《A Brief Study of Teaching Culture in Middle School English Class1.doc》由会员分享，可在线阅读，更多相关《A Brief Study of Teaching Culture in Middle School English Class1.doc（15页珍藏版）》请在三一办公上搜索。
1、 中学英语文化教学浅析A Brief Study of Teaching Culture in Middle School English ClassContentsAbstract.1Key words.1I. Introduction.2II. Research Background.21. Research situations in foreign countries22. Research situation in China3III. The Relationship between Language and Culture.41. The definitions of cultu
2、re and language.42. The relationship between culture and language.43. The relationship between culture and English teaching.4IV. Problems of This Research.51. Misunderstanding in cross-cultural communication.52. Mistakes in intercultural translation.5V. Teaching Culture.61. The contents of cross-cul
3、tural communication. .62. The objectives of teaching culture.73. The principles of teaching culture.74. Methods of teaching culture.9VI. Conclusion.12References.13A Brief Study of Teaching Culture in MiddleSchool English ClassAbstract: “Culture consists of all the shared products of human society” (
4、Robertson:1981). This means not only such material things as cities, organizations and schools, but also non-material things such as ideas, customs, family patterns and language. Language is a part of culture and plays a very important role in it. Without language, they maintain, culture would not b
5、e possible. On the other hand, language is influenced and shaped by culture; it reflects culture. In the broad sense, language is the symbolic representation of a people, and it comprises their historical and cultural backgrounds as well as their approach to life and their ways of living and thinkin
6、g. Learning and teaching a foreign language well means more than merely mastering the pronunciation, grammar, words and idioms. It means learning also to see the world as native speaker of that language see it. Learning a language, in fact, is inseparable from learning its culture. Therefore, we sho
7、uld pay more attention to the culture introduction during the learning of English. Especially, in our middle school English class, we should teach the students more culture of English-speaking countries.Key words: English culture; teaching; middle school 摘要：罗伯逊曾在1981年提出，文化包含了人类所有的财富。这就意味着它不仅包含诸如城市、机
8、构、学校等物质上的东西，还有例如观点、风俗、家庭组成模式、语言等意识领域的事物。语言是文化的一个重要组成部分，并且在文化中扮演十分重要的角色。如果没有语言，文化也是不可能存在下去的。另一方面，语言受文化的影响，它是文化的一个侧面反映。从广义上来讲，语言只是一个民族象征性的代表，组成了他们的文化和历史背景以及人们的生活方式和思维方式。因此，学好一门外语不仅仅是掌握它的语音、语法、词汇和习语，同时还要学会以讲该母语的人一样看世界。学习语言和学习文化是密不可分的。因此，我们提倡在我们学习英语时要注意文化的导入，尤其在我们中学英语课堂上，我们应该尝试教授学生更多的英美文化。关键词：英语文化; 教学;
9、中学 I. IntroductionNowadays, more and more people in China learn English. However, misunderstanding and wrongly usage is ubiquitous. No matter what angle we should think about, nobody wants to make mistakes when they make a speech or write an essay. Even though there are many causes in it, in my opin
10、ion, the biggest problem is culture. Culture gaps between the source language and the target language have always turned out to be a hard obstacle for English learner. The teaching of culture is a important part of foreign language teaching. This makes it necessary to explore the teaching of culture
11、 in the middle school English classroom. It will be demonstrated that teaching a foreign language in middle school is not just to give a homily on syntactic structures or learning new vocabulary and expressions, but mainly incorporates, or should incorporate some cultural elements, which are relativ
12、e with language itself. Specifically, some consideration will be given to the relationship between culture and middle school foreign language teaching and principles of teaching culture. Furthermore, an attempt will be made to incorporate culture into the classroom by means of considering some techn
13、iques and methods currently used. The main idea of the paper is that effective communication is more than a matter of language proficiency. And apart from enhancing and enriching communicative competence, cultural competence can also lead to students understanding and respect toward different cultur
14、e.No linguistics text can exist out of a certain cultural context, here defined as the way a text is related to cultural elements in the source culture. Even when all linguistic symbols can be semantically referred to a system of different linguistic symbols, the relationships of the text to the sou
15、rce culture can never be reproduced by the relations between the target text and the target culture. In a sense, cultural clashes are inevitable. Cultural divergence will often challenge the English learners, especially the students of middle school. In order to make them excellent foreign language
16、learners, we should make them do well in the cross-cultural communication.II. Research Background1. Research situations in foreign countriesCulture in language learning is the fifth skill, tacked on, so to speak, to the teaching of speaking, listening, reading, and writing. It is always in the backg
17、round , ready to unsettle the good language learners when they expect it least, making evident the limitations of their hard-won communicative competence, challenging their ability to make sense of the world around them. (Neubert: 1)In foreign language education, the importance of teaching foreign c
18、ulture has been widely recognized. However, there are diverse proposition and arguments about the pedagogical treatment of culture. How to teach culture in foreign language education is a problem faced by language educators all over the world. The problem is not a simple pedagogical one. It is very
19、complicated since the answer relies on our understanding of the relations between home culture and foreign culture, the relations between language and culture, and the role of foreign language education in a given cultural and political context. The teaching of culture is not akin to the transmissio
20、n of information regarding the people of the target community or countryeven though knowledge about (let alone experience of) the “target group” is an important ingredient (Robertson:118). It would be nothing short of ludicrous to assert that culture is merely a repository of facts and experiences t
21、o which one can have recourse, if need be. Furthermore, what Kramsch seems to state is that to learn a foreign language is not merely to learn how to communicate but also to discover how much the target language allows learners to manipulate grammatical forms, sounds, meanings and culture.2. Researc
22、h situation in China In early 1980s, Mr. Xu Guozhang gave a speech titled The Cultural Connotation of Words and English Teaching. It indicats that the foreign language teaching field starts to show its attention on the relationships between culture and foreign language. After that, some articles on
23、culture and foreign language teaching are published. In 1988, Mr. Hu Wenzhong published his essay collections Cross- Cultural Communication and English Study. It collected some essays on the comparison study on English and Chinese culture. In 1989, Deng Yanchang and liu Runqing edited Language and C
24、ulture-the Comparison between English and Chinese Culture. The work made a comparison between the different vocabulary, idioms, culture and body languages of the two languages. The common ground of the research work is that foreign language teaching should foster the students abilities of cross-cult
25、ural communication. Culture is an indispensable part of foreign language teaching. In 2001, for the first time in history, the fostering of students awareness of culture was listed as one of the goals in the English Teaching Curriculum Standards. III. The Relationship between Language and Culture1.
26、The definitions of culture and language1) There are more than 250 definitions concerning culture. There are various ways of its classification. The first important anthropological definition of culture is presented by Sir Edward Tylor. He defines culture as “that complex whole which includes knowled
27、ge, belief, art, law, morals, customs and other capabilities and habits acquired by man as a member of society” (Edward Tylor: 1871). Tylors definition has continually been the basis of most modern anthropological conceptions of culture.2) It has always been difficult for linguists and philologists
28、to give a concise definition of language. Although there has been an enormous amount of research in language in the past, no authoritative answer has been given to “what is language?” Here is a sample definition of “language” proposed by de Saussure(1916). He said, language is a system whose parts c
29、an and must be considered in their synchronic solidarity.2. The relationship between culture and languageAlmost all cultures seem to have certain notion or things. Language mirrors culture. Culture can be described as a blueprint that guides the behavior of people in a community. Language and cultur
30、e are not separable. Language is a part of culture and it is influenced and shaped by culture. Just as Sapir said, language is a guide to a social reality.Foreign language learning in some respects involves learning a foreign culture. It is readily understood and admitted that one can not learn a fo
31、reign language well unless one knows something of the country where the language is used and the people who speak it. It also has been acknowledged since the middle 1960s that in addition to linguistic competence, some other issues concerned with the communicative competence. Among these issues are
32、cultural concerns, such as the awareness of cultural difference between the people of the target language and the learner group, cross-cultural understanding or feeling comfortable with another person” (Robertson 1985: 289) 3. The relationship between culture and English teachingLanguage is part of
33、culture. The Chinese language is part of the Chinese culture and English is part of the English culture. There is no culture that has no language as its part. Language and culture are not separable. Human knowledge and experience are described and stored in language. Customs, habits and behavioral p
34、atterns can be described and analyzed in language. Social institutions, value systems, beliefs, world views can be described, analyzed and evaluated in language. In short, language can represent every aspect of culture. Language is the mirror of culture. The close relationship between language and c
35、ulture has been shown by the fact that culture is transmitted from one generation to the next through language for the coming generation to learn. While children learn their native language, they also learn their native culture and are eventually accepted as members of their culture. Language learni
36、ng and culture learning are not separable (Wang Zhenya:21).In short, language and culture are closely related, each influencing and shaping the other. To teach a foreign language implies to teach the culture in which it is spoken. A language can never be taught in a cultural vacuum. Based on the res
37、earch achievements home and abroad, people came to a common ground that foreign language teaching should focus on cultivating the students abilities of cross-cultural communication and their awareness of culture. In cross-cultural communication, people are required with not only the knowledge of pho
38、netics, grammar, vocabulary, language function, but also the understanding of the culture carried in target language. If not, misunderstanding caused by cultural barriers may occur. So its important to cultivate the students sensitivity over the target language in middle school English classroom. IV
39、. Problems of This Research1. Misunderstanding in cross-cultural communicationIn cross-cultural communication, language learners always make mistakes, not only in grammar, pronunciation, words and expressions but also in culture. And culture factors always are the main reason in cross-cultural commu
40、nication. And it can be divided into four forms: 1) social language is unbefitting2) culture pattern is unacceptable3) different attitudes conflict with each other4) different expressions make them incomprehensibility2. Mistakes in intercultural translation The western linguist, Saussure made contri
41、bution to this theory. He put forward that linguistics had diachronic and synchronic. Also, intercultural translation has diachronic and synchronic. It has huge cultural gaps between East and West. They have their own words and expressions to describe their ideas. Of course, there must be mistakes i
42、n communication besides translators in translation. Here, there are two obvious mistakes:1) cultural dispositionHawkes, a professor in Cambridge, translated “Amitabba (a mi tuo fo)” into god bless my son when he translated Dream of the Red Chamber. The result will lead to culture in confusion.2) cul
43、tural default Cultural default is defined as absence of relevant cultural background knowledge shared by the translators themselves and their intended readers. V. Teaching CultureIn the past decade or so, developments in this academic area have been extremely rapid, especially from the Chinese point
44、 of view. It is encouraging to observe that what this thesis first proposed in the early 1990s has now become a widely discussed and well published topic and enjoys such excellent company-Hu Wenzhong, Deng Yanchang, Jose Lambert, Wolfram Wilss, Itamar Eeven-Zohar, Gideon Toury, Hans Vermeer ,Chirsti
45、ance Nord and many more.1. The contents of cross-cultural communicationTeaching culture is consisted of culture knowledge and rules of communication. Culture knowledge includes politics, economics, literature, art, history, geography, philosophy and some idioms, proverbs, which can show the culture
46、elements of English speaking countries. Whereas the rules of communication includes introduction, greeting, invitation making apologies ,making thanks, callings, shopping, dating, seeing doctors, making suggestions etc. Besides what are mentioned, we should learn other forms of English cultural back
47、grounds, including body language, closing, making a speech, sense of cherishing time etc. Some linguists prefer that during the direct communication of people, 30% information is transmitted by language meanwhile 70% of it is conveyed buy non language methods. (Wang Zhenya:25). Culture teaching studies in China do not have a long history, but since China has been an open country to the outside world, more and more English teacher and learners are on the way of seeking the methods of mastering the culture of west. Nowadays, different life styles form
