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1、 本科生毕业论文 许昌学院英语专业学生母语文化理解现状调查研究 院 系外国语学院 专 业英语（教育方向） 班 级 08 英教本一班 学 号 学 生 姓 名 联 系 方 式 指 导 教 师 职 称 讲师 2012年 5月独 创 性 声 明本人郑重声明：所呈交的毕业论文是本人在指导老师指导下取得的研究成果。除了文中特别加以注释和致谢的地方外，论文中不包含其他人已经发表或撰写的研究成果。与本研究成果相关的所有人所做出的任何贡献均已在论文中作了明确的说明并表示了谢意。签名： 年月日授权声明本人完全了解许昌学院有关保留、使用本科生毕业论文的规定，即：有权保留并向国家有关部门或机构送交毕业论文的复印件和磁
2、盘，允许毕业论文被查阅和借阅。本人授权许昌学院可以将毕业论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编论文。本人论文中有原创性数据需要保密的部分为（如没有，请填写“无”）： 签名： 年月日指导教师签名： 年月日An Investigation on Comprehensive Situation of English Majors Native Culture in Xuchang UniversityA Thesis Submittedto School of Foreign Languages, Xuchang Universityin Parti
3、al Fulfillment of the Requirementsfor the Degree of Bachelor of ArtsByGuo XiaSupervisor：Wen JunchaoMay17, 2012AcknowledgmentsI avail myself of this opportunity to express my sincere gratitude to those who contributed to the present thesis. Without their constant help and encouragement, the completio
4、n of this thesis would never be possible. First and foremost, I would like to convey my heart-felt appreciation to my supervisor, Wen Junchao, who has given me so many valuable and helpful instructions about thesis writing. His patience and understanding have been essential for me during the writing
5、 of this thesis.I wish to thank all the students who participated in the survey. For they have provided me with very important and original data. Many thanks should be also given to my classmates and roommates. They have always given me a hand whenever I needed help. Thirdly, Im blessed with my frie
6、nds. Without their support, I would not survive the agony through the whole creation.Last but far from the least, I want to thank all my family members for their unwavering support in a variety of ways. Without their unconditional love and care, I would not accomplish this thesis smoothly.摘要本文以许昌学院英
7、语专业二、三年级学生为研究对象，对其进行了一次问卷调查，发现其母语文化理解存在着很大的问题,从而对其原因进行分析和提出解决措施。首先，应该加强英语专业学生的文化自觉意识。其次，拓宽英语学习者的学习内容。最后要重视母语文化的正迁移作用。只有这样才能从根本上提高英语专业学生的母语文化理解水平。关键词：英语专业；母语文化理解；文化自觉意识AbstractThis thesis aims to investigate English majors understanding of native culture. The subjects are 57 English majors (EMs) incl
8、uding sophomore and junior from Xuchang University. The result shows that English majors cannot understand native culture correctly. There are a lot of reasons why English majors make mistakes. According to those reasons, the writer comes up with three suggestions. First of all, English majors shoul
9、d strengthen their cultural self-consciousness. Second, English majors ought to broaden their learning contents. Third, English majors must pay attention to the positive transfer function of native culture. Only in this way can English majors improve their understanding of native culture. Key words:
10、 English major; native cultures comprehension; cultural self-consciousnessTable of ContentsAcknowledgmentsI摘要IIAbstractIIITable of ContentsIVIntroduction1Chapter One Basic Knowledge of Native Culture21.1 Definition of Culture21.2 Necessity and Importance of Learning Native Culture2Chapter Two Resear
11、ch Design and Analysis of the Research Results42.1 Research Subjects, Research Method and Design42.2 Analysis of the Research Results52.2.1 Data Analysis on Sophomore Group52.2.2 Data Analysis on Junior Group62.2.3 A Contrastive Analysis between Two Groups7Chapter Three Discussion on the Existing Pr
12、oblems83.1 Tentative Reasons for Students Understanding Errors83.1.1 Lack of Cultural Self-Consciousness93.1.2 The Single Learning Contents93.1.3 Ignoring the Positive Transfer Function of Native Culture103.2 Tentative Suggestions for a Better Improvement103.2.1 Strengthening the Cultural Self- Cons
13、ciousness103.2.2 Broadening Students Learning Contents113.2.3 Paying Attention to the Positive Transfer Function of Native Culture11Conclusion12Works Cited14Appendix I15Appendix II18IntroductionSince the reform and opening, English education has made satisfactory progress in China. The ability of En
14、glish learners has got a great improvement; especially the aspect of the deaf and dumb English is broken. Above all, Foreign Language World has acknowledged that language teaching must be combined with culture teaching, so teachers and students pay more attention to western culture learning and igno
15、re the learning of native culture. However, culture through the vehicle of language, influences peoples beliefs, attitudes and values (At-Twaijiri, 137). Teaching Syllabus for English Majors requires that students must know the basic Chinese culture and be familiar with Chinese traditional culture (
16、quoted in Lin, 2011: 167). It can be seen that learners must know their native culture when they learn another language. Only in this way, learners can be successful in cross-cultural communication. For cross-cultural communication includes two aspects: 1) English learners learn foreign culture and
17、make full use of their excellent parts. 2) English learners make effort to carry forward Chinese fine culture. Developed countries new literature, conceptions, thoughts and theory are translated into Chinese very quickly. Learners are addicted to learning western culture but relatively pay little at
18、tention to the learning of native culture. Perhaps many English majors have a good knowledge of native culture but they do not know how to express it in English. So much excellent Chinese culture, literature and philosophy havent been translated into English. Scholars name it as “Chinese Culture Aph
19、asia” (quoted in Zhu, 85). English majors should know that they are not only the learners of English knowledge but also are the inheritors of Chinese culture. This thesis can be divided into three parts. Part one is an introduction. Part two consists of three chapters. Chapter One explains the basic
20、 knowledge of native culture. Chapter Two includes research design and analysis of the research results. Chapter Three is discussion on the existing problems. The last part is a conclusion. By those parts, the writer wants to find a way to help English majors improve their ability of native culture.
21、 Chapter One Basic Knowledge of Native CultureThis chapter reviews the basic concept of culture. Then, the necessity and significance of learning native culture are also presented.1.1 Definition of CultureRose (2001) thinks culture is, “A way of life; a set of social practices; a system of beliefs;
22、a shared history or set of experiences. A culture may be synonymous with a country, or a region, or a nationality or it may cross several countries or regions” (quoted in Qin and Tian, 244). Hofstede(1980) defined culture as “the collective programming of the mind” (At-Twaijri, 137). Culture in this
23、 paper points Chinese culture which is formed and has developed in a long-term process of history and retains in Chinese nation and has a stable form. Chinese culture is broad and profound. By the time, it can be divided into traditional culture and popular culture. The education of Chinese culture
24、talked by Educational World refers to Chinese traditional culture. Chinese culture is a great contribution that Chinese nation makes to human beings. Unique language, numerous volumes of literature, advanced science and technology, brilliant literature and philosophy of religion filled with wisdom a
25、nd complete moral theory constitute the basic contents of Chinese culture (quoted in Lin, 2011: 151).1.2 Necessity and Importance of Learning Native CultureSecond language and foreign culture learning is based on the learning of first language and native culture. Traditional grammar-translation meth
26、od asserts that students should start from the known knowledge and then learn the new knowledge. Cognitive teaching method thinks students have grasped native culture and it can be used commonly in education. The essence of language is creative. Almost each sentence has innovation and mans knowledge
27、 is a systemic overall. Learners original knowledge is the new knowledges parameters. (Cao, 67) So it is impossible for English majors to learn English without native culture in theory and practice. The study of new knowledge must be based on the original knowledge. Only in this way, can students so
28、lidly master new knowledge. Hu Wenzhong and Gao Yihong investigated the national 26 best foreign language learners in 1991 and found that first language, native culture and second language, foreign culture are to promote each other (quoted in Lin, 2011: 150). Above example shows that native culture
29、contributes to their foreign language level and communication. Jiang Yihua thinks, “Chinese culture has developed on the natural environment, economic structure, value orientation, psychological quality, religious values, text select and the common life of many nations. It is Chinese peoples materia
30、l wealth and spiritual source” (quoted in Lin, 2011: 151). Foreign language education has the tradition to value Chinese culture. At the same time, culture has a very important effect on peoples beliefs, attitudes and values. More and more foreign language school has realized that foreign language t
31、eachings final aim is not just to make students grasp a kind of foreign language skills and the important point is to make students have the ability of intercultural communication. So as to get the aim, learners must grasp their first language and native culture and many universities have opened the
32、 courses about Chinese culture. In the 1920s, the original Chung-ang University (now Nanjing University) is required to open Chinese Literature History and History of Chinese Culture. The English department of Southwest University still opens Chinese Literary History and Introduction to Philosophy.
33、If China wants to become a global superpower and has a great influence on the world, most excellent Chinese culture must be carried forward. This is also one of the main purposes of intercultural communication. English majors take the responsibility of inheriting outstanding Chinese culture through
34、the vehicle of English. The aim of developing English talents is to make learners talk directly with foreigners or service for society indirectly in English. When English majors are learning the second language, they should find the balance: learning to live in two worlds (Carol E. Westby and Rosari
35、o Roman, 68). It means English learners should keep the balance of first language and second language. If learners want have a correct understanding of foreign cultures, they must firstly understand native culture correctly. Comparing the native culture with foreign culture consciously, they can fin
36、d the two countries similar and different culture and translate properly English into Chinese. Correct understanding native culture is the guarantee of strengthening cross-cultural differences consciousness and improvement of the understanding of the cultural differences. Thus, English majors must p
37、ay attention to the input and output of native culture.Chapter Two Research Design and Analysis of the Research ResultsThis chapter presents the research design of the present study including the subjects, research method and questionnaire. And analysis of the research results consists of data analy
38、sis on sophomore group, data analysis on junior group and a contrastive analysis between two groups.2.1 Research Subjects, Research Method and DesignThe subjects of this study consist of two groups, one is 26 sophomores, and the other is 31 juniors. The reason for choosing Ems at these two levels in
39、stead of Ems at lower and higher proficiency level as subjects is that the freshmen who had just entered university have a good knowledge of native culture and that the seniors are very busy in writing their thesis and finding jobs. The sophomores and juniors have received the related trainings abou
40、t second language in given college classes. At the same time, some of them are ignorant of native culture learning. Therefore, it is necessary to make an investigation to them. There are no remarkable differences between sophomores and juniors. In this study, quantitative and qualitative research me
41、thods are adopted. Firstly, some questions related to native culture are named in the questionnaire. Secondly, the questionnaire is conducted and the data is collected and analyzed. The researcher designed a questionnaire for the Ems from Xuchang University based on the relevant knowledge about fore
42、ign culture and native culture. It is designed to reveal how well the subjects understand the native culture. This questionnaire consisted of 31 items concerning attitudes, tastes and realizations of the students in relation to the native culture (see Appendix I). For those items, the subjects only
43、can make one choice. 2.2 Analysis of the Research Results2.2.1 Data Analysis on Sophomore GroupAccording to the result of the questionnaire (see Appendix II Section I), the subjects attitude to the native culture is very clearly. 100% of sophomores absolutely agree that native culture teaching is ve
44、ry important. 35% of sophomores categorically agree that the target language culture teaching is more important than native culture, which means that many students do not realize the importance of native culture teaching. 85% of sophomores think that the learning of Chinese culture can help students
45、 understand the target language culture. 15% of students are objective to this. It means most of students know native culture can promote their comprehension of target language culture. 12% of subjects prefer western culture than native culture. 88% of subjects still do not think so. 81% of students
46、 think the contents of target language culture should be much more than native culture in English teaching material. It proves that students still cannot deal with the relationship of target language and native language. However, 93% of students think teachers should explain some relevant background
47、 knowledge of Chinese culture. 66% of students think they often talk about Chinese culture instead of western culture in the communication with foreigners. 96% of students reflect that they want to talk about Chinese culture but do not know how to express it in English. 100% of subjects approve that English majors should pay attention to cultivating their abilities to express Chinese culture in English. 8% of subjects are not sure whether they disgust some Chinese habits. It means most of students still have an interest in Chinese traditional habits. 93% of subjects feel they
