How to carry on culture teaching in the English class文档格式.docx

How to carry on culture teaching in the English class文档格式.docx

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Abstract:

BaseontheconceptofLately-revised“EnglishSyllabus”,theoveralllanguageabilitycanbedividedinto5parts:

learningstrategies,affectandattitudes,languageskills,languageknowledge,andculturalawareness.ThisarticleanalysistheimportanceofcultureawarenessintheEnglishteaching.Aftergivingsomeexamplesaboutculturedifferences,thispaperintroducesomewaystocarryoncultureteachingintheEnglishclass.

KeyWords:

cultureawareness;

cultureteaching

Introduction:

BecauseoftheinfluenceofthestructurallinguisticsteachermainlyadoptAudio-VisualMethodandGrammar-TranslationMethod,whichover-emphasizethelanguagephenomenonbutneglectthecultureknowledge.Thelately-revised“EnglishSyllabus”statesthatLanguageiscloselyrelatedtoculture,sostudent’ssensitivitytotoleranceoftheculturaldifferences,aswellastheirabilitytodealwiththeseculturaldifferencesshouldbedevelopedintheEnglishteaching.Thus,howtoincreasestudents’culturalawarenessbecomesmoreandmoreimportantinEnglishteaching,anditisquiteimportantforteacherstocarryoncultureteachingappropriatelyinadditiontotheteachingoflanguageknowledge.

I.TheImportantRoleCulturePlaysinELTeachingandLearning

Whatisculture?

OneoftheChineselinguists,ZHANGZhan-yi（1983）,puttheculturalbackgroundknowledgeinforeignlanguageteachingintotwokindsaccordingtoitsfunctions.Theyareknowledgecultureandsocialintercourseculture.Knowledgeculturereferstosuchculturalknowledgeconcerningacountry’spolitics,economy,education,religion,lawandculturalart.Socialintercourseculturereferstothoselinguisticandnon-linguisticfactorswhichaffecttheaccurateexpressionofinformationcausingprejudiceormisunderstandingwhentwopersonswithdifferentculturalbackgroundcommunicatewitheachother.

Inrecentyears,withtheglobalizationoftheworldeconomyandthesteadyincreasinginternationalexchange,ourcountryhasbeenindesperateneedofthepeoplefamiliarwithforeignculturesandcapableofcommunicatingaccuratelyandappropriatelyintheinternationalsituations.ItputsforwardnewrequirementsforEnglishlanguageteachinginChinesecolleges.ThusthecurrentEnglishpedagogiesneedshiftingfromtraditionalteachingmethodstointerculturalcommunicativecompetence.

Alanguageembodiesrichconnotationsofitsculture.Inlanguageteachingandlearning,culturereferstosuchitemsofthetargetlanguagespeakingcountryashistoryandgeography,localconditionsandcustoms,traditionalconventions,lifestyles,literatureandart,behaviorregulations,valueconcepts,etc.ContactingandunderstandingtheculturesofEnglish-speakingcountriesisgreatlyhelpfultostudents’understandingandusingEnglish,todeepeningtheirawarenessandunderstandingoftheirnativecultureandtocultivatingtheirinternationalawareness.Inhis/herEnglishteaching,ateachershouldgraduallyexpandtheteachingcontentsandrangesofthetargetculturesaccordingtodifferentlevelsofstudents’ageandtheircognitiveabilitytohelpthemraisetheirculturalsensibilityandtheircross-culturalcommunicativecompetence.

II.Theoriesaboutcultureteaching.

2.1PragmaticFailure

TheconceptofpragmaticfailurewasfirstproposedbyJennyThomas（1983）todefinetheinabilitytounderstandwhatismeantbywhatisaid.Hepointsoutthatpragmaticfailureisnotthegeneralperformanceerrorsinusingwordsormakingsentences,butthosemistakeswhichfailtofulfilcommunicationbecauseofinfelicitousstyle,incompatibleexpressionsandimproperhabit.Qian（1997）explainsthatalthoughthespeakerusessentenceswhicharegrammaticallycorrect,theyunconsciouslyviolatethenormsofinterpersonalrelationshipsandsocialnormsinspeech,ortakenonoticeoftime,hearerandcontext.Forexample,‘Whereareyougoing?

iscordialgreetingformamongtheChinese,butifusedtoshowfriendlinesstonativeEnglishspeakers;

itislikelytoregardedasanintrusionofprivacy.Wolfson（1983,62）pointsout,Ininteractingwithforeigners,nativespeakerstendtoberathertolerantoferrorsinpronunciationorsyntax.Incontrast,violationsofulesofspeakingareofteninterpretedasbadmannerssincethenativespeakerisunlikelytobeawareofsociolinguisticrelativity.’

2.2Hymes'

"

communicativecomprtence"

and"

speechevent"

Ithypothesizesthatdifferentsortsofspeechevent（privateconversation,publiclectures,politicalspeeches,andsoon）havedifferentrulesoflanguageuse.Allofthefollowinghavebeensuggestedascomponentsofaspeecheventatonetimeoranotherbyethnographersandothers（Hymes1987）.

1.Tobeable（andtowhatdegree）toknowtheagreementoflanguageformandgrammaticalrules（grammaticality/possibility）.Thatiswhether（andtowhatdegree）somethingisformallypossible;

2.Tobeable（andtowhatdegree）toknowhowtouseandresponsetodifferenttypesofspeechacts（fessibility）.Thatistosaywhether（andtowhatdegree）somethingisfeasibleinvirtueofthemeansofimplementationavailable;

3.Tounderstand（andtowhatdegree）anacceptablelanguageformisappropriateinrelationtoacontextinwhichitisusedandevaluated（appropriateness）.Thatistosaywhether（andtowhatdegree）somethingisappropriate（adequate,happy,successful）inrelationtoacontextinwhichitisusedandevaluated;

4.Tobeable（andtowhatdegree）toknowthefrequentuseoflanguageforms（performance）.Thatistosaywhether（andtowhatdegree）somethingisinfactdone,actuallyperformed,andwhatisdoingentails.

（Hymes1972:

281）

SociolinguisticDellHymesdevelopedthefollowingmodeltopromotetheanalysisofdiscourseasaseriesofspeecheventsandspeechactswithinaculturalcontext.Itusesthefirstletteroftermsforspeechcomponents;

thecategoriesaresoproductiveandpowerfulinanalysisthatyoucanusethismodeltoanalyzemanydifferentkindsofdiscourse:

Participants:

speaker/hearer,sender/receiver,etc.

Socialrelationships,or"

rolesets"

Setting:

inphysicaltimeandspace

Scene:

psychologicalorculturalsetting

Form:

linguisticdescriptionofthemessage

Topic:

whatthemessageisabout

Speechactsorverbalacts

Purpose:

goalorintention

Key:

seriousormocking,etc

Genre:

casualspeech,poem,formletter,etc.

Channel:

oralorwritten

Code:

languageorvarietyofalanguage

Normsofinteraction:

loudnessofvoice,physicaldistance,etc.

Normsofinterpretation:

hownormsofinterpreted

AtMrYin'

sclass,herequiredustousDellHymes'

SPEACKINGModeltoanalysistheneclace.HesaidthatateachershouldknowhowtoanalyzemanydifferentkindsofdiscoursebasedontheDellHymes'

SPEACKINGModel.

Foratimeitseemedthatlanguageteachingcouldbemuchmorecloselyorientedtolearner'

sneedsoraimsbyanalyzingthespeecheventsupintospeechactsorlanguagefunctions,andthenteachingthelinguisticformsthatwereappropriatetorealizethefunctionwithinagivenspeechevent.Indeed,manycoursewerebuiltaroundthisidea,especiallyinthefieldoflanguageteachingforspecificpurposes.Aspateofbooksandcoursematerialsappearedlabeled"

MakingIntroductions"

"

HavinganArgument"

PoliteRequests"

AskingDirections"

andsoon.Infactmanyfreshtechniques,suchasroleplay,simulations,andexercisestakenfromdramaclasses,wereintroducedintothesecondlanguageclassroom,inanefforttocopewithlanguagefunctions.

2.3Bernstein'

restricted"

and"

elaborated"

codes.

Formorethan25years,Bernsteinhasbeendevelopingatheoryoflanguageusebasedonthedichotomyof"

codes.Speakersofanelaboratedcodewillchoosefromawiderrangeofsyntacticpossibilitiestoconveyamessagethanspeakersofarestrictedcode.Theywillalsomakemorelexicaldistinctionsandputmoreoftheirintentintowords.Arestrictedcoderelieson“gestures,intonations,andverbalmetaphor”toexpressmanymeaningsthatcouldbeverbalized，itislikelythatupperclassfamiliesandpeersusuallyusesarestrictedelaboratedcode,ratherthananrestrictedonewhichimmigrantsandlower-classuses.Itmeansthataperson'

slanguageabilitydependsontheperson'

scodepreference,andthecodepreferencedependsontheenvironmenthelivesin.

III.ExamplesofPragmaticFailure

IntheEnglishteachingpractice,culturedifferencesmainlyreflectedinthefollowingaspect:

Asweallknowndifferentnationshavetheiruniqueculturalbackground,thisbackgroundliesineveryaspectofthesocietytheylivein.

3.1.Appellation

Forexample,weChineseoftencallpeoplelike“TeacherWang”“,NurseZhang”,however,thesesayingmaysoundinconceivable.Inaformalsetting,westernersaddressmenas"

Mister"

（Mr）,marriedwomenas"

Misses"

（"

Mrs."

）,andunmarriedwomenas"

Miss"

（"

Ms."

）.Thesedaysmanywomenprefertobeaddressedusingtheabbreviations"

pronounced"

miz"

.InChina,thesurnamecomesfirstandthenthegivenname.Whilewesternersnamesarewrittenandspokenwiththegivennamefirstandthefamilynamelast.Chineseuse“title+surname”toaddresstheirsuperiororeldersratherthancallthemsurnames,whilethesuperiororeldersc