The Input of Culture in Junior English Classrooms浅谈初级英语课堂中文化背景教学

1、the input of culture in junior english classrooms浅谈初级英语课堂中文化背景教学 abstractimplementation of quality education in the teaching of english to enable students to acquire language skills in the meantime, to improve language ability in achieving cross-cultural communication, is a teacher are shouldering h

2、eavy responsibilities. the quality of education in english from the cross-cultural communication requirements, cultural and linguistic ties with, and discussed cultural background knowledge of the role of english language teaching in secondary schools, and cultural qualities of the content of educat

3、ion. this paper, based on recent research findings, discusses the close relationship between cultural background knowledge and english teaching, analyses the possible reasons for students deficiency of culture background knowledge. especially proposes several practical approaches of english teaching

4、 to help english teachers develop students culture background knowledge so as to foster students cultural competence and then improve the results of english teaching.key words: cultural background knowledge; english teaching; cultural teaching; 论 文 摘 要 在英语教学中，落实素质教育，让学生在掌握语言技能的同时，提高语用能力，实现跨文化交际，是每位教

5、师肩负的重任。本文从文化素质教育对英语跨文化交际的要求、文化与语言的关系入手，讨论了文化背景知识在中学英语教学中的作用，也是文化素质教育的内容。本文根据最新的研究结果，讨论文化背景知识和英语教学的紧密联系，分析学生文化背景知识不足的可能性。提出一些切实可行的办法，特别是英语教学，帮助英语教师培养学生的文化背景知识，培养学生的能力和文化，提高英语教学效果。关键词：文化背景知识；英语教学；文化教学contentschapter 1 introduction1chapter 2 the definition of culture1chapter 3 the great importance of d

6、eveloping students culture23.1 internationalizing development requests to overcome cultural difference 23.2 learning the good language has to understand the culture33.3 the key to achieve language teaching is culture teaching3chapter 4 the applications of culture in english teaching 44.1 the applica

7、tion of culture in english communication 44.2 the application of culture in english listening 54.3 the application of culture in english reading comprehension6chapter 5 practical approaches of culture teaching 75.1 value the development of interest in the study75.2 classroom exchanges or special sub

8、ject introduction85.3 teachers should guide students on the proper use of dictionary95.4 reading more literatures9chapter 6 conclusion101. introduction “ how old are you? im twenty.”this short dialogue, has no fault on the grammar, but makes british and american cultures to hate greatly. in the unit

9、ed states and english-speaking countries normally do not like others asked him (her) age. just as the famous american anthropologists sapir pointed out that language can not be divorced from culture to exist. 1 language is the carrier of culture, thinking the material form. it takes cultural informa

10、tion, and the refraction of the mentality of a nation. language is constrained by culture, because culture deeply rooted in the language. people use language to be subject to restrictions on their national culture and influence. in the junior english teaching, the object is targeted to the community

11、 just a preliminary understanding of minors, to their mother tongue culture knew more and deeply, and to the british and american culture of history origin, humanities background etc., is only saw tree, disappear forest. therefore, in the english language understanding and exchanges, naturally refle

12、ct the characteristics of the mother tongue, is not surprising. for this reason, english and cultural knowledge is no longer a junior english teaching dispensable part. on the contrary, it taught not only how to correctly guide students in english generous and tactful communication, but will also pl

13、ay an important role in promoting the teaching of english.2. the definition of culturethe culture refers to the cultural background knowledge(cbk) in english teaching. the background knowledge is the figure scenes, themes of the cultural background, customs and habits, life style, concept of value e

14、tc. so as to help students to providing judgment, reasoning logically, guess etc. cognition diagram type basis. jpiaget recognizes that the starting point of cognition is diagram type. it means action structure or organization, which moves in the same or similar environment as a result of the reloca

15、tion or duplication caused summarized. it is a people constantly accumulated knowledge and experience structures. the schemata of mans cognition is not static, it has occurred and development process. in the process of english learning, students should activate the schemata knowledge, and that is al

16、ready stored knowledge structure for the new information more easily understood and absorbed. and integration into the existing schemata, produce a new one, and it has a rich content, thus correctly understand and listen to the contents of memory. it is thus clear that the related background knowled

17、ge can influence to comprehend medium of predict and predict. if the student lacks understanding to english the cultural background of the nation, meeting give listen to comprehension result in obstacle.however, acquaint with concerning the cultural knowledge, and then contribute to comprehension an

18、d facial expression to reach an idea. student to the degree which talks intention comprehension, since be decided by their language horizontal and high and low, be decided by more to social understanding of knowledge of the cultural background involved. there are a handful of students in the process

19、 of listening to,_1. sapir, an introduction to the study of speech, 1921though each single phrases all listened to clear, but linked up incomprehensible, this is mainly because of doing not understand to the background knowledge. therefore, the teacher wants to let the student understand english nat

20、ional social customs and habits possibly and much, extending knowledge noodles, wanting to notice a chinese and foreign cultural difference specially.3. the great importance of developing students culturein english teaching, teacher should introduce some more related cultural background knowledge is

21、 very important. and the west have a certain understanding of cultural background knowledge, students can grasp the language faster and more accurately the nature and ideological content, it also can be more accurate learning and use of english, thus greatly improving the teaching, learning efficien

22、cy. 3.1 internationalizing development requests to overcome cultural difference mrt. lin dajin pointed out in his book of cross-cultural communication research: the actual situation seen from occurrence and development of culture, distributed from the mankind sees, culture can be defined as a nation

23、 from another national integrated features! cultural differences are cross-cultural communication barriers. the reform opens, modernizing progress to accelerate spirit and material product to circulate, bringing into each race to a common in “global village”, the cross-cultural communication as each

24、 an integral part of national life. american people do not understand the cultural practices, the use of chinese and foreigners treat people way exchanges will create a lot of jokes, and even hurt each others feelings, self-esteem and misunderstanding. be showed from this, overcome the cultural diff

25、erences caused by communication barriers have become common problems faced by the entire world. compare the similarities and differences between foreign and national culture. from the name, insisted language, farewell, a guest, modest, apologies and praise, expressed concern and conversation themes

26、and values, such as respect for comparison purposes. sometimes the student would cause misunderstanding due to different cultural backgrounds, even if the accuracy of the language. for example: students see foreigners, out of courtesy, wanted to say “hello”, and then said: “hi! mrs. green, where are

27、 you going?” the chinese people seem to be normal, in the united kingdom and the united states who appears to be discourteous. even they would consider to be intended to interfere in the private affairs of others. moreover, look at the concern following dialogue: a: hello, you look tired today. b: y

28、es, i went to bed too late last night a: youd better go to bed earlier tonight, if you can.this is relatively common in china expressed concern about the proposal, but according to the english habit of “a” needs to say, “i do hope youll be feeling better soon or “take good care of yourself”, express

29、ed concern about such a superficial argument. instead, the self-esteem will hurt others, unless both parents and children. 2 _2. 潘昌森译， 1987in some cultural background knowledge to the students, while focusing on the differences between chinese and western cultures and the differences between british

30、 and american culture. for example: in response to the praise of others, the chinese people are far too modest. for example: when people saying: “you are very good in a foreign language”. chinese people often replied, “where, where is not good.” or “when not far short!” but british people will say “

31、thank you.” or “thank you for saying so.” according to the chinese to reply, the other side will say what he has just said that you feel is hypocritical flattery. if the talks between china and britain and the united states used to answer people will feel humble. in chinese culture, the modesty is a

32、 virtue; in british culture, which seemed to be inferior and incompetent performance. there was also the word “dear” in the united states, men and women, higher among lower level could be used, but common. but in china, “dear” will not lightly use the word, which is the difference between chinese an

33、d western cultures. 3.2 learning the good language has to understand cultureunderstanding of cultural knowledge is the key to learning language, “does not know cultural mode and standard can not really learn the language, does not have the cultural background can not teach good language.” (song fei,

34、 1998). language is the carrier of culture, and culture is an important component. however the language be subjected to the deep influence of culture, and then reflected the special place of a certain culture.3 without a specific cultural background language is non-existent, if does not understand t

35、arget culture, we would find it difficult to understand the meaning of certain words project. for example, in our country current junior school english teaching material, request a student to control the method of using of week. there have such a subject: which is the first day of the week? it is _.

36、 a. tuesday b. monday c. sunday d. friday. if not explained in teaching, most students will choose the answer b, because according to our custom, monday is the first day of every week, but in the english-speaking countries, while sunday, jesus easter day as the first day of the week, the answer is c

37、. there are some english words “thanksgiving”, “sandwich” are in a specific social and historical circumstances, it is not enough merely to know the meaning of the surface. moreover, this sentence “you are, indeed, a lucky dog”, if you translate literally that means “you are a lucky dog”. this is on

38、e sentence to be understood in the chinese language. in chinese eyes, “dog” is the expression, such as when people used to refer generally to dislike their own people. in english, it can mean “you are a lucky man”. in western society, “dog” is a family member, harmonious coexistence between people a

39、nd dogs. “dog” here refers to people instead of serving the meaning, but also a very intimate expression.3.3 the key to achieve language teaching is cultural teaching training and development of interpersonal skills is the main objective of language teaching and cultural knowledge of teaching, cross

40、-cultural communication can increase the capacity of language teaching is to achieve the important goals of the _3. 杨平， 1994teaching content. for example, in american society praise, compliments language is commonly used as the introductory conversation. flatter mainly a personal appearance, lately-

41、 bought thing, personal property, individuals in a certain area, such as the excellent work. usually only praise others praised her efforts appearance (dress) results, and not her born outsiders. americans generally avoid flatter the latter. therefore flatter many others hair style, flatter others p

42、retty little hair. this chinese people living habits have significant differences, a country or a nation, because of the historical development of different sources, a different cultural environment, different living habits and different languages behavior expression, and as a language of the learne

43、rs, not ideologically physically entering their social linguistic environment, feelings is difficult to achieve the goal of language learning, language teaching objectives will be accomplished. the development of interpersonal skills is the main goal of language teaching. communication is the basis

44、of language ability, but does not possess the language skills mean that with the communicative competence. more and more people have reached a consensus that communicative competence should include the following five areas: the four skills (listening, speaking, reading and writing) and community (ie

45、, the ability for people of different cultures and appropriate communication capability) (wang yong, 1998). we must understand their language skills and the ability to use language in social life are complementary and understand the cultural background knowledge is an important component of interper

46、sonal skills, language teaching is to achieve the goal of teaching content.4. the applications of culture in english teaching learn language is to use, and that one of the problems is the lack of english language learning environment. therefore, in the process of teaching, teachers should do everyth

47、ing possible to create a conducive environment for students to mobilize the enthusiasm of students, let them in a relaxed and happy atmosphere to study and master the basic knowledge of language and cultural background knowledge, thereby increasing the initial use of the ability to communicate in en

48、glish, and can enhance memory. 4.1 the application of culture in english communicationedward tylor pointed out: culture is that complex whole that includes knowledge，belief，and mora1，1aw，custom and any other capabilities and habits acquired by man as a member of society. cultural differences, have l

49、ed people to the same things or different understanding of the concept, and sometimes misleading.4 therefore, for foreign language learners, the use of the correct ways of thinking, to take changing thinking, language and cultural environment to the other side, with the necessary means to bridge the

50、 cultural gap, and further enhance the level of foreign language spoken undoubtedly of great significance. the following example illustrates the cultural background knowledge in the importance of communication with foreigners. once a student accompanied an american to the great wall of china,_4. edw

51、ard tylor, primitive society, 1871the great wall, the foreigner suddenly asked the students said: excuse me, may i go someway (where is the toilets?). chinese students is good at english, the hearing was very wand immediately listen to a foreigner to understand, thought, the great wall has come here

52、, where not to! so he said: yes, you can go anyway (please randomly). this sentence almost scared by the foreigner. in fact, in this particular language environment, foreigner “someway” refers to the toilet, and english “skilful” chinese students did foreigner everywhere feces and urine. this is a t

53、ypical chinese way of thinking to understand the use of english, resulting in a communication barrier. english language teaching in secondary schools, we must strive to avoid similar “chinglish”.4.2 the application of culture in english listening english teaching in the listening, we often find that

54、 the case, some materials are not hearing very complex vocabulary is not large, the structure of language is quite simple, but students still can not understand. even lower, the letter was intended not only from a profound understanding of the true meaning of levels. this example of the dialogue we

55、are: example 1. a: where are you from?b: ill ask her. (alaska)a: why do you ask her? example 2. a: where are you from?b: how are you. (hawaii)both two short dialogues, the answer b to a is irrelevant. but if a know the knowledge of the united states, and even know the united states has two states al

56、aska and hawaii from the mainland, it will not escape into the hawaii to “ill ask her”, listen to hawaii as “how are you” joke.example 3 a little girl at her first church wedding suddenly whispered loudly to her mother:- “mummy, has the lady changed her mind?”- “why, dear, whatever do you mean? ” he

57、r mother asked.- “well, mummy, she went up the aisle with one man and came back with another!” the last sentence “she went up the aisle with one man and came back with another!” is the key to understanding, which includes a common cultural knowledge of wedding customs, the father of the bride to the wedding with the altars and then to the groom. but the wedding in china is not so. if the audience is the chinese way of thin