文化导入在初中英语词汇教学中的应用文档格式.docx
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BinzhouUniversity
inPartialFulfillmentoftheRequirements
fortheDegreeofBachelorofArts
4,29,2015
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摘要
语言学习包括学习语音,语法,词汇三大语言要素，词汇教学是外语教学的一个重要组成部分。
对学生进行成功的词汇教学关系到外语教学的最终目标是否能够顺利实现。
语言是文化不可分割的一部分,语言是文化的载体,文化的内容通过语言来反映。
语言教学不仅包括语言知识的教学,而且包括文化知识的导入。
近些年来，随着中西文化交流的扩大以及学术界对词汇教学重要性认识的加深，虽然越来越多的学者和外语教师已经逐渐意识结合文化进行词汇教学的必要性，但关于如何在初中英语词汇教学实践中有效地贯彻文化教学仍然缺乏系统深入的研究。
本文回顾概括了国内外词汇教学及研究的历史，针对我国初中英语词汇教学的现状，分析对比中外文化的差异，查阅相关资料，主要是从英语词汇的文化内涵的，词汇与文化的关系，文化导入在英语词汇教学中的作用，词汇教学和文化导入相结合的必要性，如何在英语词汇教学中进行文化导入等方面论述。
在初中英语词汇教学中，把词汇的文化内涵意义融入英语词汇教学的课堂中是很必要的，
作者对文化导入在词汇教学过程中提出了相应的建议，为以后初中英语词汇教学提供一些可行的实施办法，以提高初中英语词汇教学的质量和促进学生语言词汇能力，最终增强学生的跨文化意识和跨文化交际能力,培养他们宽容，开放的情感态度。
关键词：
初中英语词汇教学；
文化导入；
跨文化交际能力
Abstract
Therearethreefactorsoflanguageinlanguagelearning,namely,
phonetics,grammarandvocabulary,
vocabularyteachingisanveryimportantpartofforeignlanguageteaching.Thesuccessofvocabularyteaching
tothestudents
isrelatedtothesmoothrealizationof
theultimategoalofforeignlanguageteaching.Languageisanintegralpartofculture,itisthecarrierofculture,thecontentoftheculturewasreflectedthroughlanguage.
Languageteachingincludesnotonlylanguageknowledgeteaching,butalsotheculturalknowledgeintroduction.Inrecentyears,withtheenlargementoftheculturalcommunicationbetweenChineseandwestern,academiahasathoroughunderstandingoftheimportanceofvocabularyteaching,
moreandmorescholarsandforeignlanguageteachershaverealisedgraduallythenecessityofcombiningwith
cultureinvocabularyteaching,
Itstilllackingsystematicandfurtherresearchon
carryingouttheculturalteachingeffectively
inthejuniormiddleschoolEnglishvocabularyteaching.
Theauthorreviewandsummarizedthehistoryofvocabularyteachingandresearchathomeandabroad,inviewofthesituationofjuniormiddleschoolEnglishvocabularyteachinginChina,
Contrastandanalyzeculturaldifferences
ofChineseandforeign,accesstorelevantinformation,mainlydiscussfromthefollowingaspects:
culturecontentoftheEnglishvocabulary,therelationshipbetweenvocabularyandculture,theroleofculturalintroductioninEnglishvocabularyteaching,thenecessityofthecombinationof
vocabularyteachingandcultureintroduction,howtocarryouttheculturalimportinEnglishvocabularyteachingandsoon.
Theauthor
putforwardthecorrespondingsuggestion
aboutculturalintroductionintheprocessof
vocabularyteaching,
providesomefeasiblemeasures
forEnglishvocabularyteachinginjuniormiddleschool
inordertoimprovethequalityofthejuniormiddleschoolEnglishvocabularyteachingandpromotethestudents'
languagevocabularyability,finallyenhancethestudents'
cross-culturalawarenessandinterculturalcommunicativecompetence,cultivatetheirtoleranceandopenemotionalattitude.
Keywords:
juniorhighschoolvocabularyteaching;
cultureintroduction;
interculturalcommunicativecompetence
Contents
Introduction1
ChapterOneCulture3
1.1Themeaningofculture3
1.2Therelationshipbetweenlanguageandculture3
1.3Theimportanceofvocabularyinculturelearning4
1.4Thepurposeofthisstudy4
ChapterTwoVocabularyandCulture5
2.1Relationshipbetweenvocabularyandculture5
2.2StatusofEnglishvocabularyteachinginjuniorhighschool6
2.3TheroleofculturalintroductioninEnglishvocabularyteaching7
2.3.1Cultureteachingcanimprovestudents'
knowledgestructure7
2.3.2Thecultureintroductioncanimprovestudents'
abilitystructure7
2.3.3Cultureintroductioncanstimulatestudents'
interestinlearning7
ChapterThreeTheCultureIntroductionResearchBothatHomeandAbroadandtheTheoreticalBasisforThisStudy8
3.1Theresearchbothathomeandabroad:
8
3.2Thetheoreticalbasisofthisstudy9
3.2.1SchumannAcculturationModel9
3.2.2LanguageTransferTheory10
ChapterFourTheNecessityofCombiningVocabularyTeaching
and
CulturalIntroduction11
4.1Culturalcharacteristicsoflanguage12
4.2Cultureteachingpotentialofvocabulary12
4.3Thenecessityofcombiningvocabularyteaching
cultureintroduction13
ChapterFiveHowtoConduct
Culture
IntroductioninEnglishVocabularyTeaching13
5.1Thecontentofcultureintroduction13
5.1.1Customer13
5.1.2Culturewhichderivedfromliteraryworks14
5.1.3Religionandmythology14
5.1.4Festival14
5.2Approachesofcultureintroductioninvocabularyteaching15
5.2.1Directintroduction15
5.2.2Recommendedreading15
5.2.3Applymultimediateaching15
5.2.4ImproveEnglishteachers'
culturalliteracy16
5.2.5Increasetheintroductionofculturalbackgroundknowledgeof
thevocabularyinthetextbooks16
ChapterSixConclusion16
References19
Acknowledgements20
Introduction
WiththefurtherdevelopmentofChina'
sreformandopening-uppolicy,therearedifferencesbetweendifferentcultures,
interculturalcommunicationisincreasinginourcountry,misunderstandingincommunicationiscommon.Itisveryimportant
tocultivatethestudents'
culturecapacity
inEnglishteaching.Totraintheabilityofstudents'
culture,
wemust
conduct
thecultureoftargetlanguageteaching
inthelanguageteachingatthesametime.However,researcherspaylittleattentiontostudyofculturalmeaningsofEnglishvocabularyinjuniormiddleschool.TherearemainlythreemethodsEnglishvocabularyteaching,includingGrammarTranslationMethod,theAudio-lingualMethodandthecommunicativelanguageteaching.
Inthisthesisthewriteradoptsthemethodofliteratureresearchandcomparison,collect,consultandanalyzerelatedliteraturedata.BasedonLanguageTransferTheoryandSchumannAcculturationModel,weknowtheimportanceofcultureintroductioninjuniormiddleschoolvocabularyteaching.Vocabularyisthebasicelementoflanguage,isthesurvivalpillaroflanguage.TherearehugedifferencesbetweenEasternandWesternculture,theseculturaldifferencesreflectedinthelexicallevelespecially,vocabularyisthelargestcarrierofculture,vocabularyitselfcontainsrichculturalsignificance.
AtpresentmanyproblemsstillexistinteachingjuniorhighschoolEnglishvocabulary.ThecurrentformofjuniorhighschoolEnglishvocabularyteachingismonotonous,mainlyistheteacher'
sexplain,themainroleofthestudentshavenotbeenfullyexploitedandreflected,studentslackinterestinlearning.Mainlyaimingattestwhentheteachersteachvocabulary,theinterpretationofthewordmeaningismorefromtheaspectsofsurfacemeaning,rarelyonassociativemeaningandtheimpliedculturalfactors.Whileinlanguageteaching,conductingcorrespondingculturalintroduction
atthesametime
hasbecomeanewconceptofmoderneducation.
CultureisapartofEnglishteaching,ithasagreatroleinpromotingforEnglishteaching.Cultureteachingcanimprovestudents'
knowledgestructure,improvestudents'
abilitystructureandstimulatestudents'
interestinlearning.
ThethesisisintendedtooffersomesuggestionsabouthowtoconductcultureintroductioninEnglishvocabularyteaching,soastoeffectivelyimprovestudents'
sensitivityto
thedifferencesofculturebetweenWesternandChinese
andtheabilitytoidentify,cultivatethestudents'
interculturalcommunicativecompetence.
ChapterOneCulture
1.1Themeaningofculture
Theword"
culture"
intheWestcomesfromtheLatincultura,theoriginalmeaningreferstofarmingandthecultivationofplants.Sincethe15thcentury,graduallyextendeduse,thecultivationofhumancharacterandabilityalsoknownasculture.Highfrequencyofuseofthetermculture,thescopeofuseisalsoverybroad,itisveryrichinconnotationandextension,sothedefinitionofculturearenumerous.
CulturehasfourexplanationsinOxfordAdvancedLeaner’sDictionary,1.Refinedunderstandingandappreciationofart,literature,etc.;
2.StateofIntellectualdevelopmentofsociety;
3.Particularformofintellectualexpression,e.g.inartandliterature;
4.Customs,arts,socialinstitutions,etc.ofaparticulargrouporpeople.（2002:
347）“CulturecanbedefinedasmembershipinDiscoursecommunitythatsharesacommonsocialspaceandhistory,andcommonimaginings.”（Kramsch,2008:
10）“Accordingtothedefinitionsofsociologistsandanthropologist,culturereferstothetotalpatternsofbeliefs,customs,institutions,objects,andtechniquesthatcharacterizethelifeofahumancommunity.”（Deng,Liu,2010:
3）
Generalizedcultureisthesumofallhumanbeingstocreatematerialgoodsandspiritualproducts.Thenarrowsenserefersspecificallyculturallanguage,literature,artandallideologies,includingspiritualproducts.
1.2Therelationshipbetweenlanguageandculture
Abouttherelationshipbetweenlanguageandculture,ZhangHongling（2007:
83）considerthat:
First,languageandcultureisthemaindifferencebetweenanationorgroupofsignsandotherethnicgroups,itisamajorcomponentofsociety.T
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