张婷正文浅析中学英语教学中的文化渗透OnCultureInfil.docx

张婷正文浅析中学英语教学中的文化渗透OnCultureInfil.docx

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张婷正文浅析中学英语教学中的文化渗透OnCultureInfil

大理学院毕业设计（论文）

浅析中学英语教学中的文化渗透

OnCultureInfiltrationinMiddleSchoolEnglishLanguageTeaching

学院：

外国语学院

专业：

英语

年级班级：

07级2班

学生学号：

16

学生姓名：

张婷

指导教师：

朱琳

起止日期：

2010年10月－2010年12月

制表日期：

2010年12月19日

OnCultureInfiltrationinMiddleSchoolEnglishLanguageTeaching

ZhangTing

English2007-2

ZhuLin（AssociateProfessor）

December19,2010

摘要

语言是文化的载体，语言与文化二者彼此作用。

语言，作为一种符号系统在其具体应用中，因不同的情景和文化而产生不同的语言行为，具有不同的文化意义。

随着英语教学研究的深切，文化对英语教学的影响愈来愈受到人们的关注。

本文将从我国中学英语文化教学的现状入手，结合中学英语教学大纲的要求，探讨在中学英语教学中进行文化渗透的重要性、需要进行文化渗透的内容、渗透的方式策略及应遵循的原则。

只有当学习者对英语文化背景知识有了专门好的了解，才能使他们不但从表面上而且从本质上真正了解和掌握英语，从而减少英语交流的障碍,真正学好英语，用好英语。

关键词：

英语教学；文化渗透；方式策略

Abstract

Languageisthecarrierofculture.Theyinteractwitheachother.Andlanguageisasystemofsignsthatcanproducedifferentspeechactionandculturalmeaningbecauseofdifferentculturalcontext.WiththedevelopmentofresearchonEnglishlanguageteaching,theinfluenceofcultureonEnglishlanguageteachingisattractingmoreandmoreattention.AccordingtotherequirementoftheEnglishsyllabusandEnglishprogramforthemiddleschoolEnglishlanguageteaching,thisthesisfocusesonthecurrentsituationofculturalteachinginmiddleschoolsinourcountry,theimportanceofcultureinfiltration,thecontentofculturethatshouldbeinfiltrated,themethodsusedtoinfiltratecultureandtheprinciplesteachersshouldfollowinmiddleschoolEnglishlanguageteaching.OnlywhenthelearnersunderstandtheEnglishbackgroundknowledgewell,cantheycomprehendandmasterEnglishinnature,sothattheobstaclesexitingintheirEnglishcommunicationwillbeeliminatedeffectively.ThusthelearnerscanlearnanduseEnglishwell.

Keywords：

Englishlanguageteaching;cultureinfiltration;strategy

Contents

Introduction……………………………………………………..………….....

1

1.ThereasonsforthelackofcultureinfiltrationanditsinfluencesonEnglishlanguageteachingandlearning………......

3

Thereasons………………………………………………………………

3

1.1.1Payingmoreattentiontolanguagesymbols……………………..

3

1.1.2Singleteachingmethod……………………………………………

3

1.1.3Englishteachers’variousabilities………………………………..

3

TheinfluencesonEnglishlanguageteachingandlearning…………..

4

2.Theimportanceofcultureinfiltration……………………………….

5

TherequirementofmiddleschoolEnglishlanguageteachingsyllabusinChina……………………………………………………..

5

Therelationshipbetweenlanguageandculture……………………..

6

Thebackgroundknowledgethatshouldbeinfiltrated……………...

8

2.3.1Culturaldifferencesineverydayconversation………………….

8

2.3.2ThecultureandEnglishvocabulary……………………………..

9

2.3.3Idioms………………………………………………………………

10

2.3.4EnglishandAmericanliterature…………………………………

10

3.Thestrategiesofcultureinfiltration…..………………….................

1.

11

Comparison…………………………………………………………….

11

Directexplanation……………………………………………………...

12

3.2.1Usingtextbook…………………………………………………….

……………………………

12

3.2.2UsingEnglishsongs……………………………………………….

13

3.2.3UsingEnglishfilms………………………………………………..

14

Discussion……………………………………………………………….

15

Otherwaysofcultureinfiltration……………………………………..

16

TheprinciplesthatEnglishteachersshouldfollow…...………….......

16

Conclusion……………….………………………………………...................

17

Notes……………………………………………………………………………

19

Bibliography………………………………………….……………..………....

21

Acknowledgements

Introduction

Withthedevelopmentofsociety,weliveinanagethatmanychangesintechnology,travel,economicandpoliticalsystems,immigrationpatternsandpopulationdensityhavecreatedaworldthatcultureeffectscommunicationinsubtleandprofoundways.Ourculturalbackgroundknowledgeandexperiencesdeterminehowweinteractwitheachother.

Withthefrequentinterculturalcommunication,moreandmoreattentionisbeingpaidtotheresearchesoninterculturalcommunication.Atfirst,theresearchersmainlypaidtheirattentiontotherelationshipbetweenlanguageandculture.Itiscommonlyacceptedthatlanguageisapartofculture，anditplaysaveryimportantroleinculture．Browndescribedthetwoasfollows：

“Alanguageisapartofacultureandacultureisapartofalanguage；languageandcultureareintricatelyinterwovensothatonecannotseparatethemwithoutlosingthesignificanceofeitherlanguageorculture.”Inaword，cultureandlanguageareinseparable．

Inthe1920s,AmericanlinguisticsSapirsaid:

“languagehasitsownenvironment,anditcannotexistwithoutculture.”Andsaid:

“languageisasetofcharactersorelementsandrulesfortheiruseinrelationtooneanother.”Thesecharactersorelementsarelanguagesymbolsthatareculturallydiverse,thatistosay,theydifferfromoneculturetoanother.

In1982，HuWenzhongpointedout:

therewasacloserelationshipbetweenculturaldifferencesandforeignlanguageteaching．Andtherewerethreerelationsthatteachersshouldpayattentionto．Thefirstistherelationbetweenlanguageandculture.Thesecondistherelationbetweenlinguisticcompetenceandcommunicativecompetence.Thethirdistherelationbetweenforeignlanguageteachingandotherschoolsubjects.

CaoWenputsforwardtherearetwolevelsofEnglishculturalteachinginhisarticle.“Oneisthelevelofculturalknowledge，andtheotherisculturalunderstanding.”Sowhenteachingalanguage,ateachershouldinfiltrateitscultureproperly,sodoestheEnglishlanguageteaching.

However,cultureinfiltrationinmiddleschoolEnglishlanguageteachingisnotideal.Aninvestigationshowsthat“only37%studentsthinkthatitisnecessarytoinfiltratecultureinmiddleschoolEnglishteaching,and58%studentsthinkitisalittlehelpfortheirstudies”.What’sworse,in2008,LiLijiemadeaninvestigationonwhethertheEnglishteachersinfiltratecultureornotinseniorhighmiddleschoolEnglishlanguageteaching.

AtableaboutthesituationwhethertheEnglishteachersinfiltratecultureinseniorhighschool

Frequency（%）

Contents

Always

often

sometimes

occasionally

never

Oftenusedidioms

Codeofconduct

Socialetiquette

Modeofthinking

Values

Nonverbalcommunications

Fromthetable,wecanlearnthatthesituationofcultureinfiltrationinmiddleschoolEnglishlanguageteachingisnotoptimistic.TheEnglishteachersinmiddleschoolsignoretheimportanceofcultureinfiltration,andpaymoreattentiontothemeaningsoflanguagesymbols.Andwhatthestudentsgainisseriesoflanguagesymbols.

Researchesaboutthistopicarevarious;someresearchersworkedoutthatwhatkindofcultureshouldbeinfiltratedinEnglishlanguageteaching,andsometellushowtoinfiltratecultureinEnglishlanguageteaching,andothersdonotonlytelluswhatshouldbedonebutalsohow.However,theydonottelluswhatweshoulddoaswhattheysuggestinprimaryschool,middleschoolorcollegeEnglishlanguageteaching.Andwhattheysuggestedisnotcomprehensiveandsomeofthesuggestionsareobsolete.What’smore,theyneglectedChinesecultureinfiltration.

Basedontheirresearches,thisthesiswillstudyfurthermore,andtrytofindoutsomethingbetterandusefulforMiddleschoolEnglishteachers.ThemiddleschoolEnglishteachersareexpectedtobeawareoftheimportanceofcultureinfiltrationinEnglishlanguageteachingsothattheycouldworkefficiently,andthestudentswouldpossessthecrossculturalcommunicativecompetenceandthelinguisticcompetenceatthesametime.

1.ThereasonsforthelackofcultureinfiltrationanditsinfluencesonEnglishlanguageteachingandlearning

Thereasons

1.1.1Payingmoreattentiontolanguagesymbols

Influencedbytheexamination-orientededucation,Englishteachersinmiddleschoolsmainlypaytheirattentiontothepronunciations,vocabularyandgrammar,butignorethatlanguageisthecarrierofcultureforthattheywishtheirstudentstogethighermarksinexaminations.TheyarenotawarethatitisnecessarytoinfiltratecultureinEnglishlanguageteaching.So,Englishlanguageteachingshouldstrengthencultureinfiltration,orthestudentswhocanspeakEnglishwithwellpronounce,rightgrammar,andgethighmarksinexaminationswouldbealwaysmakingmistakesincrossculturalcommunicationjustforthelackofknowledgeofculture.

1.1.2Singleteachingmethod

ThepatternofEnglishlanguageteachinginourcountryismainlyexplicitconduct.Englishteachersdeliverlanguageknowledgetostudentsunidirectionallyandmoststudentsreceivetheknowledgepassively.Inclasses,therearenotmutualactivities.AlthoughthereissomethingaboutculturethatshouldbeinfiltratedinEnglishlanguageteaching,yetsometeachersjustmakeitacasualremarkinpassingwithexplanation,andtheydonottalkwiththeirstudentsabouttheconnotationofculture,sothatitcannotsatisfythestudents’thirstforknowledgeofculture.

1.1.3Englishteachers’variousabilities

“Theroleoftheteacherchangesfollowingtheaimsoftheclass,theteachermayfunctionmoreasacontrollerifheismainlydoingpresentationofnewlanguagepoints,whereasheismoreofaresourceorprompteroraparticipantincommunicativeactivities”Asacontroller,aresourceoraprompterinclassroomteaching,anEnglishteachershouldprovidestudentsinformationaboutthedifferencesbetweentwocultures–ChineseandEnglishandexplainthem.However,theEnglishteachershavevariousinterestsandstudyhabits,differentunderstandingaboutcultureandvariousabilitytoexplain,sothatthecultureknowledgetheyhaveownedandthewaysinwhichtheyinfiltrateculturearevarious.Thatistosay,onewhois