高职英语的跨文化教学中英文对照

1、/ /高职英语的跨文化教学中英文对照Cross-cultural teaching in English on the English Teaching in Higher Vocational College 论文摘要本文对我国高职院校英语教学中的基本情况进行了分析，指出了高职院校进行英语跨文化教学的必要性，探讨了高职院校英语教学中培养学生跨文化交际能力的基本原则和主要方法。The basic situation of the English Teaching of Higher Vocational Colle

2、ges in China in the abstract this paper analyzed, point out the necessity of intercultural English Teaching in higher vocational colleges, the basic principles of cultivating intercultural communicative competence of students and the main methods of English Teaching in Higher Vocational colleges.1我国

3、高职院校英语教学中的基本情况1 the basic situation of Chinas English Teaching in Higher Vocational Colleges笔者在实际教学中发现，我国高职院校的英语教学中，一直以来都是存在语言知识教学多、文化知识教学少，对语言能力关注多、对实际交际能力关注少，课本知识教学多、课外知识延伸少等问题。很多课堂英语教学没有做到培养学生综合素质的提高，已经成为应试教育的附属品。教师在实际教学中只重视英语知识的教学，却往往忽视了语言技能的实际应用，也没有对学生进行必要的文化知识教学。造成这样的教学状况，不仅有外部的影响因素，也有一些内部因素影响

4、，主要表现为高职院校英语教学课时少，而实际教学内容又比较多，很多不是英语专业的学科，学生的实际学习时间都不足一年半，部分专业甚至更少。这就使得教师在实际教学中很难完成教学大纲的要求，所以教师只能相对的专注于英语精读以及听力训练。还有一点就是，教师的教学观念还是停留在传统教学模式，没有及时进行更新，也没有建立起实际教材知识联系文化语言的模式。此外，在实际教学中，学生对英语知识的不重视，也是一个主要原因，高职院校的学生往往专注于专业课知识，以及专业技能的训练，为的只是毕业之后能有一个合适的工作，这就使得学生没有更多的精力来进行英语学习。以上几方面影响因素，决定了我国高职院校目前英语教学中存在的问题

5、，这也造成了很多学生缺少跨文化交际能力。所以，在未来时间里，如何帮助高职学生提升跨文化交际能力，是我们工作的重点。The author found in the actual teaching, English Teaching in Higher Vocational Colleges in our country, has always been the existence of language knowledge teaching, culture teaching, language ability, to focus on the communicative ability of

6、less attention, the textbook knowledge teaching, extra-curricular knowledge extension and fewer problems. A lot of English classroom teaching did not do to cultivate students comprehensive quality, has become the exam-oriented education accessories. Teachers only pay attention to the knowledge of En

7、glish Teaching in the practical teaching, but often neglected the practical application of language skills, nor the teaching of cultural knowledge necessary for students. The teaching condition, factors affecting not only the outside, also has some influence on the internal factors, mainly for the E

8、nglish Teaching in Higher Vocational Colleges fewer hours, and practical teaching content and more, many not English professional disciplines, students learning time is less than a year and a half, part of the professional or less. This makes the teacher, it is difficult to complete the syllabus in

9、actual teaching requirements, so the teacher can only be relative to focus on English Intensive Reading and listening training. Another point is that, the teachers teaching ideas remain in the traditional teaching mode, without timely update, also did not establish a practical textbook knowledge wit

10、h language model. In addition, in the actual teaching, students do not attach importance to the knowledge of English, is also one of the main reasons, vocational college students tend to focus on professional knowledge, and professional skills training, for only after graduation can have a suitable

11、job, which makes the students have no more energy to study english. All of the above factors, the higher vocational colleges in our country at present English teaching problems, this also caused many students lack the ability of cross-cultural communication. So, in the future, how to help students i

12、mprove intercultural communicative competence, is the focus of our work.2高职院校进行英语跨文化教学的必要性The necessity of intercultural English teaching 2 Higher Vocational Colleges2.1英语跨文化教学是高职英语教学大纲的实际要求2.1 English cultural teaching is the requirement of Higher Vocational English Teaching Syllabus我国教育部在高职高专教育英语课

13、程教学基本要求中明确指出：涉外交际活动的能力训练是高职英语教学中的主要任务。所以，高职院校教师在实际教学过程中，加强学生听说能力的训练以及语言知识的运用，是教师的重要教学任务。但是由于高职院校中的学生中西方文化的基础知识相对薄弱，所以教师必须要进行文化导入，以此来培养学生们的多元化文化素养以及对文化的敏感性以及洞察力，这样才能在本质上帮助学生提高英语知识的实际运用，增强英语知识的听说能力。Chinas Ministry of education pointed out explicitly in the basic requirements in English teaching at hig

14、her vocational colleges in foreign language communicative activities: training is the main task of English Teaching in Higher Vocational college. Therefore, higher vocational college teachers in the process of teaching, strengthen the training of the students listening and speaking ability and the u

15、se of language knowledge, is an important task of teaching teachers. But because the foundation knowledge of western culture in higher vocational college students is relatively weak, so the teacher must be conducted, in order to cultivate students diversified culture and the cultural sensitivity and

16、 insight, practical application so as to help students to mention Gao Yingyu knowledge in essence, enhance the knowledge of English listening and speaking ability.2.2高职院校跨文化教学是语言交际的客观要求The 2.2 higher vocational colleges teaching is the objective requirement of cross-cultural language communication在实

17、际教学中，英语教学体系主要由三部分组成：语言知识、语言文化以及语言交际，三者是有机结合的，不可分割。笔者在实际教学中发现，教师在实际教学中对语言知识教学以及语言文化教学的越深刻，学生的语言交际能力就会越强，就会越少犯文化知识的错误。所以笔者认为，文化差异所造成学生的交际障碍，是学生学习英语的一个重要问题。这主要体现在两个方面：首先，学生在实际学习中没有掌握英语交际规则以及英语交际模式的基本知识。其次，学生在实际学习中，不会针对不同文化背景的人进行实际交流沟通。学生对英语知识的掌握一般只停留在单词以及语法知识上面，对于各个国家的文化、经济、历史以及生活习惯等缺少相应的了解，对于中西方文化的各方面

18、差异更是知之甚少。正是这些原因造成了学生难以正确地用英语进行交际。所以，针对这些方面的问题，教师在实际教学中，要注意对英语文化的输入，帮助学生在不同的环境以及面对不同的对象时，都能够使用合适的语言，进行跨文化交际活动。如果教师不重视这方面的教学，那么即使学生语法知识掌握的再全面，单词背得再多，专业技术知识再过硬，由于缺乏西方国家的文化知识，那么在学生进行实际语言交流时，还是会出现沟通障碍以及文化失语现象。In actual teaching, English teaching system mainly consists of three parts: language knowledge,

19、language, culture and communication, three are the organic combination, indivisible. The author found in the actual teaching, teachers in the teaching of language knowledge teaching and the teaching of language and culture is profound, the communicative competence of students will be stronger, less

20、committed cultural knowledge error. So the author thinks, cultural differences caused by communication obstacles of students, is an important problem for students to learn english. This is mainly embodied in two aspects: first, the students have not mastered English communicative rules and basic kno

21、wledge of English communication mode in practical teaching and learning. Secondly, students in the actual study, not for people with different cultural background for the actual communication. The students to master the knowledge of English is generally only on the words and grammar knowledge, for e

22、ach nation of culture, economy, history and living habits, lack of understanding, the various aspects of the cultural differences between East and West is poorly understood. These are the reasons why it is difficult for students to correctly use English for communication. So, to solve these problems

23、, teachers in the teaching, must pay attention to the culture of English input, to help students to different objects in different environment and time, will be able to use appropriate language, intercultural communication. If teachers do not pay attention to this aspect of teaching, so even if the

24、students knowledge of grammar is more comprehensive, the word back more, professional knowledge and skills, because of the lack of Western cultural knowledge, so the actual language exchange in the students, or will appear communication barriers and cultural aphasia.3高职院校英语教学中培养学生跨文化交际能力的基本原则3.1要遵循关

25、联性原则3.1 to follow the principle of relevance to cultivate the basic principles of intercultural communicative competence of the students in Higher Vocational College English teaching 3教师在实际教学过程中，要注意文化教学内容要和实际所学内容相一致，在介绍或者讲解文化内容的时候，一定要围绕着教学内容来开展，要合理运用相关的跨文化语言材料，来对学生进行相应的职业文化渗透。文化所包含的内容十分广阔，所以教师必须要有针对

26、性的进行教学设计，课堂上文化知识的导入，要密切联系学生日常交际情况，把握好学生的实际情况，这样才能有效地激发学生学习的兴趣，增强学生应用文化的动力。随着学生不断地学习和应用，学生的学习量将会越来越多，学习的效率也会有所提升，跨文化意识也会慢慢得到培养。The teachers in the actual teaching process, should pay attention to culture teaching content and the actual content is consistent, in the introduction or explanation of cult

27、ural content, must revolve around the course content to carry out, to the rational use of the cross-cultural language materials, to penetrate the corresponding occupation culture on students. Culture contains the content is very wide, so teachers must have in the classroom teaching design, the intro

28、duction of cultural knowledge, to the daily communicative situation closely student, grasp students actual situation, so as to effectively stimulate students interest in learning, enhance the power of students to apply culture. As students continue to study and application, students will be more and

29、 more, the learning efficiency will be improved, cross-cultural awareness will slowly get training.3.2要遵循引导促进原则3.2 to follow the lead to promote the principle在高职院校英语学科教学中，文化教学不只是单独的教学活动，它是从属于语言教学的，是语言教学中的重要组成部分。教师在实际教学中，要坚持语言教学为主，文化教学为辅的基本原则。在课堂教学中，要把文化教学渗透到语言教学之中，使得文化教学起到改善和提高语言教学质量的作用。教师在实际文化教学过程中

30、，必须要重视这一点，因为，如果教师在实际教学中，太过于重视文化教学，那么就会削弱语言教学的地位。所以教师必须要合理的处理好语言教学和文化教学之间的关系，才能有效地帮助学生正常学习。In the course of English Teaching in higher vocational colleges, culture teaching is not just a single teaching activities, it belongs to the language teaching, is an important part of language teaching. Teache

31、rs in teaching, to adhere to the basic principles of language teaching, culture teaching supplement. In the classroom teaching, taking culture teaching into language teaching, cultural teaching has to improve and enhance the quality of teaching and the role of language. The teachers in the actual cu

32、lture in the process of teaching, we must attach importance to this point, because, if the teacher in the teaching practice, has paid too much attention to the teaching of culture, it will weaken the status of language teaching. To deal with the relationship between language teaching and culture tea

33、ching, so teachers must be reasonable, can effectively help students learn.3.3要遵循循序渐进的原则3.3 must follow the principle of gradual笔者在实际教学中发现，很多教师在开展文化教学的时候，没有联系学生的实际情况，没有根据学生的语言知识水平以及领悟能力，来确定相应的文化教学内容，这就使得学生在学习过程中十分吃力，或者对所学知识不感兴趣。这需要教师认真对待，教师必须要联系学生实际知识掌握情况，联系学生的知识兴趣点，才能帮助学生有效掌握教学内容。在文化教学初始阶段，教师可以侧重的介

34、绍一些简单有趣的文化知识，比如说西方国家的日常行为模式以及西方的风俗习惯等。在学生学习一段时间之后，对西方文化已经有了一定的了解，也慢慢开始对西方文化感兴趣，这时教师可以适当的讲解一些深层次的文化知识给学生，比如说西方国家的经济政治变革以及宗教信仰等。The author found in the actual teaching, many teachers in carrying out cultural teaching, the actual situation not linked to students, not according to the students language

35、knowledge and understanding ability, to determine the content of culture teaching, which makes students in the learning process of ten sweaty, or on the knowledge not interested. This requires teachers to take seriously, teachers must master the situation of their practical knowledge, knowledge poin

36、ts of interest to students, to help students master the teaching content. In the initial stage of culture teaching, teachers can focus on some simple interesting cultural knowledge, such as Western daily behavior pattern as well as the western customs etc. After studying for a period of time in the

37、student, the western culture has a certain understanding, also slowly began to be interested in western culture, then the teacher can explain some deep-seated cultural knowledge to the students, such as economic and political reform in western countries and religious beliefs etc.4高职院校英语跨文化教学的主要方法The

38、 4 main methods of cross-cultural teaching English in Higher Vocational Colleges4.1重视教材内容，挖掘其中的文化内涵4.1 importance of teaching content, the mining of the cultural connotation目前我国高职院校的英语教材内容里面包含了很多话题，其中有很多的文化背景方面的知识，主要涉及了西方英语国家的生活方式、风土人情、历史、地理以及价值观念等多方面领域。教师在实际课堂教学过程中，可以引导学生通过教材内容来了解西方国家的文化知识，还可以使用小组式

39、讨论学习以及写作等方法来进行中西方文化之间的比较。通过教师一系列的主动引导，可以帮助学生培养出文化敏感性，深刻感受到西方国家文化的内涵，促使学生的文化知识有效积累，提高学生的跨文化交际能力。比如说笔者在讲到“Food”一课时，我先在课程导入部分以西方国家人们的饮食习惯为切入点，然后通过电脑幻灯片来展示西方国家的饮食特色，比如说pizza、hot dog、steak、hamburger等，然后让学生举例说明一下中国的传统特色饮食，学生的回答千奇百怪，比如说jiaozi、 zongzi、mooncake等。然后组织学生进行中西方饮食文化的对比，通过学生们的讨论，来总结出中西方饮食文化的不同之处，以

40、此来帮助学生掌握西方国家饮食文化知识。再比如在日常交际用语上面，也存在着很多的文化知识。比如说笔者在讲到“Greetings”一课时，对于中西方文化差异也进行了相应的比较，“同学们，我们中国人见面的问候方式很有趣，通常都是：你吃了么？”但是英国人在见面打招呼的时候，通常会关心天气情况，这是因为英国地处温带海洋性气候区，年均降雨量十分大，所以经常会下雨，所以英国人总是特别的关心天气情况，就好比我们中国人特别关心吃饭问题一样。通过教师有效的引导教学，就可以帮助学生掌握更多的跨文化知识，有效的提高学生的文化素质基础。At present inside the content of English T

41、eaching in Higher Vocational Colleges in our country includes many topics, including many of the cultural background knowledge, mainly involved in the field of Western English national way of life, history, geography, local customs and practices and values etc. Teachers in the classroom teaching pro

42、cess, students can be guided to understand western culture knowledge through textbooks, also can use group discussion learning and writing method to carry on the comparison between Chinese and Western culture. The teachers guide series, can help students to cultivate cultural sensitivity, feel the p

43、rofound connotation of western culture, promote students cultural knowledge accumulation effectively, improve the students intercultural communicative competence. For example the author referred to in the Food class, I first in the course introduction to western countries peoples eating habits as th

44、e breakthrough point, and then through the computer slides to show Western food features, such as pizza, hot dog, steak, hamburger, and then let the students to illustrate one of traditional Chinese cuisine, students answer all sorts of strange things, such as jiaozi, zongzi, mooncake etc. Compariso

45、n and organizes the student to carry on the Western diet culture, through the discussion of the students, to summarize the differences between Chinese and Western food culture, so as to help students master the knowledge of Western food culture. For example, in the daily communication language above

46、, there are a lot of cultural knowledge. For example the author referred to in the Greetings class, the differences between Chinese culture and Western culture has also made the corresponding comparison, the students, we Chinese people greet each other with a funny way, usually is: you eat? But the

47、British when greeting, usually concerned about the weather conditions, this is because Britain is located in the temperate climate zone, with an average annual rainfall is very large, it often rains, so the British people are always special care about the weather, just like our Chinese especially in

48、terested to eat. By guiding the teaching of effective teachers, it can help students learn more cultural knowledge, cultural qualities effectively improve students.4.2使用多元化的教学手段帮助学生学习英语文化知识4.2 the use of diversified teaching methods to help students learn English and cultural knowledge随着科技的不断发展，在实际教

49、学中，教师可以使用的教学手段也不断多元化，不仅可以使用电视、视频录像以及幻灯片等教学方式，还可以选用放电影、听音乐等手段，来促使学生掌握西方国家英语文化知识。比如说笔者在讲到“Music”一课时，为了让学生更加有兴趣地投入到学习中，让学生充分体验到中西方音乐的差异，我在电脑幻灯片上面展示了西方国家的音乐乐器图片，然后再配上相应的乐器音乐，还顺便介绍了一下一些乐器的著名演奏家等，通过实际图片以及实际声音的结合，让学生在实际学习中，感受到了西方文化的本质内涵，解决了书本上知识的单调和枯燥问题。此外，为了帮助学生更好的理解西方国家音乐文化，我还组织学生们在课堂上看了电影“The sound of m

50、usic”，音乐之声是一个经典的音乐剧，在观看电影的同时，我向同学们介绍了电影的故事背景，以及发生的时代。在电影播放的同时，对于电影中的一些西方文化知识进行了相应的讲解，对于学生不懂的地方及时进行解释，对于影片中女主角所唱的英文歌曲进行相应的中文解释，帮助学生了解音乐内容，然后在电影结束之后，组织学生进行影片的讨论分享，对于不懂的地方以及有疑问的地方进行讨论，再由教师进行总结。通过这样的实际课堂活动，不仅增强了学生学习英语的兴趣，也很好的帮助学生掌握了西方国家的文化知识，还有效地促进了学生跨文化知识的掌握。With the development of science and technolo

51、gy, in the actual teaching, teachers can use the teaching means has been diversified, not only can use the TV, video and slides in teaching methods, can also choose a movie, listen to music and other means, to make students master the knowledge of English culture in Western countries. For example th

52、e author referred to in the Music class, in order to make students more interested into learning, allowing students to fully experience the differences between Chinese and western music, show me the picture of Western musical instruments in computer slides above, and then matching the corresponding musical instruments, but also the way to introduce some musical instruments the famous musician, through the actual images and combined with the actual sound, let the students in practice, feel the essence of western culture, the book knowledge of mo