大学论文 跨文化意识在中学英语教学中的重要意义及培养

楚雄师范学院

本科毕业论文

题目跨文化意识在中学英语教学中的重要意义及培养

系（院）外语系

专业英语

学号20091031215

姓名杨溢

指导教师何俊华

论文字数6483字

完成日期May，2013

The Significance and Cultivation of Cross-cultural Awareness in Middle School English Teaching

by

Yang Yi

Supervisor: He Junhua

A Graduation Thesis Presented as a Partial Fulfillment for

the Degree of B.A. in English

Department of Foreign Languages

Chuxiong Normal University

May, 2013

STATEMENT OF AUTHORSHIP

Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or part from a thesis presented by me for another degree or diploma.

No other person’s work has been used without due acknowledgement in the main text of the thesis.

This thesis has not been submitted for the award of any other degree or diploma.

Signed:

Dated:

ACKNOWLEDGEMENTS

I would like to express my sincere gratitude to many people who have made the completion of this thesis possible.

First of all, I would like to thank my supervisor He Junhua for guiding and encouraging me throughout the writing process and for her constructive comments and invaluable suggestions during the whole work with this thesis.

I would also like to express my sincere gratitude to all the teachers who have given me great help during my four-year-study in ChuXiong Normal University.

Finally, my heart appreciation goes to my family who shared my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this thesis.

ABSTRACT

Language is the carrier of culture，and language cannot separate from culture and exist alone. Therefore, language teaching should be established on the basis of understanding culture. In middle school English teaching, if you want students to understand and use English correctly, you have to let them understand the culture of English-speaking countries. In view of this, the cultivation of cross-cultural awareness in English teaching is of great significance. This paper analyzes the problems existing in the present middle school English teaching in China, studies the important meaning of cross-cultural awareness in middle school English teaching, and based on this, advances several methods of cultivating cross-cultural awareness in English teachin g.

Key words: language; culture; cross-cultural awareness; middle school English teaching; cultivation

摘要

语言是文化的载体，语言不能脱离文化而存在。因而，语言的教学应该建立在了解文化的基础上。在中学英语教学中要想让学生正确理解和运用英语，就得让他们理解英语国家的文化。鉴于此，跨文化意识的培养在英语教学中的意义重大。本论文分析了我国现阶段中学英语教学中存在的问题，研究了跨文化意识在中学英语教学中的重要意义，并在此基础上提出了几种在英语教学中培养跨文化意识的方法。

关键字：语言文化跨文化意识中学英语教学培养

CONTENTS

STATEMENT OF AUTHORSHIP (i)

ACKNOWLEDGEMENTS ........................................................................................ i i ABSTRACT(EnglishVersion) .................................................................................... i ii ABSTRACT(ChineseVersion) .. (iv)

CONTENTS (v)

1. INTRODUCTION (1)

1.1 Literature Review (1)

1.2 The Purpose of the Research (2)

2. THE PRESENT SITUATION OF MIDDLE SCHOOL EIGLISH TEACHING IN CHINA (4)

2.1 The Lack of Cross-cultural Awareness in Middle School English Teaching (4)

2.2 Mistakes Made in Communication with Foreigners (6)

3. THE IMPORTANCE OF CROSS-CULTURAL AWARENESS IN MIDDLE SCHOOL ENGLISH TEACHING (8)

3.1 Relation between Language and Culture (8)

3.2 Cultural Background Knowledge in Middle School English Teaching (10)

3.3 Important Meaning of Cross-cultural Awareness (12)

4. THE CULTIV ATION OF CROSS-CULTURAL AWARENESS IN MIDDLE SCHOOL ENGLISH TEACHING (14)

4.1 Improvement of the Cultural Level (14)

4.2 Comparison of Chinese Culture and English Culture in Class (15)

4.3 Extension of Teaching Content (16)

4.4 Using a Variety of Teaching Media and Teaching Methods (17)

4.5 Using Various Forms of Extracurricular Activities (19)

5. CONCLUSION (20)

REFERENCES (21)

The Significance and Cultivation of Cross-cultural

Awareness in Middle School English Teaching

1. INTRODUCTION

1.1 Literature Review

In the 20s-30s of the 20th century, the study of cross-cultural communication has drawn interest in the USA. In 1959，the American anthropologist Hall issued his classic the Silent Language. This work first proposed the concept of intercultural communication, and the publication of this work mark the birth of intercultural communication in academic world. Hall always pays attention to the relationship between culture and communication. In the Silent Language, Hall studied the relationship between time, space and communication deeply, he thought that there are some obvious differences among people of different cultural background when they use time and space to express meaning. And in this book, Hall proposed some ideas about how to research culture more scientific and more detailed; he had a huge impact on other scholars in the field of cross-cultural communication. Since then, a growing number of scholars began engaged in intercultural communication studies. Many influential intercultural commun ication books got published. Samovar and Porter’s point of view emphasized intercultural communication occurs among people of different cultural backgrounds. Samovar and Porter (1999:19) pointed that: studies in intercultural communication examine what happens in intercultural contacts and interactions when the communication process involves culturally diverse people. Also many studies focus on the problems arising from communication between people of different cultural backgrounds and seek solution to these problems.

In 1980, Chinese scholar Xu Guozhang issued his work Culturally-loaded Words and English Language Teaching that marked the birth of cross-cultural communication in China. In this book, he pointed that some equivalent words in different language in

fact are not equal on the cultural connotation. Since then, communicative teaching in foreign language teaching gradually extended, makes people realize that learning a foreign language must be combined with the culture. Many scholars found by hard and thorough searching the reason why there are so many problems during intercultural communication is the lack of cross-cultural awareness. And some have published some periodicals to explain carefully their understanding and researching of cross-cultural awareness. Such as Hu Wenzhong (1999:23) gave the definition to intercultural communication like this: “Intercultural communication is the process when people from various cultural backgrounds interacted with each other.” From Hu’s view, we can see that, intercultural communication is a widespread social phenomenon and cultural phenomenon, it occurs among people of different cultural backgrounds. It also warns people that it’s very necessary to pay attention to the form of language and the connotation of the language during middle school English teaching, in order to learn a foreign language well.

1.2 The Purpose of the Research

Culture teaching, especially the cultivation of cross-cultural awareness in middle school English teaching is very important. However, English teaching in China, especially in middle and high school, follows a stereotyped model, that is word—phrase—sentence pattern, with less concern of culture.The aims of English teaching, in the same way, are to enable students to master the pure language and to communicate with the people from the English-speaking countries. However, because of the differences in all aspects of custom, way of thinking, norm and value, English learners often make mistakes by applying their own culture to the foreign one. This is the biggest obstacle to successful communication. It also demonstrates the defect of our English teaching---lack of cross-cultural awareness. So, the research of the important meaning and cultivation of cross-cultural awareness in middle school English teaching is very necessary.

The purpose of foreign language teaching is not only to train students’ basic skills

of listening, speaking, reading and writing, but also to cultivate students’language application ability. That is to train students’habits of using English accurately and appropriately, and conforming to the rules of English application. It’s of great help for students to express their ideas accurately, and students can know their own culture as well as English culture. At the same time, students will have a deep understanding of the two cultures, and they will have strong ability of cross-cultural communication.

The purpose of the research of cross-cultural awareness in middle school English teaching are as follows: (1) to cultivate students’positive attitude when understand different culture.Culture is different, during cross-cultural communication, by finding the differences between each other that in turn deepen the understanding of people’s own culture, so as to grasp their own cultural characteristics objectively. In the discovery of differences, also cannot ignore something in common. (2) To train students’ adaptive capacity when in cross-cultural contact. When contact with people from different cultural backgrounds for the first time, people often be affected by culture shock, and caused something does not adapt. At this time, if someone wants to continue to communicate, must try to show down the impact and improve the adaptive capacity, and to obtain the ability must cultivate cross-cultural awareness in English teaching. (3) To foster students’practical skills of intercultural communication effectively. With the further expansion of opening to the outside world, more and more people go abroad or remain in the country to participate in cross-cultural communication, they all need to learn and master the practical skills of communicate with other people from different culture background.

Based on this present research situation, by studying and analyzing, this paper reveals what is the importance of cross-cultural awareness in English teaching and how to cultivate the awareness. While study a foreign language, it’s very important to understand the culture of the foreign country. At the same time, if understand the culture profoundly; learners can learn the language well. Combined the English teaching with cross-cultural awareness can improve the quality of English teaching and

class instruction of culture teaching in middle school in China, correct the error of teaching and studying English without culture. It has theoretical significance as well as practical significance.

2. THE PRESENT SITUATION OF MIDDLE SCHOOL EIGLISH TEACHING IN CHINA

2.1 The Lack of Cross-cultural Awareness in Middle School English Teaching

The lack of cross-cultural awareness is an important issue in middle school English teaching in China. For a long time, because of the limitations of theory and knowledge in traditional middle school English teaching, the importation of cultural factors in English classroom is planned and systematic, and lack self-consciousness. What’s more, most of the teachers and students pay too much attention to language form, but less attention to cultural problem, which causes students lack the ability to understand the differences between Chinese and English culture. Such as the differences of traditional habits, values, religious beliefs, ways of thinking and behavior, it is an indisputable fact that cross-cultural communication ability is generally low.

In present English teaching, students have strong English test ability, but lack of intercultural communicative competence. Chinese exam-oriented education has brought considerable negative impact, the poor English education affects the progress of English teaching deeply. Chinese students, from primary school to middle school to university, some also entered the stage of doctoral students, in total of more than ten years, most of the time and effort is spend on checking dictionary, remember the words and analysis the sentence structure, that is word—phrase—sentence pattern, it’s a stereotyped model. For these students, it’s enough to cope with the exam with this knowledge, and they can get good score. But in the intercultural communication with

people from other cultures, there often appear some embarrassing situations.

The lack of cultural background infiltration is very common in the traditional teaching method. At present, English educators in our country are not very familiar with western culture knowledge, therefore they tend to give up the opportunity to introduce western culture knowledge in English teaching, or failed to teach cultural background knowledge in every teaching link, as a result, the students only understand English, but do not understand the culture behind the language, what’s more, they may unable to communicate with people from English-speaking countries effectively.

The study methods of students is obsolescence, influenced by traditional square characters of Chinese learning, students in China learning English is structured and routine, focused too much on the understanding of words, sentences, but less attention to chapter. Therefore, , Chinese students always regard grammar and vocabulary learning as all the English learning during learning English, the learning content break away from the culture background knowledge of western country, which caused the separation between the basic knowledge of language and culture. So they don’t know what to say and how to express in communication, also they don’t understand sometimes it’s more important to say nothing than to say something wrong. They think it’s enough to communicate with foreigners by using grammatically correct English, and think as long as can speak English, they can use common sense, and habits to solve, then take the habit of Chinese to English.

In China, people’s understanding ability of the important meaning of cross-cultural awareness is low, a large part of people think that it is simply a question of learning English, however, the problems between English educators and learners, teaching content and teaching mode, learning habit and assessment way have become a big obstacle to modernization of Chinese, and it’s also an obstacle to line with international standards. Some people equate cross-cultural communication with English listening, speaking, reading, writing, etc. Obviously, these four kinds of ability are very important. They are important basis of cross-cultural communication, but they

are far from the whole story.

2.2 Mistakes Made in Communication with Foreigners

English is rooted in the soil of English national culture, it is full of national cultural nutrient, it is also the crystallization of national culture.At the same time, every word, every sentence, every chapter, they are just like mirrors, reflecting the different features of Chinese and western culture and all aspects of social life. If you don’t know the relevant cultural background knowledge, and don’t understand the value of western ideas, customs, and don’t fully understand the differences of cultural connotations, someone may make many mistakes when communicate with foreigners.

Some mistakes are very common. For example, Chinese people are accustomed to say “Have you had your dinner?” when greet somebody, which is because in old China, many people suffered from hunger. Greeting with “Have you had your dinner?” could show their warm heart and deep concern to others, and now it’s just for polite, but not really mind if you have had your dinner. Some people always greet English people in this way, which makes them do not know how to answer your greeting, maybe, they will think you would like to invite him to dinner! Actually, in western, acquaintances always greet each oth er with” How are you?”“Fine, thank you!”

There is a joke, a foreign guest want to go to the toilet and he said to the translator, “I wonder if I can go somewhere?” (It means I want to go to toilet), but the translator misunderstand the “somewhere” for “某处”，so he answer the guest, “Yes, you can go anywhere in China.” He means the guest can go everywhere in China, and he makes the foreign guest can not help but startled. This is anecdotal story show that the meaning of the language and its social environment are inseparable, so it is very necessary to take the linguistics as a social science, and to study English by putting language into the social and cultural environment.

The Chinese modesty is virtue, when foreigners praised one of the Chinese on the special skill, or say “your coat is very nice”, Chinese people usually answer, “You are over praising me.”But this tends to make the speaker feel you are in doubt of his

ability of judgment. Some even answer with “where, where!”make the foreigners bewildered and confused.

In Chinese culture some words are commendatory terms, however, in western culture contain derogatory sense. For example, “peasant” in English, does not just refer to the people who do farming work for maintenance. Except for a sign of simplicity and diligence, peasant in Chinese history constituted a strong force in the course of revolution and in social constitution. According to the Webster’s Encyclopedic Unabridged Dictionary, “peasant” has another meaning. It is defined as a rude, unsophisticated, usually uneducated person of little financial means, esp. one from the country; rustic. In this sense, “农民”in Chinese and “peasant”in English are conversely different. So when communicate with others from different culture, the most important thing is to understand the correct meaning in different culture.

There are many factors in cross-cultural communication that influence English learning and using of knowledge to a large extent. If you do not know that the meaning of color is different in the culture of Chinese and English, you may make many mistakes when use color words to communicate. For example, when students meet the sentence “He looks blue.” They don’t know how to deal with it; it is difficult to grasp the meaning of the article author. In fact, blue in English suggests a mood of melancholy and depression, as the lyrics goes “blue, blue, my heart is blue. Blue is my heart, for I’m without you”. In Chinese, there is no such association. In addition, there are some other terms without no counterpart in anther language, such as “as poor as a church mouse”, “a white lie”; “老油条” (wily old bird), “班门弄斧” (display one’s slight skill before an expert), “跑龙套” (play a walk-on part). These kinds of terms are difficult to be understood without sufficient knowledge of its history, religion and etc. All in all, according to cultural reality, a word may elicit different meaning in a particular way so that in vocabulary explaining, educators should pay more attention to the distinctive connotation rather than the word itself.

3. THE IMPORTANCE OF CROSS-CULTUERAL AWARENESS IN MIDDLE SCHOOL ENGLISH TEACHING

3.1 Relation between Language and Culture

Language is extremely important to human interaction, for it is enable to have contact with others and each out to make contact with our surroundings. In daily life, if we were to survey a normal day, it’s easy to find that we use words for wide variety of purpose. When we first awake we may use the language: “Good morning!”We use words as a way to unite with the world outside. Or when we want to share an unpleasant experience and to get support from others we may use language: “Let me show you about the horrible dream I had last night.”Language is very important in communication, without language we can not communicate with others effectively and fluently.

Culture has been defined hundreds of ways for different reasons. For study abroad purpose and communicate with foreigners, culture can be mostly defined as the shared sets of value, attitude and beliefs. It can be shared, learned and it’s dynamic, it based on symbols. Culture refers to the collective historical patterns, values, social arrangements, manners, ideals and ways of living. It is comprised of all those things we learn as part of growing up including language, religion, and beliefs about economic and social relations, political organizations and legitimacy, and the thousands of “Do’s and Don’ts” society deems important that we know to become a functioning member of that group.

From the definitions of language and culture, we can see the relation between language and culture is inseparable and connect with each other. Language includes abundant cultural connotation, and culture transfers by the form of language. Culture and language are inseparable. In other words, language is the product of culture, it has profound cultural connotation, and the communication with different communicative

object, in different kinds of situations, or when it comes to how to express an idea, is related to cultural background closely. Under the cultural background of Chinese culture belongs to the polite, under the background of another culture may be seen as rude; under the background of a culture man use it with respect, but under the background of another culture may understand as an insulting words. And language, as the carrier of culture，without culture language cannot exist alone. Culture and language influence each other deeply and greatly. So understanding of culture is the basis of language learning. For example, the religious culture that reigned human society for several thousands of years help to develop different national consciousness, different cultural content and different understanding to language. People with different cultural background express themselves in different ways.

Language as a part of culture largely influences the forming and developing of culture, and it is a mirror that reflects the culture of a certain community. For example, in Britain, the number “13”is regarded as an unlucky symbol, which means unfortunate. So people in western countries always try to avoid holding any ceremonies and parties on 13th, or invite 13 persons together.

Language is also influenced and shaped by culture. People with different cultural background express themselves in different ways. Take an example that was mentioned in the former part, in western, acquaintances always greet each other with “How are you?” while in China; people say, “Have you eaten yet?” That is because in old China, lots of people suffered from hunger. Greeting with “Have you eaten?” could show their warm heart and deep concern to others.

Learning a foreign language well means more than merely mastering the pronunciation, grammar, words and idioms. It also means seeing the world as native speakers of that language see it, learning the ways in which their language reflects the ideas, customs, and behavior of their society, learning to understand their “language of the mind”. In a word, culture and language are inseparable. Some people describe their relationship with following formula: language (flesh) + culture (blood) = a living

organism. It is vivid. Language plus culture equal a living organism: language is flesh and culture is blood, without culture, language would be dead; without language, culture would have no shape. Language guide people to understand how the culture contact with real society, the meaning of the words is determined by the culture. So when we learn English, learning English culture is very important, there is no doubt, cultivate cross-cultural awareness in English teaching becomes more and more necessary.

3.2 Cultural Background Knowledge in Middle School English Teaching

According to American linguist Charles Carpenter, cultural background knowledge is the knowledge about culture，which is connected with people's daily life．It includes the national traditional culture customs，history geography，and so on．Each culture has its own cultural background．With the development of cross-cultural communication cultural background knowledge plays an important role in English teaching．

During learning English, students should cultivate the awareness of cultural background knowledge, because cultural background knowledge is in every aspect of English teaching, it is very necessary in speaking, listening, reading, writing and translating.

To most of the Chinese students, in English learning, listening comprehension is a difficult part. No matter how much time they spent on it, the achievement that they have acquired is little. The most important reason why this phenomenon appeared is they only know the literal meaning, but can not understand the connotation. To some easy material, there is profound cultural background knowledge. Let’s see a joke often talked about by American. When someone asks: “Where are you from?”Then the other will answer: “I will ask her.” This means Alaska. And when people ask: “Where are you from?”The answer is: “How are you?”And this means Hawaii. These two answers are very interesting; the asker may think the listener has given an irrelevant

answer. But if the asker knew something about geographical cultural knowledge of the USA, and knew Alaska and Hawaii are names of two states of the USA, he would not be surprised at “I will ask her”, or “How are you”. In view of this, the introduction of cultural background is necessary in the teaching of English listening.

Likewise, speaking is not merely concerned intonation and pronunciation. If one wants to have a successful communication with native English speakers, it requires acquaintance of western cultural background knowledge. In English, there are many euphemisms for listeners in Chinese hard to know what the speaker’s actual view. For example, when one asks: “What do you think of my coat?” and the other answers: “I think the pocket is very nice”, it shows his dislike. At many times, English people usually say pleasant words in a way of giving a tactful and full answer, but evade direct answering.

Reading is a complex skill in learning a foreign language. Reading is not only read the words, sentences, and chapters in a book, but also understanding the culture behind the words. So it requires more than a certain language basis, such as the competence of reading comprehension and one’s language level, knowledge of cultural background knowledge is also important. For example, in English, there are many allusions drawn from history, religion, literature etc., they often appear in English works and have become common household terms. “A Catch-22 situation”, it is an impossible situation, one in which the solution or success depends on mutually dependent factors. A depends on B; B, in turn, is dependent on A, so it is an interlocking situation in which there is no way out, the term comes from a postwar American novel titled Catch-22 by Joseph Heller.

Writing is an important part of English teaching In China. And writing, as an output of information, attaches much importance to the awareness of cultural background, which concerns about one’s thinking style. What one writes must accord with their styles, and the sense of value of western people. Chinese and English writing styles reflect cultural differences. Generally speaking, in persuasive writing, Chinese

people tend to give their reasons before making a conclusion, while the westerners present their views directly before giving any reasons. Narration and description in Chinese seem to be more ornate than in English. It mainly focuses on the different mode of thinking. If the students could not be acquainted with these differences, they would not write a Standard English composition.

In translation, there is also much cultural background knowledge. It’s necessary to combine the contents with cultural background in translation. Here are some examples of translation containing different images of animals in Chinese and English. “落汤鸡”—a drowned rat, “胆小如鼠”—chicken-hearted, “吹牛”—talk horse, “牛饮”—drink like a fish, “害群之马”—a black sheep; “as merry as a cricket”—非常快活, “as cunning as a dead pig”—十分狡猾, “as dumb as an oyster”—守口如瓶.Because of different historical culture, the connotations of animal words in English language do not necessarily coincide with those in another. So the cultural background knowledge in translation can not be ignored.

3.3 Important Meaning of Cross-cultural Awareness

Cross-cultural awareness is an awareness that never forget to combine the language with culture when learning a language, and always remember to understand the cultural background knowledge behind the words. Cross-cultural awareness refers to the sensitivity of the similarities and differences between foreign culture and native culture, and it’s very necessary to adjust their own language to the target language culture when using a foreign language, in order to understand and produce language consciousness. It based on the ability of understanding culture at home, at the same time understand and tolerate other cultural ideas and action.

Culture teaching has been added in foreign language teaching in 1990s, on the basis of knowledge content. Nowadays, most of people in China have realized that staying in the level of learning language knowledge cannot satisfy with the demand for foreign language teaching in the new century. That is to say, with the advancement of economic globalization, intercultural communication has become more and more close,

高中英语教学论文 当前中学英语课堂教学中存在的主要问题及对策

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