On the Middle School English Teaching in Cross-Cultural Awareness

1、 On the Middle School English Teaching in Cross-Cultural AwarenessAbstract In this paper, the current Middle School English Teaching in the neglect of culture, education and other issues, from the language, culture, the relationship between the teaching proceed through their own teaching in the firs

2、t line of the practice of English teaching in secondary schools put forward, the emphasis on cross-cultural awareness training necessity and importance of values, and to propose ways of teaching in English to cultivate cross-cultural communicative English learners awareness and capacities. Keywords:

3、 language and culture middle school English teaching cross-cultural awareness 1 Remember watching a movie, film called Gua Sha is speaking as China two thousand years of traditional Chinese medicine meridian therapies Gua Sha is not recognized by the United States, resulting in child abuse Doubtful

4、Case, making a film Ta Tung was forced to obey the law , father and son separated husband and wife separated. In the Chinese view, obviously is a grandfather with grandsons love for Gua Sha treatment approach, while Americans think it is child abuse. Cultural differences can be seen in the West is r

5、elatively large, for language learners in learning a foreign language when you should pay attention to cross-cultural awareness training have made requests. The teaching of English in secondary schools, China has promulgated a new full-time average high school English curriculum, for the principle o

6、f communicative language teaching, the relationship between language and culture were more clearly defined, we can say this is foreign language teaching in China sector in the nature and functions of language in a reflection of deepening understanding. Meanwhile, China high school English curriculum

7、 standards also mentioned to continuously expand their cultural horizons, deepen their understanding of this culture, the development of cross-cultural communication awareness and abilities. Therefore, foreign language teaching should be able to not only teach language they teach their culture, and

8、blending into culture teaching in language teaching. However, in practice teaching, it is the practice of communicative teaching approach is not enough, right understanding of the relationship between language and culture is still very vague, which is mainly manifested in two points: first, that the

9、 main purpose of secondary school foreign language teaching is the knowledge of the language teaching, First, the impact by the examination-oriented education of secondary English teaching inevitably face is that the examination, culture teaching simply is not necessary, resulting in Gaofendineng an

10、d so on. The existence of these errors led to the current English teaching in our high school and there into many poor results, examination ability, low level communication issues must be resolved. Two (A) language, culture and teaching 1, the relationship between language and culture. Culture refer

11、red to here is not simply the sense of music, literature, art and so on, but the broad sense, referring to: a societys unique beliefs, customs, institutions, goals, and a general pattern of technology. Features and functions of language and cultural context and content of the relationship between la

12、nguage and culture very close. Language is part of the culture is a special cultural phenomenon, and culture plays an important role in the interaction between them, interaction, understanding language must understand that culture, and understanding of culture must understand the language. Language

13、is culture, symbols, different ethnic languages and records to reflect the culture of different ethnic-specific style, and different peoples culture has to some extent restricts their language development. As LAWhite said: Language is the carrier of culture, each nations culture, language, behave in

14、 their most complete and perfect. Language is always in the cultural integrity of all stages of development, the co-ordinated to reflect culture, and fixed it down from generation to generation, becoming the carrier of culture and knowledge and collective experience in storage devices. 2, English la

15、nguage teaching and cultural relations. Different cultures in different languages to reflect. Different ethnic languages in the world vary widely. The English and Chinese languages are very different language - the former Indo-European, the latter Khan Tibetan language, so they are very different fo

16、rm of language, the culture of the load varies. Our aim is to learn English in order to cross-cultural communication, so from the outset we should keep this objective to carry out the teaching of English. In view of language and culture have such a close interdependence, in the cross-cultural exchan

17、ges, if we do not have a deep understanding of cultural knowledge, confined to their own native culture, formed in a way of thinking, behavior, customs concept and world view and foreign contacts to the bound form different cultural concepts in a subject or argument in the conflict and unhappiness.

18、(B) Secondary English teaching the necessity of learning English culture. Language and culture with the language teaching and culture teaching has such a close relationship with students at the secondary stage of the cross-cultural awareness is necessary. 1, understanding the differences between Eas

19、tern and Western cultures to understand the English-speaking countries of the community to help improve their English communicative competence. Turning to differences between Chinese and Western cultures, it is worth mentioning that, in China, inviting others to participate in banquets or some event

20、, the time determined by the inviting party, invitees, as was invited as a kind of honor usually schedule an appointment. In the United States, inviting people to participate in banquets or certain activities are regarded as occupied peoples time, requires both sides to consult the relevant time. So

21、 that each country has its own habits, customs and traditions. In the United States received gifts of others should be open to express someone elses face courtesy, respect, open the gift in person in China is the impolite behavior. All of these shows, and in their daily learning, to improve their En

22、glish communication skills, they must be as comprehensive understanding of the English-speaking countries and cultural backgrounds. Reposted elsewhere in the paper for free download 2, understand English, cultural background can help to read. English reading ability is a comprehensive ability to rea

23、d an article, in addition to have a certain knowledge of the language, but also have some professional knowledge or cultural background. Practice shows that the language difficulty of hours, read works of English have difficulties mainly because of the lack of cultural awareness. This profound under

24、standing of many English language learners. Since English is the author of works on the cultural background of the article are generally more familiar with the material in the article the meaning of words used, as well as the expression of both the natural decency, in line with English language habi

25、ts. But the reader does not understand the cultural background, which easily lead readers to understand every word, but can not understand the meaning of the article. 3, English teaching in the cultural background which could be introduced to broaden the students of knowledge. In teaching introduces

26、 students to the cultural background knowledge, to guide students to understand Western values, customs, feel exotic. If the Senior English for China Book 3 in the Festivals of teaching, teachers can introduce students to the origins of English and some festive holiday customs, to guide students to

27、compare it with the Chinese festival. Three So, how to cultivate cross-cultural awareness in students? This paper argues that the following aspects can be tried: (A) The term penetration. As a language-based vocabulary, language plays a major role in communication. And cultural meaning of the terms

28、most closely, and cultural load the largest amount. The concept of meaning and the mother tongue language in the same two words are likely to differ materially from those in the cultural sense. Therefore, the teaching of foreign language vocabulary is difficult for some seemingly the same as express

29、ed in other words, we can explain from a cultural point of view to foster cross-cultural awareness of students, the students in the thinking, to improve sensitivity to cultural differences . (B) visual teaching. Intuitive law requires teachers to textbooks amongst students understand the difficultie

30、s likely to cause a culture points, especially those containing cultural significance of words and texts can be set directly or using objects, pictures, movies, television, video, Internet and many other kinds of means to absorb and experience the different culture methods. For example, I once found

31、 a water and soil and foreign friends shampoo called ugly girl, translated into Chinese is the ugly duckling, the image spokesperson for Lu Lu. At that time my friend did not understand, obviously a very beautiful girl, why is it called ugly duckling, and she said that if abroad, this product is abs

32、olutely not sell. Why? This is due to cultural, historical and social backgrounds, there may be certain words or knowledge points misunderstanding. We know that in China, ugly girl means cute, pleasant, is a nickname for the younger generations older. However, in English, ugly girl is annoying to sa

33、y, the hearer will be angry. So, I see this as an example, this bottle of shampoo into the classroom to allow students to discuss, and then explain the differences between Chinese and Western cultures, so that the students understood more profoundly. (C) discussion teaching method. Discussion method

34、 is under the guidance of teachers and students to the whole class or group as a unit, teaching materials around the central issue, all have our say, see, through discussion or debate activities, access to knowledge, or consolidation of knowledge, a teaching method. Discussion of teaching content sh

35、ould reflect the essential content of materials aimed at teaching students to deepen their understanding and use of communication and teaching the link between the various parts of the content to promote the teaching started. For example, students in the study found that Americans are often praised

36、others, have been praised and the general performance was well-deserved, doing my part, a common practice with the Chinese people very different. After discussion, the students think that this illustrates the expression of meaning between the Americans straightforward, reflecting the American frank,

37、 straightforward character, and thus the West has been a degree of understanding cultural differences. (D) simulation of the role. Simulated role is according to the contents of textbooks by teachers, organization, student activity center to enable students to serve as the role of protagonist, or ch

38、oice, using lectures, scenario games, or play performances, etc. show method. This approach helps students understand the English language discourse and deepen understanding of the meaning of the discourse. Since most students do not or less have the opportunity to have Anglo-American contacts and e

39、xchanges, they could only drill and use the classroom as an English major occasions. For example, the PEP has a high an English article Million Pounds, teachers in the teaching of this class can allow students to role-play points, thereby enabling students to experience language in a real scenario of the use of language to enhanc