中学英语教学与跨文化交际能力培养

1、中学英语教学与跨文化交际能力培养abstractintraditionalenglishteaching, muchattentio nispaidtolanguageknowledgesuchasvocabulary, phrases, grammaticalrulesandsoon, whereastheculturalbackgroun dofthelanguageisignored.asaresult, studentswhohavelearnedenglishformanyyearshavenosenseofthedifferencesbetweenthetwolanguagesin

2、theirculturalbackgroundsandthecustomsofthepeoplewhospeakthelanguage.theignorancehascausedlotsofdisagreements,misunderstandings, andevenlaughingstocksintheircommunicating withthenat ivespeaker s.aswekn ow, withthe rapiddevel opmentoftechnologyan dsociety,t heglobaliz ationisthe main- strea mofworldde

3、 velopment. becauseoft hefrequentcommunicationandcloseconnectionbetweenthepeopleallovertheworid, andespeciallyafterchinaenteredthewto,foreignlanguagesareusedmoreandmorewidely.duringthecross-culturalcommunication, ifoneisignorantofthecultureandcu stomsofthe other, heor sheissurel yunabletoh aveagoodu

4、n derstandin goftheothe randcan' tc arryonthec ommunicati onfurther. asenglishi sthemostwidelyusedlanguage, it squitenecessaryforustoknowthecultureandcustomsofthepeopleoft heenglish- speakingco untries. th at stherea sonwhywene ednotonlyt oimproveth elanguages kills, buta lsotoculti vatethestu d

5、entes abi litiesofth ecrosscul turalcommu nication.thispaper mainlydeal swiththere lationship betweenthe languagean dculture,t henecessit yofcultura leducation ,theprinci plesandcon tentofcult uralteachi ngandhowto buildthest udents cro ss-cultura labilities inmiddlesc hoolenglis hteaching.keyword s

6、intercul turalcommu nication;e nglishteac hing;cultu ralintrodu ction;cult uralknowle dge摘要在传统的英语教学中，诸如词汇、短 语、语法等英语知识内容受到了广泛的关注，而英语作为 一个民族语言的文化背景却被大大地忽略了。结果，学生 学了几年英语，对英语和母语之间的文化差异，以及说英 语民族的风俗习惯仍一无所知。从而，在与外国朋友的交际中，出现过许多偏差，误解，甚至笑话。众所周知，随着科技的飞速进步和社会的迅猛发展，世界正向全球化和一体化发展。世界各国人民日益频繁的 交往和更加紧密的联系，特别是中国加入世贸之

7、后与外界 交往的加强，使外语的使用也变得越来越频繁和广泛。不 同文化背景的人们在相互交际中回避不了文化差异问题。 在交际的过程中，人们如果不了解对方的文化和风俗习惯， 就不可能进行有效的交际。英语是世界上使用最广的语言， 中国人要学会用英语进行交际，就必须了解英语国家的文 化，特别是交际文化。因此，英语教学不仅要提高学生的 语言能力，还要提高学生的跨文化交际能力。本文分为五个部分：第一部分简单介绍了语言和文化 的关系；第二部分阐明了在中学英语教学中进行文化教育 的必要性。第三部分讲述了实施文化教学的过程中所应遵 守的原则。第四部分分析了进行跨文化交际能力培养所应 导入的文化内容。第五部分说明了

8、在中学英语教学过程中 怎样实施跨文化教育的途径和具体方法。关键词跨文化交际;英语教学;文化导入;文化知识 1 .introduct ionlangu ageisjustl ikeamirror thatreflec tsitsnatio nalculture.sociologistsandanthropologistsbelievethatculturecomprisesallproductsofhumanactivity, includingfieldsofliterature, art, music, architecture, philosophy, scientificandtechn

9、icalachievementsaswellasaspectsofcustoms, life-style, codeofconduct，worldlywisdomandsocialorganization, etc.languagesaregeneral1yacceptedwordsandrulesdrawnfromspeech. languageisthecarrierofcultureandcultureisthecontentoflanguage.thereisnolanguagewithoutculturecontent. thereforelearningcultureknowled

10、gehasbecomeamajorpartofteachingenglishtochinesestudents.internationalcommunicationiscommunicationbetweenpeoplewhosecultureperceptionandsymbolsystemsaredistinctenoughtoalt erthecommu nicationev ent.worl dwideinter estininter culturalco mmunicationgrowsoutoftwoassumptions. first, weliveinanagewhenchan

11、gesintechnology, travel, economy, andpoliticalsystems, immigrationpatterns,especiallytheemergenceofinternet, havecreatedaworldinwhichweincreasinglyinteractwithpeoplefromdifferentcultures. andwhetherwelikeitornot,theseinteractionswillcontinuetogrowinbothfrequentlyandintensely. second,peoplenowknowtha

12、ttheinfluenceofcultureaffectscommunicationinasubtleway.ourcultureperceptionsandexperienceshelpdeterminehowtheworldlooksandhowweinterac tintheworl d.however, aswelook backtoseet hesituatio ninchina's schools.we seethat, forseveraldecades, languageteachershavenotbeenabletopayattentiontotheroleofcu

13、ltureknowledgeinlanguagelearning. nowadays, inenglishteaching,especiallyinmiddleschool, teacherspaymuchattentiontovocab ularyandgr ammar.as chinesecul tureisnott hesameasth atofenglis h- speaking countries, therulesfo rusingchin eseare, insomerespects， differentfromthoseusingenglish. thereisespecial

14、lygoodevidencethatchinesestudentsmaytransfertheirmothertonguereferencesoflanguageusedtotheirenglishperformanceandfailtocommunicateeffectively.misunderstandingcausedbycross-culturalcommunicatio nshouldbre akdownandm uchattentionshouldbe paidtothem inenglishl anguagetea ching.so inmiddlesc hoolenglis

15、hteaching， teachersmustnotonlyt rainandimp rovestuden ts languag elevel,but alsopayatt entiontocu ltivatings tudents ab ilitiesofi ntercultur alcommunic ation.2. significan ceofcultiv atingtheab ilitiesofcross-cultu ralcommuni cationre questofthe developmen tofinterna tionalizat ion linda jininthec

16、ross-cultu ralcommuni cationstudy,pointedoutthatculturecanbedefinedas"theintegratedfeaturethatanationisdistinctfromanothernation. /zculturaldifferencesarethebarriersofcross-culturalcommunication. themodernizationprocessacceleratedthecirculationofspiritualandmaterialproducts，andbroughtallnationa

17、litiesint/oacommon globalvillage/z, lcross-culturalcommunicationbecameanintegralpartofnationallife. ifpeopledonotunderstandtheculturalconventionintheusaorbritain，andusethewayofchinatotreatforeigners，thenitwillcreatealotofjokes, andevenhurteachother sfeelings,self-esteemandcausemisunderstanding. thus

18、, toovercometheculturaldifferencescausedbycommunicationbarriershasbecomeacommonprobl emfacedbyt heentirewo rid.itis imperative toundersta ndthecultu ralbackgro undknowled geunderstandingculturalknowledgeisthekeytolanguagelearning .“ onecannotreallylearnthelanguage, andteachlanguagewellunlessoneknows

19、thepatternsandnormsofcultureandculturalbackground(songfei, 1998)."2withoutaspecif iccultural background ， language! snon- exist ent. ifwedo n tknowthe cultureoft argetlanguage, wewouldfinditisdifficulttounderstandthemeaningofcertainwords. forexample, “ tha1/znksgiving，"sandwichz/hasbeenbro

20、ughtaboutinaspecificsocialandhistoricalcircumstance， itisnotenoughmerelytoknowthemeaningofthesurfaceofthesewords.anotherexampleis:“ youare, indeed, aluckydog，theliteraltranslationisyouarealuckydog. z/thisisasatiricsentenceinchina, beeause， inchineseviews,/ 1 / dog isanexpressionwhenpeopleusedtorefer

21、generallytodislikesomeone. whileinenglish，itcanmean，youarealuckyman,inwesternsociety，dog/zisafamilymember, andtheyareharmoniouscoexistingwithpeopledogherereferstopeopleinsteadofsatirizingothers，buta veryintima teexpressi on. 3cu lturalknow ledgeteach ingistheob jectiveof1anguagetea ching.th emainobj

22、ec tiveoflang ua.getea.chi ngistotrainanddevelopstudents interpersonalskills.andcultura1knowledgeteachingcanincreasetheabilityofcross-culturalcommunication, whichistheimportantcontenttoachievegoalsoflanguageteaching. forexample, inamericansociety,praiseandcomplimentslanguagethatflattermainlyapersona

23、lappearance，newthings，personalproperty, andindividualsinacertainareaarecommonlyusedastheintroductiontoaconversation.thisisdifferentfromchinese. thus, differentnationshavedifferentculturalenvironments, differentlivinghabitsanddifferentlanguagesbehaviorexpressions.andasalanguagelearner，ifnotideologica

24、lly “physicallyenteringtheirsociallinguisticenvironment willbedifficulttoachievethegoaloflanguagelearning, nottosaythatlanguageteachingo bjectivesw illbeaccom plished. 4 3. princ iplesofcul tureteachi ng.thefo reignlangu ageteachin ginmiddles choolisthefoundationofourcountry sforeignlanguageteaching

25、. asanenglishteacher, oneshouldprovidethemostusefulcross-cultureknowledgeinthelimited teachingli fe.justa swhatwemen tionedabov e, wehavebe enawareoftheimportanceoflearningsomeculturalknowledgeaboutthetargetlanguage. itseemsimpossibleandunnecessaryforustohaveasystematicstudyoftargetculture,whichcove

26、rsalmosteverything, inoneswholelifetime. thedifficultyshowsthatcultureisubiquitous，multidimensionalandcomplex. agoodsolutiontothisproblemmightbetolearnselectivelythoseculturalfactorsthathavegreatinfluenceoninterculturalcommunication,andthatarecloselyrelatedtothelanguage. sooncultureteachingweshouldf

27、ollowtheseprinciples:(1)interrelated5. thatiscultureteachingmustbeinterrelatedwiththecontentofthetext.(2)appropriate, thatiscultureteachingmustbesubjectedtolanguageteaching.(3)practica1，thatiscultureteachingmusttry tobe usefu 1” forstudentsintheircommunication. (4)scientific，thatiscultureknowledgemu

28、stbetaughtcorrectly, completelyandobjectively. (5)flexible6，thatiscultureteachingmustbeflexibleacc ordingtoth echangeoft heworld.wemustobey thesefivep rinciplesifwewanttocultivatestudents abilitiesofcross-culturalcommunication. whatweshouldteachineltclassesissimplyaforeignwayofliferelatedtothetarget

29、languageandteachersshouldavoidbringingtheirownculturalprejudiceintoclass.theworldischanging,soarethetraditionsandcustoms. theconstantchangesrequireustoimproveourskillsofinterculturalcommunicationbydoingtwothings:understandingtheculturaldifferences,especiallythedifferencesinthedeepstructureofdifferen

30、tcultures,andbecomingf1exibleininterculturalcommunication.thereisagreattendencythatonecultureadoptstheelementsfromanotherthatarecompatiblewithitsownvaluesandbeliefsorthatcan bechangedw ithoutcaus ingmajordi sruption.4. content ofculturei ntroductio nenglishteachinginmiddleschoolisthefoundationoffore

31、ignlanguageteachinginourcountry,soenglishteachersshouldprovidethemostusefulknowledgeofcross-culturalcommunicationinth eirlimited teachingpe riod.the contentofi ntercultur alcommunic ationgen erally, tea chingconte ntisbasedo ncertainsyllabus, butnowbecausecultureintroductionisanewissue,sowehaveneith

32、erspecificalteachingmaterialsnorspecializedclasses.whatwecandoistomentionitwhenitappeared,soitisveryarbitraryandrelativelyloose.professorhuwenzhongintegratedtheexistingachievementoflanguageandculturestudies,anddividedtheteachingofculturalcontentintofiveaspects:languagecommunication, non-verbalcommun

33、ication,communicationcustomsandetiquette,socialstructuredndhumanrelationshipsandvalues.secondaryenglishteacherscanbaseonthesefiveaspectsinlistening，speaking,readingand writingtot eachandgui destudents .content ofintercul turalcommu nicationinlistening, speaking, r eading, and writing.li sterlingb ro

34、adlyspea king,liste ningisapro cessthatlistenershearthevoiceanddecipherthemtosemanticmeanings.itneedstohavenotonlytherelativeknowledgeofwords，tone, grammar, andsoon，butalsoknowledgeofthesocio-culturalknowledge.whetherlistenershavetheknowledge!sthekeytoachievethelisteningcomprehension.suchknowledgeis

35、commonknowledge，beliefsandexperiencesofeachcommunicator.ifoneneglectstheseexistingculturaldifferences，heorshewillhavesomeobstaclestolisten, beca.useenglishlistening!sunderstoodbythehearingstimulatedthecranialnerve，andtheimpressionlefta sthesoleba sisforref 1 ection.7wecannot understandthemeaningofli

36、steningmaterialbyenglishwords,phrasesorgroupsofsemanticrankorder. whatweshoulddoistolessenthegapofmentalitydifferenceinordertoadapttotheenglishsentencestructurerapidlyandaccuratelywh i1ewearelistening, andunderstandtheenglishlanguagehabits.whetherstudentsunderstandtheintentofthespeakerorwriterdepend

37、sontheirleveloflanguage, andalsodependsonifstudentsmasterthewordsinvolvedintheso cialandcul turalknowl edge. 8thepurpose oflistenin gistounder standthesp eakersrea lmeaningin wordsandex changeinfo rmationsuccessfully.sometimesthelearneronlycatchesthedenotationofthewords,butfailtoconsiderthemostimpor

38、tantpart,whichisthecontextualmeaningofwordsandsentences.forinstance ，thesenten ce iamnots urel ' dliketodothat i sseemingly likeconsid eringamatt er, butinfa ct, itisapo liteexpres sionofrefu sal.sine eweareteac hingourstu dentsengli shnotonlytohelpthempassexams, butalsotopreparethemtouseenglish

39、inreallife, itisimportanttothinkaboutthesituationtheywilllistentoenglishinreallifeandtothinkaboutthelisteningexerciseswedoinclass.sowemusttellthemaboutsomecultureknowledgeforthemtouseinreallifeandknow moreaboutf oreignlife . 9speaki ngtheultimategoalofforeignlanguageteachingisusinglanguagetocommunic

40、ateandexchangeinformation, sowhenwecommunicatewiththepeoplefromenglish-speakingcountries, wemustpayspecialattentiontosomeinterferencefactorsinculturalexchanges. forexample, socialnormswhichpeoplemustobeywhentheycommunicatewitheachother,includingsomerulesandcustoms,suchasthetermsofthetitle,greetings,

41、 inquirements, apologia, thanks, telephone, parting;socialknowledgereferstotherelationshipsbetweenthefamilymembers,colleagues, friends,higherandlowerlevels;values, includingtherelationshipbetweenpeopleandnature, religiousvalues,ethicsandoutlookonlife，theirworldview，suchaswesternsocietyemphasizesthei

42、ndividualstruggle, independence，privacy, etc. :thecharac teristicso fthinkingwhichmeansthedifferencesofthecharacteristicsofthinkingbetweenwesternersandeasterners. whentheyexpresstimeandplace，oneisfromsmalltol arge, theot herisfroml argetosmal 1. 10en glishspeak ersattache dgreatimpo rtancetoprivacyw

43、hentherearedealingwithcontactprocess，particularlybetweenthelessfamiliarpeopie.itisnecessarytoavoidaskingothersaffair，andsometimesevenintheeyesofchinesepeopleforkind , caring, bu tforthepeo plefromthe english- sp eakingcoun tries, mayb eitisimpol ite, someti mesitwillc ausedisple asure, emba rrassmen

44、ta nddissatis faction. he rearethree questions: (l)what sy ourname?(2 )howoldare you? (3)areyoumarried? 11anyonewhoknowslittleenglishcanaskthesequestionsinenglish.butifastudentasksayoungladyfromawesterncountrytheabovequestions, hehasmadeaseriousmistakeintermsofappropriacy.toavoidsuchsillymistakes, t

45、heteachershouldhelpstudentsrealizethatitisn? tpolitetoaskwesternersquestionsconcerningtheage, income, maritalstatus,andotherprivatethings,suchasreligiousbelief, politi calinclina tion, etc.someofthe dailyenglishexpressionsaredeliberatelyvague.forexample, apersoninthegatheringmaysay, “ i dbetterbegoi

46、ngnow. r vegotalittleheadache.， hemightwanttodepartornotwanttostayhereanymore.bythistime, youwouldnothavethehabitofchinesepeopletoaskhimhowhefeels.ifhereallyfeelsuncomfortablehewilisays traightly.readinge nglishread ingability isacompreh ensiveabil ity. ifonewantstoreadanarticle,findoutthemainidea,

47、usetheinformationprovidedbythearticlesforinference,judgment,reasoning, heorshemustmasternotonlyenglishlanguageknowledge, butalsoacertaindegreeofexpertiseorbackgroundknowledge.whenstudentswerereadinganarticle,althoughtheydidn tencounteranewword，hadnogrammaticalobstaclesandunderstandtheliteralmeaningo

48、feachsentence，theycannotunderstandtheoveralleffectofthearticlecontentandthemainidea.becausewhenstudentswerereading，theyalwaysconsideredenglishequalastheirmothertongue,oraffectedbythetraditionalcultureofthemothertongue， intentionallyorunintentionallytotreatthecontextandmeaningofthesetwoculturesequall

49、y, sosomeerrorsofjudgmentswillhappen.therefore, whenwearetrainingstudents readingabili ties, wemustbaseontrainingthemtounderstandthewholepassageorparagraphsothattheycanunderstandandbecomefamiliarwiththematerialandculturalsignificancerelatedtocertainsocialbackground;understandtheauthor stone;befamili

50、arwithth earticlest yleandwrit ingtendenc ies,correc tlyunderst andthetrue meaningoft hetext, and choosethec orrectansw er. 12_t helearner slackofcul turalbackg roundknowl edgeoftenh indersthei rcomprehen sioninread ing. forexa mple, wemea. npornograp hicbythewo rd “huang” i nchinese,b utinenglis h,

51、 “blue” is takeninste adof “yello w” if learn ersdon' tkn ow, theywil lnotunders tandwhat b luefilm” or “bluevideo tapes” mean thoughthew ordsareeas y. thisillu stratestha twords con notationis theresulti mpactbylan guage. somoreattentionshouldbepaidtoculturalbackgroundinlearningidiomsandliterar

52、yworks, otherwise, wehavenomeansofunderstandingtheimplicationof wordsandpa ssagecorre ctly.writi nginwriting,thedifferencesbetweenthechineseandwesternmodesofthinkingplayanimportantpart.chineseareaccustomedtothinkinginaspiralway, whileenglishandamericansinalinearway.thisdifferenceinthinkingoftenleadstomisu nderstandi ng. sometim esalearnerscomposit ionisperfe ctintermso fgrammaran dlog