslotsofproblemsitalsofocusesonthestrengthsandtheweaknessesofthecurrentcultureteachingapproaches, showinganopinionthatonlytodevelopthestrongpointsandimprovetheweak, canourcultureeducationofjuniorenglishbecomesuccessful. theprese ntpa,peralsolaysemphasisonwha tat ea.chershouldandwhatateachercandointh

4、eprocessofcultureeducation,discussingthepracticableteachingapproachesandextracurricularactivities keywordsinterculturalcommunica. tioncultureeducation;juniorenglish;communicativeabilit y;cultural awareness【摘要】随着国际合作的不断发展，国际交流日益加 强。文化差异引起的交际误解及障碍在一定程度上影响阻 碍了其有效进行，因而，对文化背景的了解有助于有效交 际的顺利进行。当今社会，英语已成为了至

5、关重要的国际 交流语言之一。在学习英语的过程中，必须把文化教学当 作不可或缺的内容。本文通过对我国初中英语传统教学法 的分析，发现这个阶段的文化教学现状令人不甚满意，存 在着诸如师生的文化意识薄弱等问题，分析了现行的一些 文化教学法的优缺点，指出只有认清优缺点，发扬长处改 正缺点才能够使文化教学得以有效开展，取得成功。文章 侧重探讨分析了在初中英语文化教学过程中，老师必须注 意的方方面面及其在课堂、课外必须且能够采取、组织的 各种文化教学方法和活动方式。【关键词】跨文化交际；文化教学；初中英语；交际能力；文化意识1. int roductionalongwith themoreand more

6、frequeionalcoope nchinaandt mportance groundbrin ndobstacle samusttopa ucationint sideringit elearning glishfromj sstageisno oblems, sue unreasonab fteachers, ecauseofpr thesituati awareness, ftextbookaration, eng heworld, pl but,theneggsaboutlot sincommuni yenoughatt heprocesso asanindisp inchina,

7、mounior. thee tsosatisfy hastheweak ledesignof theignoranessureofex orm eedsthe thereformandtheadjuslish,asabr aysaroleof lectofthec sofmisunde ca/tion. the entiontoth fenglishle ensablepar stofusbegi ultureeduc ingandexis cultureawa textbook, t ceofcultur amsandsoon cultivatio tionandpro tmentofeva

8、ntinternat idgebetwee theutmosti ultureback rstandinga refore, iti ecultureed arning, con toflanguag ntolearnen ationofthi tslotsofpr reness, the hequalityo eteachingb .toimprove nofculture perchoiceo luationsystems. admittingthemistakesandimprovingthemisofgreatimportanee,andmeanwhile, weshouldrecog

9、nizethedesirablemeasures,suchassomegoodcurrentcultureteachingapproachesandextracurr icularacti vitiest herefore,t hepresentp aperwilldi scussabouttheproblemsandmeritsofthecultureeducationofjuniorenglishinchina, probeintohowtointroduceculturebackgroundsineflteachingandexploretheimproveme ntsforit2 cu

10、lturean dlanguageo fculturean dlanguagewhatiscul ture?facin gthisheate dlydebatedissue, peop legiveshun dredsofans werseng lishword “c ulture” isa. loanwordfr omlatininwhichitmainlymeant, “ ctheland ” a stimepassededfromphysicalactivfoodtoincludemetal,mtionalandintellectuale, thenationalcenterultiva

11、tingortrillingd, itsmeaningwasextenitiesandproductionoforal, aesthetic,educalactivities.forexampforculturaicompetenceindefines cultureasa n “ integra.tedpatternofhumanbehaviorthatincludesthoughts, communications,languages, practices, beliefs,va lues, customs,countries,rituals,mannersofinteractingand

12、roles,relationshipsandexpectedbehaviorsofaracial,ethnicreligiousorsocialgroupjandtheabilitytotransmittheabovetosucceedinggenerations ” (goode,sockalingam, brown, andjone s, 2000) 1thefollc) wingdefinitionadvancedbydanielbatesandfredplog (1990)isgenera1lyregardedasthemost completeon e:cultureisasyste

13、mofsharedbeliefs, values, customs,behaviorsandartifactsthemembersofasocietyusetocopewiththeirworldandwithoneanother,andthataretransmittedfromgenerationto generation throughlea rning2“ culture ” intheconte mporarytea chingoflanguagemaybe es, divided whichfocus ievementanunderstoodintotwokineson “ the

14、sudcontributonbroadand ds: “ cultur mtotalofap ion:art, munarrowsensewithbigc ”eople ， sachsic,literature,techn philosophyology, scie'and “ cultuncludes “ th ebehaviorpeofpeople: aliving,th heattitude embersofth entsituati howapprovawhenandwhaewaytheyor stheyexpre eirfamilie ons, whiche landdisa

15、ppntificdisc rewithasmaatternsoft ttheyeat, h ganizethei sstowardsf s,howtheya xpressions roval, thetoveriesand11c whichihelifestylowtheymakersociety, triendsandmctindiffertheyusetosraditionstheymustobs erve, andso on” 3_l anguagecan bedefinedi nmanywaysd ependingonthecharact eristicson ewishestos t

16、ress therefore, itis difficultf orustoarriveatasingledefinitio n. however, agoodexamp leofanall-inclusived escriptive definition isasfollow s:alangu mbolsbymea munitycomm eirculture thisdef hasizesnot atoolofcomageisasyst nsofwhicht unicate, ininitiongiv onlythefun municationemofarbitr hememberso te

17、ract, and enbyalbert ctionoflan,butalsotharyvocalsy fspeechcom transmitthb. cook iii emp guagebeing eoneofitsbeinganimpo rtaiitvehic leofcultur e. 4asi tisknown,1 anguagehas atleasttwo rulesystems:oneisthestructuralsystem, whichconsistsofphonology, morphologyandsyntax;theotheristheusesystem, whichis

18、closelyboundupwithsocialbehaviorandsocial. situationanddetermineswhetherlanguageisusedappropriatelyorinapprop riately.therelatio nshipbetwe enculturea ndlanguagewhyiscu- turesoimportantforforeignlanguageteaching?theanswerliesinthecloserela. tionshipbet weenlangua geandcultu re.first ly, therela tion

19、shipbe tweenlangu ageandcultureisthatbetweenapartandthewhole.culturehasseveralcomponents,oneofwhichislanguage.thechineselanguageispartofchinesecultureandenglishisalsopartofenglishculture. everycultur ehasitsown disparatec ultures econdly, la nguageisth ecarrieran dcontainer ofculture humanknowl edgeandexp erienceare described, storedandevaluatedinlanguageincludingcustoms, habitsandbehavioralpatterns, socialinstitutions, valuesystems, beliefs, worldviewseventhevisualandauditoryarts.tobesure,culturecanexistintheformofmaterials. butlanguageasthemediumofcommunicationisindispensableintheirproduc