CULTUREINTRODUCTIONINMIDDLESCHOOLENGLISHTEACHING中学英语教学中的文化导入

1、 单位代码： 003 分 类 号： g04 延安大学西安创新学院本科毕业论文（设计）（2012届）题 目： 中学英语教学中的文化导入 专业名称： 英语 学生姓名： 学生学号：学生班级：指导教师： 0804014201 英语0802 毕业时间： 二一二年六月 culture introduction in middle school english teaching by a thesissubmitted in partialfulfillment of the requirementsfor the degree of bachelor of arts toyanan universityj

2、une 2012abstractlanguage is the carrier of culture, and culture influences and restricts the language communication, so the relationship between them is integral. therefore, learning a language we can not ignore the culture introduction. if a person cant master the language structure rule, he cant u

3、ndertake correct communication, but if one has no cultural knowledge, he cant truly make meaningful communication.for quite a long time, english language teaching in china has been based on structuralism, which considers a language as a closed system and emphasizes the perception and recognition of

4、the internal linguistic mechanism in teaching which enables learners to judge grammatical correctness of sentences. however, during the teaching process, it is found that with a good knowledge of phonemic, syntactic and semantic rules of the target language, there is no doubt that it is possible to

5、create sentences without grammatical or lexical mistakes. but when communicating with others, one still is incapable of communicating successfully due to their failure to comprehend sociolinguistic rules. many experiences and experiments show that chinese learners of english have difficulty in commu

6、nication despite a good command of the language knowledge.in the new english curriculum standard, the cultural understanding, cultural awareness and communicative competence has been prescribed for the first time. the english teachers in middle school should realize the fact that foreign language te

7、aching cant only be limited to the language itself. they should teach the culture-related knowledge contents to the students. the thesis mainly focuses on how to apply effective culture introduction properly into the english teaching process by the analysis and investigation on the problems existing

8、 in the present middle school english teaching and studies the cultural and social factors of language profoundly.keywords: language; culture introduction; communicative competence; english teaching摘 要语言是文化的载体，文化影响和制约着语言交际，两者之间的关系不可分割。因此学习语言时不可忽视语言所承载的文化。不掌握语言的结构规律，就无法进行正确的交际，而没有文化内容，就无法进行真正的有意义的交际。

9、长期以来，中国的中学英语教学是以结构主义理论为基础的，结构主义理论认为语言是一个封闭的系统，在教学法上强调的是对语言内部结构的认知。然而，学习一门外国语，如果只掌握其基本语音、语法知识和一定数量的词汇，虽然能造出或讲出许多符合语法和语义规则的句子，但在实际的交际中，往往有些句子用的不得体，与外语的文化系统不符，因此导致交际失误。在新的英语课程标准中，文化意识、文化理解和跨文化交际能力已经作为英语教学的目标之一首次写入教学大纲中。中学英语教学老师必须认识到：外语教学不能局限于语言本身，还应该把语言有关的文化背景知识放入教学之中。本文通过对中学英语教学中存在的问题进行调查分析，深入研究语言的社会文

10、化因素，探讨如何在教学中正确实施有效的文化导入。关键词: 语言；文化导入； 交际能力；英语教学 iicontents1introduction12. culture and culture introduction42.1 the culture and language42.1.1 the definition of culture abroad42.1.2 the definition of culture in china52.1.3 the relationship between language and culture62.2 the definition of culture i

11、ntroduction in middle school73. the present situation of the culture introduction during the english teaching in middle school83.1 problems of culture introduction in the middle school english teaching83.1.1 the prominent role of traditional english teaching modes during the process of teaching83.1.

12、2 the weak quality of middle school english teachers93.1.3 the poor teaching materials in middle school93.2 the reforming orientation of middle school teaching104. the content of culture introduction in middle school english teaching114.1 cultural background knowledge114.1.1 the background knowledge

13、 about the history114.1.2 the background knowledge about the religious literary quotation124.1.3 the background knowledge about the values134.1.4 the background knowledge about symbols that have cultural feature144.2 the culture contents related to vocabulary144.3 the culture contents related to the

14、 communicative environment154.3.1 appellation164.3.2 greeting and farewell164.3.3 phoning174.3.4 when accepting a gift175. the suggestions during the culture introduction in middle school english teaching185.1 the proper attitudes towards the culture stereotype185.1.1 the definition of culture stere

15、otype185.1.2 the right attitudes towards culture stereotype195.2 the teachers role in the culture introduction in middle school english teaching 206. conclusion22bibliography24acknowledgements25iv 1introductionthe new teaching objectives of english teaching emphasize that the students communicative

16、competence should be cultivated during the foreign english teaching. the application of communicative factor in english teaching makes the teachers aware of the importance of culture introduction during the process of middle school english teaching.the cultivation of communicative competence must de

17、al with the relationship between language and culture properly. whats more, the teachers should fully be aware of and attach much importance to the culture difference; only in this way can they improve the students language level veritably. it is well-known to us that the aim of english teaching is

18、to cultivate the students communicative competence, which is initially put forward by american sociolinguist dell hymes as opposed to chomskys. hymes pointed out that chomskys competence is necessary but not enough. his theory shows that a good mastery of grammar can never make an appropriate langua

19、ge use in a real situation. successful communication is based on good understanding of culture and context. hymess communicative competence is made up of the following four components: possibility, feasibility, appropriateness, performance. (hu zhuanglin) according to this theory, it is not difficul

20、t for us to find the importance of culture introduction in the middle school english teaching. that is to say, without cultural awareness, a student cant really master english very well, because his socio-cultural knowledge limits his output and use for his potential language competence. it is hard

21、to image that a chinese who knows little the background knowledge about the foreign countrys society and culture can communicate with them properly and successfully. moreover, english teaching in china belongs to the foreign language teaching. for a long time, due to the political factors and the in

22、fluences of teaching trends based on structuralism and behaviorism, the english teaching in china is prone to stress the importance to foster students language competence, while ignoring the teaching of socio-culture knowledge. it is unimpeachable that culture introduction plays an important role in

23、 the middle school english teaching, but there still exists some serious problems during the process of middle school english teaching. in the first place, traditional middle school english teaching models still occupy a prominent status, because to some teachers, they have not fully realized the im

24、portance of culture introduction, they hold the view that they should teach their students to obtain basic knowledge for the sake of getting high scores in the exams, while ignoring the importance of cultivating the students communicative competence and comprehensive application skills. more importa

25、ntly, due to the large number of the students and the large class teaching scale, it is difficult for the teachers to put their culture introduction methods into practice, which also leads to the limitation of culture introduction application in the middle school english teaching. even more seriousl

26、y, because of the lack of education funds, there are no adequate tools to adopt the culture introduction in the middle school teaching, such as multi-media teaching methods. the teachers have to use the traditional teaching methods, that is, they mainly focus on the texts, vocabularies and grammar k

27、nowledge. to conclude all of the above, the serious problems existing in the culture introduction in the middle school english teaching should be paid a great attention to. it is time for us to solve the problems，for the middle school students, they have completely mastered the skills to communicate

28、 with their mother tongue and internalized the culture of their mother tongue, which may lead to their misunderstandings or negative transfer to the different cultures communicative patterns and contents under the environment in which they lack the ability to use english language properly. meanwhile

29、, the teachers should wake up their awareness of culture introduction during their english teaching in middle school.nowadays, with the rapid development of foreign economy in our country, teachers in middle school should pay more attention to improving the students communication and expression abil

30、ity, so culture introduction is an essential part during the process of middle school english teaching. during the examinations, more and more questions focus on the students understanding about the foreign culture background, moreover, their answers should be suitable for the english usage and habi

31、t. modern high technology and the economy development make the human beings become world citizens, so as the man of the world, we should achieve a good knowledge of foreign culture and become modernized. in a word, culture is so important that the teachers in middle school should use culture introdu

32、ction accurately and successfully. the purpose of this thesis is to analyze the culture introduction and investigate how to apply the culture introduction into the middle school english teaching process. the first part of the thesis is to demonstrate the importance of culture introduction in middle

33、school english teaching, the second part is to illustrate the relationship between language and culture introduction, the next part is to analyze the problems existing in the present middle school english teaching, the fourth part is to introduce the contents of culture introduction in middle school

34、, the fifth part raises some suggestions during the culture introduction in middle school english teaching and the conclusion part makes a summary of the whole thesis.2. culture and culture introduction2.1 the culture and language human culture without language is unthinkable. just as brown once sai

35、d: “the acquisition of a second language is also the acquisition of a second culture” (brown, 1994). not only can we transmit knowledge from person to person, we also can pass ideas from generation to generation by culture. an excellent summary of the importance of language to culture is offered by

36、bates and plog: language enables people to organize their experiences into abstract categories and express thoughts never spoken before. morality, religion, philosophy, literature, science, economics, technology, and numerous other areas of human knowledge and belief along with the ability to learn

37、about and manipulate them-all depend on this type of higher lever communication. in order to master a language skillfully, culture should be taken into consideration, therefore, language is closely linked with culture.2.1.1 the definition of culture abroaddifferent foreign linguists define culture f

38、rom different perspectives. the word “culture” originates from german firstly, which initially refers to the cultivation of land and the plants and morality subsequently. it also means the cultivation of talent as well as art of human beings.in the western countries, culture is hard to be defined. i

39、t is generally believed that culture is the total number of ones belief, thinking patterns, customs, behavior style and social habit, which is closely connected to the language. language is part of culture, culture is also part of language, and they can not be separated from each other. once separat

40、ed, one of them will be broken. culture can be shown by the language, and language includes some culture background information. the misunderstanding will appear if you cant know some certain culture factors about others clearly during the communication, or you cant read smoothly due to the reason t

41、hat you can not understand the culture background information properly. (zhu jiake, 2009)culture in the western countries is divided into three parts as follows: informative culture, behaviorism culture and achievement culture. the informative culture refers to the native english speakers understand

42、ing about the general fact of their social culture; the behaviorism culture refers to the native english speakers daily behavior and habit as well as value and outlook; the achievement culture refers to the english countries arts and literary achievements. 2.1.2 the definition of culture in chinain

43、china, different linguists from different fields define it differently. even within the same field of foreign language teaching, culture has been approached from a number of perspectives in relation to language teaching. for example, zhang zhanyi, a famous professor in china, divides culture into tw

44、o types: knowledgeable culture and communicative culture.(zhang zhanyi, 1991) he believes that the former refers to the linguistic and non-linguistic culture background knowledge which influences the precise transformation of information indirectly when two persons from different cultural background

45、 communicate with each other, while the later refers to culture factors which influence the precise transformation of information directly under the same circumstance. he also holds that communicative culture is more important than the knowledgeable culture during the english teaching process. profe

46、ssor hu wenzhong grouped culture under three types: high culture, popular culture, and deep culture by the culture level they embody. all in all, culture refers to the patterned way of life shared by a group of people. (1994) it is generally acknowledged that cultures differ from one another, that e

47、ach culture is unique. as cultures are diverse, languages are diverse. the term culture here is being used in a sense different from the ordinary. “following the definitions of sociologists and anthropologists, our team culture refers to the total pattern of beliefs, customs, institutions, objects,

48、and techniques that characterize the life of a human community” (deng yanchang, 1989) in a word, the culture in china is closely related to the society, if there is no society, there will be no culture. culture is the deposit of knowledge, experience, beliefs, values, attitudes, meaning, hierarchies

49、, religious, notions of times, role, spatial relations, concepts of the universe, and materials objects and possessions acquired by a group of people in the course of generations through individual and group striving. the similarity between the definition of culture in china and abroad is that both

50、of them are human-centered. so how to apply culture introduction properly is a valuable study topic during the english teaching in middle school. only in this way can the two different cultures find their convergence point.2.1.3 the relationship between language and culture culture and language are

51、social phenomena; both of them are important tools for culture transformation and succession and they cant be separated from each other. on the one hand, language is an important part of culture and plays an important role in it. some linguists consider it the keystone of culture. without language,

52、culture would be impossible. on the other hand, language and culture influence and bound each other. language is a special culture phenomenon which has the culture image function and heritage function. language is influenced and shaped by culture, and it reflects culture, in the broad sense. and lan

53、guage comprises peoples historical and cultural background as well as their ways of thinking and living. language cant be separated from culture, which means only obtaining a good knowledge about culture can one master a language well. language is the carrier of culture and a mirror that reflects cu

54、lture. each language is produced and develops in a certain social as well as historical environment. each language is also a kind of spirit fortune and wealth which is created by human beings during the process of evolution. language is a part of culture and has the characteristic of culture.there a

55、re some live metaphors about language and culture: one compares the relationship between language and culture to a living organism-language is flesh, and culture is blood. without culture, language would be dead; without language, culture would have no shape. language and culture are in such a close

56、 relationship that many linguists think that second language learning is often the second culture learning. in other words, learning a second language well means more than merely mastering the pronunciation, grammar, words. it means learning to see the world as native speakers of that language do it

57、, and learning the ways in which their language reflects the ideas, customs, and behavior of their society. so it is obvious that language and culture is inseparable, and they influence each other. if you want to master a language skillfully, you should understand culture either; if you want to have a good knowledge of the culture, you should learn language excellently. to sum up, learning a language, as a matter of fact, is inseparable from learning its culture. in other words, if an english learner doesnt kno