中学英语文化教育论文Word格式文档下载.docx

中学英语文化教育论文Word格式文档下载.docx

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toimprovestudents'

interculturalcommunicationcompetenceandpracticalability.

Keywords:

interculturalcommunicationcompetence;

culturaleducation;

culturaldifference;

culturalawareness

Ⅰ.Introduction

Withthepoliticalandeconomicdevelopment,communicationsbetweendifferentcountrieshavebecomemoreandmorefrequent.TheCommunicationbetweenpeoplesfromdifferentcountriesisactuallythecommunicationbetweenpeoplesfromdifferentcultures.Learningthewesterncountries‘cultureisthefirstproblemwemustconsidertoreachasuccessfulinterculturalcommunication.HowtocarryoutculturaleducationinEnglishteachingisagoodquestionforustoponderover.

Toconducttheteachingofcultureeffectively，first,alanguageteachershouldexaminethetraditionalcultureoflearningofherselfandherstudents.Whenteacherandstudentunconsciouslycomplytotheirtraditionalcultureoflearning，aparticularmodeofteachingculturewhichadaptsitselftothatcultureoflearningwillbeshaped.ConfucianismisthemainstreamofChineseculturewhilethewesternCultureemphasizesindividualism.Confucianismhasexertedgreatinfluenceoninterculturalcommunication,whichwillunavoidablyleadtocultureinterferenceduetoculturaldifference.

Thispaperfromthecurriculumstandardsofcultureteachingtargetandculturaldifferencesintheaspectsofteachingmethods,takeadeepresearchontheapproachesofculturaleducation.Englishteachingshouldbeputthelanguageteachingintotheinterculturalcommunicativeenvironment,grasptheculturaldifferences,pertinentlytrainstudents'

correctinterculturalcommunicativecompetenceandthecross-culturalcommunicationskillsinEnglishteachingobjectives,andletstudentsmakegooduseoflanguage.

1.1LiteraryReview

1.1.1PreviousStudiesontheTeachingofCultureAbroad

Theforeignlanguageteachingsyllabusesbeforethe1960s,withoutexception,laytheirgoalsinthegraspoflanguageformorlanguageskills.AlthoughR.LadofirstadvocatedthattheteachingofcultureshouldbecombinedintotheteachingoflanguageinhisfamousLinguisticacrossCulture:

AppliedLinguisticsforLanguageTeachersasearlyasin1957,mostforeignlanguageeducatorsdidnotpayenoughattentiontohisideasofcultureteaching.

Therecognitionoftheimportanceofteachingcultureinforeignlanguageeducationcanbetracedbacktolatenineteenthcentury.AccordingtoStern（1983）,itbeganwithSweet'

sbookThePracticalStudyofLanguages:

AGuideforTeachersandLearners,whichwaspublishedin1889.Oneyearlater,theReportoftheCommitteeofTwelvebytheModernLanguageAssociationofAmericaofficiallyacknowledgedtheteachingofEuropeancivilizationandrecommendeditforschoolcurriculums.

Itiswidelyacceptedthatcultureteachingderivesfromsocialandculturalanthropology,whichaimstoprovideacomprehensivedescriptionofthewayoflifeofasociety.WorldWarIstimulatedandpromotedmanycountries’effortsininternationalunderstandingandforeignlanguageteaching,becauseanimportantpurposeoflanguagelearningwastolearnaboutacountryanditspeople.Atthattime,therewasastrongbeliefthatcontentaboutforeigncountriesandpeoplesmustbeaddedtolanguageprograms.Forexample,accordingtoStern（1983）,aBritishreportdeliberatelyreplacedtheterm"

ModernLanguages"

with"

ModernStudies"

indicatingthattheemphasiswastobegiventothestudyofaspectsofcultureratherthanlanguagealone.

Therefore,thereisnoquestionthatcultureformedpartofmostlanguageprogramsatthattime.InBritain,itwascalled"

backgroundstudies"

whichimmediatelydefineditspositionassubordinatetolanguage.InFrance,thestudyofcivilizationwasasupplementtolanguageteaching.InGermany,atheoryoftheteachingofculture—Kulturkunde—wasalsodevelopedvigorously.Whateveritiscalled,therehasbeenacontinuingtrendinhistorytocombinetheteachingofculturewiththeteachingoflanguageinthewesterncountries.

AfterWorldWarII,therewasanincreasingemphasisonthestudyofhistory,geography,andinstitutionsasanecessarypartoflanguagelearning.NelsonBrooks,theleadinglanguageteachingtheoristofthe1960s,wasoneofthemainadvocatesofastrongculturalcomponentinsecondlanguagecurriculums.Hismajorwork,LanguageandLanguageLearning（Brooks,1964）,containedachapteron"

LanguageandCulture"

whichemphasizedananthropologicalapproachtothestudyofculture.Sincethen,awealthofsuggestionsontheclassroomtreatmentofculturalaspectshasbeenofferedbyLafayette（1978）;

Hammerly（1982）;

Seelye（1984）.（CitedfromSterns,1999）Thereseemedtobeageneralconsensusamongtheseresearchersonpolicy,content,objectives,andmethodologyoftheteachingofculture.However,inspiteoftheendorsementbythetheorists,theculturalcomponenthadremaineddifficulttoaccommodateinpractice.Itdidnotplayamajorroleinmostlanguagecurriculums,andtherewereonlyafewlanguagecourseswhereculturalcomponentwassystematicallytreated.（Xiao,2005）

1.1.2PreviousStudiesontheTeachingofCultureatHome

Asearlyasin1965,aconferencewasorganizedbytheChineseMinistryofHigherEducationtodiscusshowtocarryoutTheSeven-YearPlanforForeignLanguageEducation,whichwaspublishedbyMOEin1964.（Chen,1999&

Yang,2005）Duringtheconference,Chineseeducatorscamecloseto,iftheydidnotreach,acommonpointofviewthatforeignculturehasalegitimateplaceintheforeignlanguagecurriculum.Togivearightfulplacetoteachingforeignculture,theconferenceproposedthattherewerethreekeyrelationswhichmustbeconsideredandtheorized,whichwere:

（a）relationsbetweenpositiveandnegative;

（b）relationsbetweenpastandpresent;

and（c）relationsbetweenChineseandforeign.Inmyopinion,theserelations,involvingthreeimportantissuesaboutforeignlanguageeducation,arestillofgreatsignificancetoboththeforeignlanguagetheoristsandteacherstoday,because,firstly,theChineseeducatorsatthattimetriedtodefinewhatkindofculturalcontentshouldbeintroducedtoforeignlanguagecurriculum;

secondly,theybegantoconsiderabalanceinlearningbothelitecultureandpopularculturefromforeigncountries;

andthirdly,theystartedtoquestionthepreviouslyassumedarbitraryrelationshipbetweenlanguageandculture.

Withtheadoptionofthe"

opening-uppolicy"

foreignlanguageeducationhasneverbeforeflourishedinChinesehistoryasitdoestoday.EnglishhasbecomethemostpopularandcommonlytaughtforeignlanguageinChinainvolvingmillionsandmillionsoflearners.Subsequently,thereappearedanationwidetideof"

CultureCraze"

intheforeignlanguageeducation,whichwitnessedanumberofpublishedarticlesandbooks,suchasXuGuozhang'

sCulturallyLoadedWordsandEnglishLanguageTeaching（1980）,DengYanchang'

sLanguageandCultureSeries（1981）,HuWenzhong'

sCulturalDiversityandForeignLanguageTeaching（1988）.（CitedfromChenShen,1999）Ingeneral,theseworksattemptedtoexplorehowparticularforeignculturehadaremarkableimpactontheformsoruseoftheforeignlanguage.Duringthefollowingyears,onethingnoticeableinforeignlanguageeducationwasthataspecialattentionhadbeenpaidtotheteachingofforeigncultureinschoolsandcolleges.Thisprogressincludedintroductionstotheforeigncultures（Deng,1991etc.）,integrativeresearchesonlanguageandculture（Gu,1990etc.）,comparativestudiesonforeigncultureandChineseculture（Deng&

Liu,1989,etc.）,cultureinforeignlanguageeducation（Chen,1991;

Hu,1992etc.）.Followinganewtideemergedundertheflagof"

Chineseculturallinguistics"

（Chen,1987）andtheemphasisontheimportanceofteachingcultureintheareaofteachingChineseasaforeignlanguage（Zhao,1989）,placedthestudiesonChinesecultureitselfanditsrelationtoeducationwerealsoinanimportantposition.（Xiao,2005）

However,thestudiesofcultureteachinginforeignlanguageclasseshavelongremainedquitelimitedinChina.Inordertodevelopapolicyoncultureteachingwemusttrytoexplainthegapbetweenthebroadtheoreticalconsensusandthelackofimpactofthecultureconceptonlanguageclasses.ThusitishightimethataculturalsyllabusbedesignedfortheteachingofcultureinChina.AccordingtoStern（1999）,thefollowingfourissueshavetobedealtwithindesigningaculturalsyllabus:

"

（a）thevastnessofthecultureconcept;

（b）theproblemofgoaldeterminationandthelackofaccessibleinformation;

（c）questionsofsyllabusdesignandthedifficultyofaccordinganappropriateplacetocultureinapredominantlylanguage-orientedcurriculum;

（d）questionsofteachingproceduresandthedifficultyofhandlingsubstantivesubject-matterinamainlyskill-orientedlanguageprogram."

Ⅱ.Theimportanceofculturalteaching

2.1TheBasicAimofCultureintheStandardsofEnglishCurriculum

AccordingtotheStandardsofEnglishCurriculum（2001）,inforeignlanguageinstruction