论小学英语教学中跨文化意识的培养（On the cultivation of intercultural awareness in primary school English Teaching）

1、论小学英语教学中跨文化意识的培养（On the cultivation of intercultural awareness in primary school English Teaching）On the cultivation of intercultural awareness in primary school English TeachingOn, foster, of, inter-culture, subconscious, in, primary, English, teachingAbstract: in the exploration of solving foreign

2、 language teaching problems and improving the level of foreign language teaching practice, the educational community has gradually realized that foreign language education is largely a cultural education. Cultural literacy ensures the proper use of language and the improvement of language proficienc

3、y. Therefore, this paper explores the effective ways to cultivate students cross-cultural awareness in primary English teaching from the aspects of teaching objectives, cultural introduction, teaching methods and classroom expressions.Key words primary school English teaching cross-cultural awarenes

4、s language knowledge skillsAbstract During the practice of English teaching, such as how to solve the problem in teaching how to, advance teaching, etc. the educationist find that foreign language teaching is culture teaching in a way. Who know culture well can use that very language well. So, here

5、will discuss the effective approaches on primary English teaching from the teaching aims. Culture introduction, teaching methods, class language, and so on.Key, words, Primary, English, teaching, inter-culture, subconscious, the, knowledge, and, skill, of, languageWith the development and progress o

6、f the times, but also on foreign language teaching in the process of reform, has made gratifying achievements, but the current primary school foreign language teaching in our country still exists time-consuming with low and duplication, etc. The reason is that there are many phenomena in our primary

7、 school foreign language teaching, such as heavy language knowledge, skills and light social and cultural knowledge. Teachers only pay attention to the correctness of students language knowledge, but less attention to cross-cultural communication ability. Intercultural communicative competence is th

8、e ultimate goal of foreign language education, and foreign language education should, to a great extent, be cultural and educational. (Jia Yuxin, 1997) in 2001, the new English curriculum standard explicitly proposed to help students to understand the difference between Chinese and Western culture a

9、nd the world, broaden their horizons , and pointed out that in the stage of basic education, culture teaching in English teaching should include at least two aspects, one is the cultural knowledge, is a culture cross cultural awareness. I. implications of cross-cultural awarenessSo, what is cross-cu

10、ltural awareness? According to Hanvey (1979) point of view, cross-cultural awareness refers to the sensitivity of participants in intercultural communication awareness of the cultural factors, usually divided into four levels, one is for those who have been recognized as the surface is the strange p

11、henomenon of cultural awareness, two of those with the native culture and is considered to be contrary significantly the cultural characteristics and the lack of the concept of unbelievable cognition, three is through rational analysis to obtain the characteristics of cognition, four is the perceive

12、d cultural differences from the perspective of holders of cultural differences. (Zhao Junfeng, 1999) in a nutshell refers to the sensitivity to the similarities and differences between the foreign culture and the native culture, and to use the foreign language to the target language (English) cultur

13、al awareness to adjust their language comprehension and language output, the sensitivity can be cultivated, this kind of consciousness can be cultivated. (Chen Lin, Wang Qiang, Cheng Xiaotang, 2002)Because of the language and culture are inseparable, language knowledge and language skills are the ba

14、sis of a comprehensive ability to use language, cultural awareness is the assurance of appropriate use of language (Lv Lianghuan, 2003), so there are many factors of English learning in intercultural communication affects the learning and use of English to a great extent. English learning can not be

15、 separated from the understanding of the language and the culture of the load. You cant really learn English well enough to learn vocabulary and grammar skills. Only by introducing cultural knowledge into language teaching can students develop cross-cultural awareness,In order to enable students to

16、learn English well. Secondly, understanding and understanding the target language culture is conducive to improving humanistic quality, imparting cultural knowledge, and cultivating cultural awareness and world consciousness. (Chen Lin, Wang Qiang, Cheng Xiaotang, 2002) through the comparison of Chi

17、nese and Western culture, the cultivation of cross-cultural awareness, make students more aware of the unique charm of the culture of the motherland, realize that culture is no good or bad in quality, so as to learn to respect the culture of his country; and arouse students interest, improve their e

18、nthusiasm for learning English the. This is also the requirement of the times for intercultural communication talents.Two, the cultivation of cross-cultural awarenessIn order to achieve this goal, should comply with the following principles in Teaching: first, the principle of system, the principle

19、of phase two, three, and four, the principle of integration, communication services, five principles, through the introduction of cultural content means the principle of diversification. Specific to practice, this article will be discussed from five aspects:1, teaching objectives should be clear and

20、 feasibleThe teaching objective is the soul of the course and the direction of the course. The teaching objectives should be in line with the curriculum standards and the actual situation of students, and operability. Teachers should be reflected in teaching according to the students actual situatio

21、n and various means and forms. However, in the primary school English teaching, teaching objectives are often unclear. Teachers do not attach importance to the cultivation of cultural awareness, and even do not have this awareness. Although the classroom atmosphere is very active and the enthusiasm

22、of the students is high, it can not be regarded as a successful course. Because the teachers in the course of English teaching, is not only to teach language knowledge and skills, but also to guide students to study effective ways and methods of English culture, and students learning English culture

23、 along with the development of curriculum resources, therefore, culture teaching should become teachers of English Teaching in conscious teaching content, should become a part of the dominant curriculum. (Lv Lianghuan, 2003) in this respect, some schools have already formed a teaching mode, and some

24、 achievements have been made. Such as: Changsha high school English class teachers and students to care, greet each other, How are you Are you? Happy today? What is the weather like? What day is it today? and so on are all English greetings very authentic, very easy to meet the teaching objectives,

25、English thinking in the minds of students in English, greet each other will not ask Have you had dinner? Where, are, you, going, to, go? These things are full of Chinese thinking. Obviously, these cultural objectives have become part of the dominant curriculum in English Teaching in this school.2, t

26、he introduction of culture should be reasonable and correctAccording to the interpretation of new English curriculum standards, cultural introduction is an effective way to accumulate foreign cultural knowledge and cultivate cross-cultural awareness. The main methods of import are as follows: 1. Not

27、es. That is, the classroom for the relevant knowledge points to explain and explain. It has strong pertinence and applicability, but it is scattered and unsystematic. Two, compare. This is an important and effective means, unique to help deepen the understanding of Chinese and Western culture, and c

28、ultivate cultural awareness. Three, integrate. Direct British cultural content as a teaching material. But in the foundation stage, cultural content and language difficulty difficult, as teachers should pay special attention to. Four, experience. By listening, speaking, reading, writing, observing,

29、watching movies, reading and other concrete practices, let primary school students learn and understand foreign cultures. These methods can effectively mobilize the enthusiasm of students, but to fully consider the students language level and cognitive ability, if not pay attention to the drawbacks

30、of each method is easy to cause the language and culture from the teachers will give up in English teaching and the use of mother tongue, the results even if students get the cultural knowledge expression cannot be used in English, this is a violation of our cultural awareness of the mind, we cultiv

31、ate students cultural awareness is the ultimate goal of understanding the use of English from the perspective of English holders. In addition, teachers must follow exact and authentic principles when introducing cultural knowledge,Sometimes we find that there is no linguistic error in what students

32、say or write, but foreigners say we dont usually say that. This is the failure of English education.3, teaching methods should be flexible and diverseIn teaching, we must pay attention to the use of teaching methods in order to achieve the teaching objectives. There is no definite way to teach, and

33、everything suitable for students is suitable. The main use of Chinese in primary school English teaching at present is intuitive teaching method, using a variety of teaching aids, such as pictures, slides and objects show to the students, and the use of TPR (reaction teaching method) arouse the enth

34、usiasm of the students, let them participate in the action, fully arrange for students to participate in hands-on activities, play sensory function. This method of teaching has been generally accepted by primary school English teachers, and this article will not introduce too much.Here is a cross-cu

35、ltural approach to English teaching. On intelligence, experience and language skills are not mature students, teaching content selection and adapt to their life and interest range, so that the students not only learned the language and understanding of foreign cultures, and inspired by teachers and

36、guidance, students can also constantly reflect their cultural values, are compared with other cultural value system. The students are learning foreign culture in the different culture, reflecting the culture of intentional and unintentional accumulation of language knowledge and communicative compet

37、ence, their language knowledge and their intercultural communicative competence has been synchronized growth and improve.The frequent use of different teaching methods can confirm the students understanding. In modern teaching, a variety of high-tech means to improve the English class, but also to s

38、ome extent, improve the interest and enthusiasm of students. However, some of the most memorable experience in teaching in the classroom is the high-tech once we give up the tape, tape or printed materials, and to use all the resources in the most primitive to engage in teaching, students would have

39、 their own experience and imagination.Four. Classroom expressions are standardized and idiomaticThe question of language teaching in primary English classrooms seems controversial at present. Some school teachers prefer to use Chinese to teach English, a class down, Chinese sometimes used more than

40、English, give a person a kind of overwhelming feeling. Some teachers use the translation method, each English sentence always follows a Chinese sentence. Or, unconsciously, Chinese instead of English teaching. The reason for this is because they are not aware of the important role of English thinkin

41、g in English teaching. In fact, the classroom as much as possible to use English to students the importance of characteristics of English and other courses in different schools, helps to create a good English atmosphere, so as to help students focus on learning and using the language. And if you giv

42、e them directions, questions and comments in English, students will have to listen carefully to what you are saying. It keeps them thinking in english. Only when one thinks in one language and does not translate everything into the brain before opening, can one use it flexibly. Therefore, in the ear

43、ly part of the semester, it is essential to avoid translation as much as possible and let students think in this language. The use of classroom English contributes to the progress of the process. Doing so can also help students build confidence, experience the fun of learning English, and use the tr

44、anslation methods when using pictures, actions, descriptions and other methods that dont work. The development of students thinking in English is very important, this immersive classroom teaching make students completely immersed in English, develop their English thinking, so that the norm of authen

45、tic classroom language is particularly important. In organizing the teaching activities, we should pay attention to the students language knowledge level and thinking ability, and give more hints.When obtaining feedback from students,The teacher should always use the same question Are you clear, whi

46、ch can relieve students pressure and make them understand the instructions better. Here should avoid using Do you understand this impolite sentence. In the course of teaching, teachers should pay attention to set examples and standardize students english.5. Learn English in life and learn English in

47、 lifeBecause of the particularity of foreign language teaching, situational creation is very important both in the classroom and in the classroom. In the teaching of students to fully understand the situation, the students are not familiar with the familiar, unknown and known link, the new teaching

48、content directly, clear and students knowledge and understanding together. According to the findings of the survey, learning English in life is the best way to improve students learning enthusiasm. At the same time, to create a good environment for campus culture is a good way for students to learn

49、English in their lives. In the hallway, the walls of the classroom can be hung with display culture icons, text. The school regularly launches activities related to english. Such as English activities week, English day, English contest and so on, these are effective and feasible.Three. ConclusionLan

50、guage is the tool of communication, and learning foreign languages is also the need of communication. Only when we master the language can we use it freely. Primary school students are in the golden stage of language learning, so in order to change the current situation of foreign language education

51、 in China, we have opened English classes at the basic education stage. It is not enough to master English knowledge and skills alone, and cultural awareness is the guarantee of proper use of language. In the study of English at the same time, the introduction of cultural knowledge, training students cross-cultural awareness, so that students correc