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1、英语学习中的文化导入Culture Input in English Language TeachingContentsAbstract.1Key Words.1I. Introduction2II. The Concept of Culture.4III. The Meaning of Culture Input in English Language Teaching5IV. The Necessity and Principles of Culture Input in English Language Teaching54.1 Culture Input in Internationa
2、l Communication.74.2 Language is Communication84.3 Teaching is for Communication. 8V. Instructional Strategies for Teaching Language and Culture95.1 Role Play .95.2 Authentic Materials.95.3 Proverbs105.4 Culture Capsules105.5 Literature .115.6 Film，Television and Internet13VI. Conclusion.12Reference
3、s.13摘 要： 在当今世界，文化导入在语言教学中扮演着愈来愈重要的角色。语言不是孤立存在的，它是深深地归根与文化之中的。本文对文化的概念、意义、价值以及教学的原则进行了论述。一方面文化导入可以帮助学生运用多种方法来学习英语，还可以对学生的知识和技能进行扩充，有助于增强学生的文化意识并了解文化间的相互差异。另一方面，文化导入可以帮助学生克服英语学习中遇到的问题，提高学生的意识观念。所以文化导入必须成为英语教学的一个重要的部分，让它在发挥出更大的作用。关键词：文化 导入 英语教学 语言Abstract: In the world, culture input plays an increasin
4、g important role in English language teaching. Language cant exists separately, it takes deeply root in the national culture. So this paper discusses the concept, research meaning, and value of culture input in English language teaching. For one thing, culture input in English language teaching help
5、 students to become a ware of the ways in which culture specific perspectives are acquire and communication. Student could also expand their repertoire of knowledge and skills to interpret the worldview and communication patterns of members of other cultures，also helps us to increase our awareness o
6、f students own culture. For another, culture input helps students to overcome potentially embarrassing problems, and enhance students understanding of worldviews. Therefore culture input must become a part of important in English teaching, make it exert great importance. Key words: culture input Eng
7、lish teaching languageI. IntroductionIn the recent ten years, the relationship between the foreign language teaching and the culture input is increasingly attracting peoples attentions. Culture input makes the students gradually accumulate the cultural knowledge and raise their cross-cultural consci
8、ousness. Through the study of other languages, students gain knowledge and understanding of the culture that use that language; in fact, students cannot truly master the language until they have also mastered the cultural contexts in which the language occurs. (National Standards in Foreign Language
9、 Education Project, 1996, p. 27). This Digest discusses the importance of incorporating culture into second language teaching and recommends strategies for infusing cultural issues in classroom instruction. Some teachers and researchers have found it effective to present students with objects or ide
10、as that are specific to the culture of study but are unfamiliar to the students. The students are given clues or background information about the objects and ideas so that they can incorporate the new information into their own worldview. An example might be a cooking utensil. Students would be told
11、 that the object is somehow used for cooking, and then they would either research or be informed about how the utensil is used. This could lead into related discussion about foods eaten in the target culture, the geography, growing seasons, and so forth. The students act as anthropologists, explorin
12、g and understanding the target culture in relation to their own. In this manner, students achieve a level of empathy, appreciating that the way people do things in their culture has its own coherence. It is also important to help students understand that cultures are not monolithic. A variety of suc
13、cessful behaviors are possible for any type of interaction in any particular culture. Teachers must allow students to observe and explore cultural interactions from their own perspectives to enable them to find their own voices in the second language speech community.Culture and communication are in
14、separable because culture not only dictates who talks to whom, about what, and how the communication proceeds, it also helps to determine how people encode messages, the meanings they have for messages, and the conditions and circumstances under which various messages may or may not be sent, noticed
15、, or interpreted culture is the foundation of communication.Have a younger teacher come from American, one day, she hear to there are English corner in the park, so she look on it. Many English learners see foreigners in the park, and the same time, some people scramble speak English with her. After
16、, people ask her, “What about you?”. She answered, “I feel Im in a police station, because they always ask me Whats your name? How old are you? Are you married? How many children do you have? How much do you earn in China? What does your husband do?”.This example tells me, culture is very important
17、in our English language teaching. Culture is taught implicitly, imbedded in the linguistic forms that students are learning. To make students aware of the cultural features reflected in the language, teachers can make those cultural features an explicit topic of discussion in relation to the linguis
18、tic forms being studied. At any rate, foreign language learning is foreign culture learning, and, in one form or another, culture has, even implicitly, been taught in the foreign language classroomif for different reasons. What is debatable, though, is what is meant by the term “culture” and how the
19、 latter is integrated into language learning and teaching.To be part of a culture means to share the prepositional knowledge and the rules of inference necessary to understand whether certain propositions are true given certain premises. To the prepositional knowledge, one might add the procedural k
20、nowledge to carry out tasks such as cooking, weaving, farming, fishing, giving a formal speech, answering the phone, asking for a favor, writing a letter for a job application.Linguistic competence alone is not enough for learners of a language to be competent in that language. Language learners nee
21、d to be aware, for example, of the culturally appropriate ways to address people, express gratitude, make requests, and agree or disagree with someone. They should know that behaviors and intonation patterns that are appropriate in their own speech community may be perceived differently by members o
22、f the target language speech community. They have to understand that, in order for communication to be successful, language use must be associated with other culturally appropriate behavior.Culture is taught implicitly, imbedded in the linguistic forms that students are learning. To make students aw
23、are of the cultural features reflected in the language, teachers can make those cultural features an explicit topic of discussion in relation to the linguistic forms being studied.Foreign language learning is comprised of several components, including grammatical competence, communicative competence
24、, language proficiency, as well as a change in attitudes towards ones own or another culture. For scholars and laymen alike, cultural competence, the knowledge of the conventions, customs, beliefs, and systems of meaning of another country, is indisputably an integral part of foreign language learni
25、ng, and many teachers have seen it as their goal to incorporate the teaching of culture into the curriculum foreign language teaching. It could be maintained that the notion of communicative competence, which, in the past decade or so, has blazed a trail, so to speak, in foreign language teaching, e
26、mphasizing the role of context and the circumstances under which language can be used accurately and appropriately, falls short of the mark when it comes to actually equipping students with the cognitive skills they need in a second-culture environment. In other words, since the wider context of lan
27、guage, that is, society and culture, has been reduced to a variable elusive of any definitionas many teachers and students incessantly talk about it without knowing what its exact meaning isit stands to reason that the term communicative competence should become nothing more than an empty and meretr
28、icious word, resorted to if for no other reason than to make an “educational point.”II. The Concept of CultureWhat does the word culture mean? It may mean very many things. For example, we sometimes say that people who are able to read and write or who know about art, music and literature are cultur
29、ed. For different people, the word has a different meaning.“Culture may be defined as what a society does and thinks.” “Culture is mans medium; there is not one aspect of human life that is not touched and altered by culture. This means personality, how people express themselves, including shows of
30、emotion, the way they think, how they more, how problems are solved, how their cities are planned and laid out, how transportation systems function and organized, as well as how economic and government systems are put together and function.”“The culture of every society is unique, containing combina
31、tions of norms and values that are found nowhere else.”(Intercultural Communication in English P38, 74, 119)Professor Hu Wenzhong integrates the language cultural results that have been researched and divides culture into five aspects:(1). Verbal communication: Vocabulary, idiom, grammar and text(2)
32、. Non-verbal communication: Countenance, expression in ones eyes, gesture, posture, and body distance and sub language(3). Communicative customs and etiquette: Greeting, praise, titles, calls on friends, be a guest and give somebody a present(4). Social structure and human relationships: family rela
33、tionships, relative relationships, friend relationships, company relationships and social relationsIn fact, culture is really a large and evasive concept, very complex and difficult to define. It is that there have been at least over 150 definitions of culture; but none of them seems to be able to t
34、ell us everything about culture.It could be argued that culture never remains static, but is constantly changing. In this light, Robinson dismisses behaviorist, functionalist, and cognitive definitions of culture and posits a symbolic one which sees culture as a dynamic system of symbols and meaning
35、s whereby past experience influences meaning, which in turn affects future experience, which in turn affects subsequent meaning, and so on. It is this dynamic nature of culture that has been lost sight of and underrated in foreign language teaching and ought to be cast in a new perspective. Learning
36、 a foreign language can be subversive of the assumptions and premises operating in the home culture, which requires that learners be offered the opportunity for “personal growth,” in terms of personal meanings, pleasures, and power. As Kramsch notes, from the clash between the native culture and the
37、 target culture, meanings that were taken for granted are suddenly questioned, challenged, problematized. However, in order to question and reinterpret culture, “observers” must first become aware of what it means to participate in their own culture and what the contents of culture areIII. The Meani
38、ng of Culture Input in English Language TeachingWe know, culture input plays an increasingly important role. The English books understand the importance of culture input in English language teaching. Culture input encourages students to communicate with others form different culture backgrounds.It i
39、s important to increase culture input in aspects of our lives.First, for students, the course of culture input could help students to become aware of the ways. Students would also expand their repertoire of knowledge and skills to interpret the worldview and communication patterns of other cultures.
40、 Another objective could be the ability to identify areas of misunderstanding and dysfunction in an interaction and to interact or mediate successful in intercultural settings. Such a general course might be one of the ways to keep up with the globalization process and it could be the beginning of t
41、aking globalization more seriously.Second, culture input in English language teaching also helps students to increase students awareness of students own culture. Students should observe similarities and differences in cultural behavior.Third, culture input helps students to overcome potentially emba
42、rrassing problems, resulting from different conventions of behaviors, politeness and gestures.Forth, culture input can enhance students understanding of individualism and collectivism.Fifth, culture input may contribute to the prevention of stereotyped images of other societies.IV. The Necessity and
43、 Principles of Culture Input in English Language TeachingLanguage cant exists separately, it takes deeply root in the national culture, and reflects this national beliefs and emotions, therefore language is not only the cultural constituent, but also the cultural carrier and refraction. American lin
44、guist E.Sapir in a book Language said, “Language does not exist apart from culture, and that is, from the socially inherited assemblage of practices and beliefs that determines the texture of our lives. Language expresses cultural reality, and language symbolizes cultural reality; it is language tha
45、t has played a major role in socializing the people and in perpetuating culture, especially in print form; in addition, culture also affects its peoples imagination or common dreams which are mediated through the language and reflected in their life (Dai Weidong & He Zhaoxiong 2002).Linguists and an
46、thropologists have long recognized that the forms and uses of a given language reflect the cultural values of the society in which the language is spoken. Linguistic competence alone is not enough for learners of a language to be competent in that language. Language learners need to be aware, for ex
47、ample, of the culturally appropriate ways to address people, express gratitude, make requests, and agree or disagree with someone. They should know that members of the target language speech community might perceive behaviors and intonation patterns that are appropriate in their own speech community differently. They have to understand that, in order for communication to be successful, language use must be associated with other culturally appropriate behavior.Teaching English should follow a series of principles. From the point of view of the dialectical materialism, the principle of teach
