浅析英语交际法教学及其运用-文学学士毕业论文

AbstractCommunicativelanguageteachingshouldmakethelanguagecontentasthecenterofteaching,ratherthanlanguagestructure.Andfosteringstudents’communicativecompetenceisitsmaingoal.Teachersarenolongerthemastersoftheclassroom,butplaytheroleofthemulti-identity.Throughexploringthefeaturesandprinciplesofcommunicativelanguageteachingdeeply,adoptingcreativemethodsreasonablyandthelanguagemodelwhichmixesthesemanticsandpragmaticsinareal-lifesituation,wecanfullymobilizietheenthusiasmandinitiativeofstudents.Bydoingsowecanenablestudentstotrulybecomealearningcenter,therebypromotingstudents’abilitiesofcommunication.Keywords:CommunicativeLanguageTeaching;featuresandprinciples;promotingcommunicativecompetences中文摘要交际法教学认为语言教学应该以教话语内容为中心，而不是以语言结构为中心，主要以培养学生的交际能力为目标。教师不再是课堂中的主宰，起到的是多层身份的作用，并通过深入探究交际法教学的特点和原则，合理地采取创造性的方法和以语义和语用融合于真实情境之中语言模式，充分调动学生的学习积极性和主动性，使学生真正成为课内、外教学活动的中心，从而促进学生交际能力的培养。关键词：交际法教学;特点和原则;交际能力的培养1.Introduction1.1IntroductionInthetwenty-firstcentury,Chinaplaysanincreasinglyactiveroleinthefieldsofeconomy,cultureandpolityontheglobalscale,leadinguscontinuetomovetowardtheforefrontoftheglobalstage,withthestrengthoffriendshipandwisdomoftheChinesepeopletoshowagoodimage.Inthiscase,languagehasbecomeanimportantcommunicationtool,takinguptheirreplaceablehistoricmission.TheapplicationofawiderangeofEnglishbroughttheirinternationalstatusofthelanguagemakestheteachingofEnglishbecamethehighestattendanceofthekeywordsintheeducationsector.ThepurposeoftheteachingofEnglishlanguageistrainingthestudents’languageproficiency(Thecompetenceisinarealscenariointheuseofaforeignlanguageforlistening,speaking,reading,writingandsharingofinformationandthoughts,andfeelings),tryingtobringoutthe"capacity-type"humancapital.Soitisthemosteye-catchingteaching,justforenhancingtheabilitytoincreaseitsbetterlanguagepractice,providinglanguagematerials,enteringtheculturalinformation.Anditwilllaythefoundationofapplicationoflanguageskillstomeetthesocialneedsofrealwork.Ithasarichideologicalconnotationoflanguageteaching,andtheteachinghaveexperiencedthetestofpracticeinmanycountries,formattinganunprecedentedglobalizationofforeignlanguageteachingmovement.2.LiteratureReview2.1ThetheoryanditsstatusofCLT2.1.1ForeignStudiesonCLT CommunicativelanguageteachingisbasedonthetheoryofcommunicativecompetenceproposedbytheUnitedStateslinguistHymensDinthe1879s.Itsprogrammerisfunctionoflanguage,inordertocultivatelearningcommunicativecompetence,designedtoimprovethelearner'slanguagethroughlanguagecommunicativecompetence.Thatiscommunicativecompetenceshouldnotonlyhavethelanguageknowledge,butalsohastheabilitytouselanguage,withparticularattentiontotheappropriatenessoflanguageuse.ThetermcommunicativecompetenceisusedincontrasttoNoamChomsky’stermlinguistcompetence,whichisunderstoodasthetacitknowledgeoflanguagestructureandtheabilitytousethisknowledgetounderstandandproducelanguage.ForChomsky,competencesimplymeansknowledgeofthelanguagesystem:inotherwordsisgrammaticalknowledge.However,ifwelookathowlanguageisusedinrealcommunication,wehavetoacceptthatreallanguageuseinvolvesfarmorethanknowledgeandabilityforgrammaticality.InHymen’swords,thereare“rulesofusewithoutwhichtherulesofgrammarwouldbeuseless,”whichsimplymeans,besidesgrammaticalrules,languageuseisgovernedbyrulesofuse,whichensurethatthedesiredorintendedfunctionsareperformedandthelanguageusedisappropriatetothecontext.Inthe1980s,CanadianscholarCanalandSwainhaveafurtherdevelopmentinthetheoryofHymen’scommunicativecompetence,whichtheircommunicativecompetencetheoriesinclude:(1)grammaticalcompetence(2)sociolinguisticcompetence(2)sociolinguisticcompetence(3)discoursecompetence(4)strategiccompetence.Intheearly1990’sAmericanscholarBachmanputforwardthetheoryofcommunicativelanguageability.Histheoryismorecomprehensive,moresystematic,andmorepractical.Hebelievesthatcommunicativelanguagecompetenceconsistsofthreeparts:languageskills(specificlanguageknowledge),strategiccompetence(mentalabilitywhichuseofavarietyoflinguisticknowledgeinthecommunication),andpsycho-physiologicalmechanism(theneuralandpsychologicalprocesswhichinvolvedintheprocessoflanguagecommunication).2.1.2DomesticStudiesonCLT Inrecentyears,educationalinnovationsinEnglisheducationhavereceivedconsiderableattentioninChina.Inthelate1970sandinearly1980s,CommunicativeLanguageTeaching(CLT)asaninnovativeteachingmethodhasbeenacceptedinChinaasavalidandindeedrecommendedapproachtoteachingEnglish.AdministersofeducationaldepartmentsaretryingtheireffortstoprovideopportunitiesforEnglishteachers’trainingandretraining.Asaresultofthistraining,manyteachershavecometorealizethatEnglishteachingisnotequaltothegrammarteaching.Thetraditionalgrammar-basedexaminationsarebeingchangedtobetterformsinCLT.SpokenEnglishtesthavebeenalreadyaddedtoCET4testforthestudentswhocanscorehigh.However,theanticipatedlevelshavenotbeenachievedasdesigned.LanguagescholarsactivelyexploretheproblemwhichisexistinginprocessofapplyingthecommunicativelanguageteachinginChina.Fromthedatathusobtained,itisbelievedthattherearevariouscharacteristicsintheapplicationofthisapproachinChina:Theteachers’traininginCLTissoinadequatethattheydonothavesufficientconfidenceintheirownproficiencytoputitinpracticeintheclassroom.Theyadheretothetraditionalteacher’srole,whichdrawsonateacher-centeredteachingmethod.SoeventhroughthecontentofthetextbooksandthecoursedesigninthecollegeEnglishteachingbecomesmoreandmorecommunicative,theteachersstillpaymoreattentiontogrammarteaching.Studentshavelittlechanceandlittletimetodothegroupworkintheclasses.What’smore,anoverlyrigidexaminationsystem,failingtoteststudents’communicativecompetence,isafurtherbarriertotheproperapplicationofCLT.2.2SummaryInotherwords,communicativecompetenceentailsknowingnotonlythelanguagecodeortheformoflanguage,butalsowhattosaytowhomandhowtosayitappropriatelyinanygivensituation.Communicativecompetenceincludesknowledgeofwhattosay,when,how,where,andtowhom.Intheearlyeighties,thisideaofcommunicativelanguageteachingbecametheaggregationofnewideasandnewmethodsoftheforeignlanguageteaching.Moreandmorelanguageteachersrecognizethattheprocessofforeignlanguageteachingistheprocessofacquiringlanguagecommunicativecompetence.Therelationshipbetweenlanguageandcommunicativeisinterdependent.Thecoreofcommunicativelanguageteachingis:theprocessofteachingistheprocessofcommunication,studentsneedtomasterthelanguageskills,languageknowledge,anddifferentcultureinthecommunication.3.NewInterpretation3.1IntroductionTherearemanyteachingmethodsinEnglisheducation,whilecommunicativelanguageteachingcanberegardedasthegreatestteachingmethods.ThereasonisthatCLTalwaysraisingthequalityofEnglishteachingeffectivelytomeettheactualneedsofstudents,butalsothecharacteristicsandprinciplesofcommunicativeteachingisunique,andcantrulyimprovestudents’oralcommunicativecompetence.3.2AimofCLTTheultimategoalofforeignlanguageteachingistoenablethestudentstousetheforeignlanguageinworkorinlifewhennecessary.Thentheteachersneedtodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituation.3.3ReasonsofusingCLTAllthethingswedojustforgoodeffect.Goodwaymeansgoodeffect.Gettingstudentstohaveafreediscussiongivesthemachancetorehearsehavingdiscussionsoutsidetheclassroom.Havingthemtakepartinarole-playatanairportcheck-indeskallowsthemtorehearsesuchareal-lifeeventinthesafetyoftheclassroom.Thisisnotthesameaspracticeinwhichmoredetailedstudytakesplace;insteaditisawayforstudentsto‘getthefeeling’ofwhatcommunicatingintheforeignlanguagereallyfeelslike.Goodwaywantsgoodfeedback.Speakingtaskswherestudentsaretryingtouseallandanylanguagetheyknowprovidesfeedbackforbothteachersandstudents.Teacherscanseehowwelltheirclassisdoingandwhatlanguageproblemstheyarehaving(thatisagoodreasonfor‘boomerang’lessons);studentscanalsoseehoweasytheyfindaparticularkindofspeakingandwhattheyneedtodotoimprove.Speakingactivitiescangivethemenormousconfidenceandsatisfaction,andwithsensitiveteacherguidancecanencouragethemintofurtherstudy.Goodwayneedsgoodmotivation.Goodspeakingactivitiescanandshouldbehighlymotivating.Ifallthestudentsareparticipatingfullyandiftheteacherhassetuptheactivityproperlyandcanthengivesympatheticandusefulfeedback,theywillgettremendoussatisfactionfromit.Manyspeakingtasks(role-playing,discussion,problem-solvingetc)areintrinsicallyenjoyableinthemselves.3.4ThefeatureandprinciplesofCLT3.4.1CLTemphasizesteachingshouldbealearner-basedteachingThemainfeatureofcommunicativelanguageteachingislearner-basedteachingwhichfocusthestudentsarethebasisoftheteachingintheclass.Themainprincipleinlearner-basedteachingisthatallclassactivitiescanbedoneusinginformationthatthelearnersthemselvesbringtotheclass.Thisteachingacceptsthatsomelanguageinputcanbebasedontheexperience,knowledge,andexpertiseofindividualstudents.Whatisnovelaboutlearner-basedteachingistheideathatallactivitiescanbebasedonthatwealthofexperience,tobecometheirgrammarexercises,exampreparation,games,ortranslations.Thenthestudentscanexpresstheirideasfreelyandensureitsrelevanceandtopicalityforeachparticulargroup.Thisroutetofluencyismoredirectthantheteacherimposingirrelevanttopicsinthehopethatwithtimelearnerswillbeabletosaywhattheyreallywantto.Andthiswayisalsoagoodapproachfortheircommunicativecompetence.Thebasicprocedurehastwostages.Inthefirst,learnerspreparematerialswhicharedesignedtopractice,forexample,aparticularskill,function,orgrammaritem.Indoingthis,theydrawonallthelinguisticresourcestheyalreadyhave.Inthesecondstage,thesematerialsarepassedtootherlearnersintheclasswhocarryouttheactivities.Inthiswaystudentsobtainvaluablelanguagepractice,notonlywhiletheyareusingthematerials,butwhiletheyarepreparingthemaswell.Whatistheroleoftheteacherinthelearner-basedteachingintheprocessofteaching?Theteachercanbeanactiveparticipantinthegroup,genuinelytakingpartintheactivities,contributingideasandopinions,orrelatingpersonalexperiences.Theteacherisalsoahelperandresource,respondingtolearners’requestsforhelpwithvocabularyandgrammar.Byprovidingwhatthelanguagestudentsaskfor,atthetimetheyactuallyneedittoexpressthemselves,theteachercanfacilitatemoreeffectivelearning.Atothertimestheteacherisamonitor,checkingwhatlearnershaveproducedbeforetheypassitontootherlearners.Thisisespeciallydesirablein,forexample,grammarandexaminationpracticeactivities.Theteacherisadvisednottocorrectwhatthelearnershaveprepared.Inthisactivity,studentscanseefromwhatothersdowhethertheyhavebeensuccessfulinwritingclearlyandcomprehensively.Inothercases,theteachercandecidewhentodothecorrecting.Insteadofcorrectingduringalesson,itmaybepreferabletodevotetimelatertoaparticularproblem.Whatevertheactivity,alearner-basedapproachisaimedatnarrowingthetraditionalgapbetweenteacherandstudent.Inlearner-basedteaching,theteachingandthelearningaretakingplaceonbothsides.Duringtheteaching,appropriatewaynotonlycanmakestudentsspeakfluently,butalsobringmoreadvantages.(=1\*romani).Analysisbringadvanceddevelopment.Asstudentscarryoutanactivity,teacherscanspotthegapsintheirtargetlanguagecompetenceandintroducesuitablepracticeactivitiesinsubsequentlessons,therefore,analysisisacontinuallydevelopingprocess.(=2\*romanii).Learner-basedteachingallowsustointroducelocalorinternationalissuesandideaswhichareofcurrentinteresttoparticulargroups.Themostimportantofdoingthisisitcanbroadenstudents’horizonsandenlargetheirtopicsanddeveloptheircommunicativecompetence.(=3\*romaniii).Anopenwayofdiscussingisallowed.Aframeworkisgiven,butthelearnersbeartheresponsibilityforfillinginthedetails,sothatthesameframeworkcanevolveincompletelydifferentwayswithdifferentgroups.Evenastudentwhohasworkedwithanactivitybeforewillmakenewdiscoverieswhenworkinginadifferentgroup.(=4\*romaniv).Learnerasauthors.LanguagepracticeisdoubledinCLTwhichmakesthestudenttobethecenterofteaching.Becauselearnersareinvolvedinpreparingaswellasusingthepracticematerials,theynowhavearealreasontopayattentiontothereporting-backstage.Theycanteachandcorrecteachother.Throughthedoubledeffectpractice,studentscangetthemostprogressintheircommunicativecompetence.AllofabovereasonscanbringadvantagestoCLT,soCLTalsocalledlearner-basedteachingisveryappropriate.3.4.2TheprocessesofteachingistheprocessesofcommunicationThegoalofcommunicativelanguageteachingistodevelopstudents’communicativecompetencethatstudentscanusethelanguagetocommunicatewithdifferentpeopleeffectivelyindifferentsituations.CLTemphasizesafunctionalapproachtolanguageteachingthatshouldberelevanttotheneedsofthestudents.Sothepracticesandthecontentlearnedintheclassshouldbeassimilaraspossiblewiththestudents’studygoalandthecommunicationinthereallife.Todesignthewayofconfirmingthelanguageshouldcombinewiththemissionofcommunication,butforpracticingtopractice.AndtheteachersshouldencouragestudentstospeakEnglishassoonaspossible.3.4.3SpokenlanguageteachingaccuracyandfluentbalanceFluencyandaccuracyarenottheseparabletwopoles,onlyemphasizingfluent,itsresultistheclassroompidginlikeexpression,thelearnerlosesconfidence,finallynolongerusesthislanguage;Otherwise,onlypayinggreatattentiontotheaccuracy,theresultisthewordexpression.Weshouldconsiderascontinualboth,theselfcorrectionprocess,theteachermaymaketheatonement,andthecorrectionandtherevisionworkintheclassroom.Theteachershouldactaccordingtotheconcreteteachingenvironmentandthestudentdegreeespeciallymoreimportantlyadjuststheplanofinstructionasnecessary,achievestheteachinggoal.3.4.4CommunicativeactivitiesandmaterialscomefromrealityInreallife,languageisusedtoperformcertaincommunicativefunctionsbutonform.Thesecond,inreality,languageisalwaysusedinacertaincontext,buttraditionalpedagogytendstoisolatelanguagefromitscontext,thenthestudentswillbeeasiertounderstand.Thethird,traditionalpedagogytendstofocusononeortwolanguageskillsandignoretheothers.Inreallanguageuseweuseallskills,includingthereceptiveskillsoflisteningandreading,andtheproductiveskillofspeakingandwriting.Generally,teacherwillofferdifferentandabundantactivitiesaccordingtothewaypeopledealwiththerealsituations,suchaspairplay,groupwork,classactivity,roleplay,shortplay,storytelling,interview,interchangeactivitiesetc.Thengivearealenvironmenttothestudentstoexerttheirlinguisticlanguage.3.4.5Communicativelanguageteachingisalsotask-basedteachingWilliamArthurWardoncesaid,"Mediocreteacherstoconveyknowledge;ordinaryteachers’interpretationofknowledge;goodteachers,demonstrationofknowledge;greatteachersinspirestudentstoacquireknowledge."Becausetheincentivesforstudentsareakindofactivelearning,isgoodtodevelopstudents’abilityofsubjectiveactionthatwillhelpthestudentstoenhancelearningoutcomes.Thistask-basedteachingisnecessarytostimulatethedrivingmotivationofstudents,anditaimstouselanguagetoaccomplishthetask,soitisusefultoimprovestudent’sinterestandparticipation,inordertoachievethegoalofimprovingcommunicationskillsofstudentsinthepracticalapplication.Intheprocessofusingcommunicativeteaching,firstofallclassroomactivitiesshouldbetask-oriented.Letthestudents’attentionfocusprimarilyonhowtouselanguageasavectortoachievethepurposeofcommunication,andinordertocompletecommunicativetasks,butnotjustconcernedwithwhathesaidisentirelycorrectsentencestructure.Ontheotherhandisintheselectionanddesignofclassroomcommunicativeactivities,tomakethecommunicationbetweenthepartieshaveinformationgap.Thatisthetwosidesdonotknoweachparties’owninformation,inordertomakecommunicationactivitiesclosertothetruth.

Inspiration(=1\*romani)Dealwiththeteachingmaterialsflexibility,aunitasatopic.

(=2\*romanii)Introducetask-basedteachingmethodsintheclassroom.Thelearningprocessistheprocessofapplicationlinguisticknowledgetocompletethecentraltaskoftheunit.

(=3\*romaniii)Therearetwocentraltasksofthedesign,firstofallisneedtomatchwiththeteachingmaterialstofacilitatestudentstofindsomelanguagesentences,informationcontent.Seconditisneededtocomplywithstudentinterestsandhobbies,lifeexperiences,orevenfuturecareerdevelopment.

(=4\*romaniv)Underthecircumstancesoftheteachingmaterialsarenotfrequentlychanged,teachersandeducationofficeneedtohavetheaccumulationofinformationandexperience,andgraduallyformatask-basedteachingmaterials.3.5SummaryTeachercanexplorethefeaturesandprinciplesofcommunicativelanguageteachingdeeply,andadoptthecreativemethodsandthelanguagemodelreasonablywhichmixedthesemanticsandpragmaticsinareal-lifesituation.Onlybythisway,canteachermobilizestudents’enthusiasmandinitiative,enablestudentstrulybecomealearningcenter.Thereby,studentscanalsopromotecommunicativecompetences.4.Method4.1Waysofteachingbyteachers.ThispartisveryimportantintheCLT.BecausemanyteachersuseCLTtoteachstudents,buttheycouldn’tgetthesatisfiedresult.Why?Therearefourpartstoexplainandteachyouhowtoteach.Firstly,someteachersgetveryinvolvedwiththeirstudentsduringaspeakingactivityandwanttojoinintoo.Theymayargueforcefullyinadiscussionorgetfascinatedbyarole-playandstart‘playing’themselves.There’snothingwrongwithteachersgettinginvolved,ofcourse,providedtheydon’tstarttodominate.Althoughitisprobablybettertostandbacksothatyoucanwatchandlistentowhat’sgoingon.Studentscanalsoappreciateteacherparticipationatappropriatelevelinotherwords,nottoomuch.Sometimes,however,teacherswillhavetointerveneinsomewayiftheactivityisnotgoingsmoothly.Ifsomeoneinarole-playcan’tthinkofwhattosay,orifadiscussionbeingstodryup,theteacherwillhavetodecideiftheactivityshouldbestopped-becausethetopichasrunoutofsteam-orifcarefulpromptingcangetitgoingagain.That’swheretheteachermaymakeapointinadiscussionorquicklytakeonaroletopusharole-playforward.Promptingisoftennecessarybut,aswithcorrection,teachershoulddoitcarefullyandsensitively.Secondly,theteacherisalsoahelperandresource,contributingideasandopinions,relatingpersonalexperiences,orrespondingtolearner’srequestforhelpwithvocabularyandgrammar.Byprovidingwhatthelanguagestudentsaskfor,atthetimetheyactuallyneedittoexpressthemselves,theteachercanfacilitatemoreeffectivelearning.Thirdly,atothertimestheteacherisamonitor,checkingwhatlearnershaveproducedbeforetheypassitontootherlearners.Thisisespeciallydesirablein,forexample,grammarandexaminationpracticeactivities.Theteachercanadvisestudentstoseefromwhatothersdowhethertheyhavebeensuccessfulinwritingclearlyandcomprehensively.Inothercases,theteachercandecidewhentodothecorrecting.Insteadofcorrectingduringalesson,itmaybepreferabletodevotetimelatertoaparticularproblem.4.2CulturalbackgroundaffectsCLTGoodunderstandingofculturalbackgroundisthepremiseofcommunicativelanguageteaching.Onlypayingattentiontoculturaldifferenceswillhaveeffectivecommunication.Eachcommunity'suniquecultureisdeeplyembeddedinthelanguage,andthelanguageisthecarrierofculture,whichrestrictstheoccurrenceoflinguisticbehavior.Ifteacherswantstudentstobeabletousedecentlanguagetocommunicate,teachersshouldtalksomelivinghabits,includingthehabitsoftalkingofBritain,Americantostudents,orelse,eventhroughthestudentscanspeakEnglishcorrectlyingrammar,butmayresultinmisunderstandingandnon-pleasure.Nowadays,teachersdidn’tplaytheir"guider"rolewellthatdidn’tguidestudentstopayattentiontotheculturaldifferencesbetweenEastandWest.ManystudentshaveneverreadtheEnglishversionofbooksonChineseandWesterncultures,andneverpayattentiontothesereports,especiallyintheEnglishreports,evendidn’tuseoftelevision,radio,InternetandothermediatohavesomeideasaboutthedifferencesbetweenEasternandWesterncultures.Becauseofknowinglittleculturaldifferences,studentswouldnaturallyproducepragmaticfailureswhentheyaremakingexchanges.Itisavisibleimportantfactorthatculturaldifferenceswillaffecteffectivecommunicationwiththetargetlanguage.Therefore,thecommunicativelanguageteachingattachimportancetothelearningofdifferentculturewhichisthetargetlanguage,andpayingattentiontointroduceChineseandWesternculturesandfostercross-culturalcommunicationinknowledgeinordertocarryouteffectiveandappropriateoralorwrittencommunication,toavoidtheimpactofnationalcultureanderrorordifferenceoccurredintheprocessofunderstanding.4.2.1CaseStudiesTheteachersnotonlyneedtoteachstudentstomasterthevocabularyandsentencepatternswhichiscommonlyused,butalsotoenablestudentstounderstandsomeEnglish-speakingpeople'swayoflifeandculturalbackgrounds.Forexample,whensomeonepraisesyouthatyouhavedonewell,inaccordancewithChineselanguagehabits,said:"Ididn’tdoitbettertoshowtheirmodesty.Inanotherexample,todayyouworeaprettydress,peoplewillsay:“Youlookverybeautifultoday.”Accordingtoourcountry'straditionsandcustoms,youwillsay:“nothing.”However,accordingtoEnglish,Americanhabits,willsay:“Thankyou.Orthankyouforyourcomplimenttoexpressappreciationandgratitudefortheirpraise.Wemetanacquaintanceontheroad.Toshowcourtesy,weoftenhavetoask:"Whereareyougoing?"Ifatnoon,weshouldask:"Haveyouhadyourlunch?"ButifwemeetanativeEnglish-speakingpeopleontheroadandaskedhim,“Whereareyougoing?“Hewouldbeveryunhappybecauseyouareinterferinginhisprivatelife.Theyusedtosay:“Whatalovelyday,isn'tit?“Ifyouaskhim,“Haveyouhadyourlunch?“Hewillthinkthatyouwouldliketoinvitehimtohavelunch.Ifourfriendboughtsomething,accordingtoourhabits,weoftenaskhimorher“howmucharethey?”Inourcountry,itseemsnothingthatpeopletalkingaboutyoursalary.ButinBritain,itisabsolutelynotallowed.Becauseoftheculturaldifferences,thesocialmeaningsofthelanguageofformswhichtheyusedwillbedifferent.ThesearedifferencesbetweenEasternandWesterncultures.Andtherearesomemethodsbelowforteacheruse.TheteachersshouldputemphasisonteachingstudentsabouttheknowledgeofChineseandWesterncultures.4.2.2MethodsFirstofall,usetheteachingmethod,justlikewhatIsaid,suchascomparingChineseandWesternculturesorinductivemethodswhichsumupthefragmentedbackgroundknowledgefullytoenablestudentstounderstandasmuchaspossibletheculturalknowledgeorcustomsaboutAnglo-Americansocial’sandhaveamorecomprehensiveunderstandingoftheculturaldifferences,sothatthestudentswillbecombinedsocio-culturalfactors,payattentiontotheuseoflanguageoccasionswhentheyareinreallife.Andinthereal-environment,theywillhaveinamoredignifiedandaccuratelycommunication.Second,teachersshouldenhancetheirawarenessofcross-culturalcommunication.TeachersshouldalwaysreadsomeofthemorepopularbooksandperiodicalsthatreflecttheEnglish-speakingcountries’social,political,economic,historical,cultural,religious,art,customsandotherinformation,toexpandtheirknowledge,andknowmoreabouttheEnglish-speakingcountriesanditsculturalbackgrounds,inordertoreducetheimpactoflanguageteachingjustbecauseofthedifferencesinculturalbackgrounds.Third,teachersshouldusevariousmethodsinatimelymannertoteachthestudentsknowledgeaboutEasternandWesterncultures.Forexample,thequalifiedschoolscanalsoemployforeignteachers,toenhancestudents’cross-culturalawareness.Schoolsthathavegoodconditions,shouldsetupcross-culturalcommunicationelectivecoursesordifferencesbetweenChineseandWesternculturescoursestoenrichthestudents’knowledgeofChineseandWesterncultures.4.3Waysoflearningbystudents(=1\*romani).Studentsingroupslookatfivedifferentphotographs.Thentheyhavetodecidewhichoneshouldwinaphotographicprize.Thegroupsthenhavetoagreewitheachothertocometoafinaldecision.(=2\*romanii).Studentsinpairs,eachhassimilarpicture,butwithdiffere