初中英语教学中跨文化意识的培养毕业

初中英语教学中跨文化意识的培养（英文）OntheCultivationofInterculturalAwarenessinEnglishTeachingatJuniorMiddleSchools外语系OntheCultivationofInterculturalAwarenessinEnglishTeachingatJuniorMiddleSchoolsByLiuYuexingAThesisSubmittedinPartialFulfillmentoftheRequirementsfortheDegreeofBACHELOROFARTSDepartmentofForeignLanguages,HUNANFIRSTNORMALUNIVERSITYMay,2014毕业论文(设计)作者声明1．本人提交的毕业论文(设计)是本人在指导教师指导下独立进行研究取得的成果。除文中特别加以标注的地方外，本文不包含其他人或其它机构已经发表或撰写过的成果。对本文研究做出重要贡献的个人与集体均已在文中明确标明。2．本人完全了解湖南第一师范学院有关保留、使用学位论文的规定，同意学院保留并向国家有关部门或机构送交本文的复印件和电子版，允许本文被查阅、借阅或编入有关数据库进行检索。同意湖南第一师范学院可以采用影印、打印或扫描等复制手段保存和汇编本文，可以用不同方式在不同媒体上发表、传播本文的全部或部分内容。3．湖南第一师范学院在组织专家对毕业论文(设计)进行复审时，如发现本文抄袭，一切后果均由本人承担，与学院和毕业论文指导教师无关。作者签名：日期：二Ｏ一年月日摘要随着全球化的加快，外语文化教学与跨文化交际能力培养变得文根据跨文化意识培养来分析初中英语教学。探究中西方文化差异，找出相应的教师与学生的实践方法。关键词；跨文化意识；文化差异；培养Withgrowingglobalization,Englishcultureteachingisgettingconnectedwiththeinterculturalcommunicationcompetence.However,domesticEnglishteachingalwaysignorestheinterculturalawarenesslearningandthephenomenonisextremelysevereinjuniormiddleschools.Soweshouldpayattentiontointerculturalawarenessinjuniormiddleschool.AndthenstudentsthroughthemasteryofinterculturalcannurturethelearningofEnglish,therebycannotonlyimprovelearninginterestbutalsoreducethedifficultyoflearning.ThispaperanalyzesEnglishteachingaccordingtothecultivationofinterculturalawareness，exploresculturaldifferencesbetweenChineseCultureandWesternCulture,pointsouttheproblemoflakeofinterculturalawarenessatthisstageofjuniormiddleschoolteachingandtriestofindtheappropriateresolutiontotheproblem.Keywords:Interculturalawareness,Culturaldifferences,CultivationI摘要...............................................................................................................Abstract......................................................................................................IChapterOnen1.1ImportanceofCultivatingInterculturalAwarenessandCompetenceofJuniorMiddleSchoolStudents..................01.2DefiningInterculturalAwareness1.3ComponentsofInterculturalAwareness...............................1ChapterTwoSituationofInterculturalAwarenessTrainingatJuniorMiddleSchools2.1ObjectivesandRequirementsofInterculturalAwarenessTrainingatJuniorMiddleSchools2.2TeachingMaterials2.3TeachingMethods2.4LearningMethods2.5DetectionMeansChapterThreeDifferencesbetweenChineseCultureandWesternCulture3.1High-contextvs.Low-context3.2AttitudeandWorldView3.3ReligionsandEthics..............................................................103.4ThoughtPatternsIIChapterFourSomeSuggestionsforCultivatingInterculturalAwarenessinEnglishTeachingatJuniorMiddleSchools...............184.1ChangingTeacher'sRole......................................................184.2FosteringProperMotivation................................................194.3HelpingStudentstoReduceAnxiety....................................204.4HelpingStudentstoDevelopEmpathy................................214.5HelpingStudentstoAvoidCultural................214.6HelpingStudentstoAppreciatetheirNativeCulture........22ChapterFiveConclusion........................................................................23Bibliography............................................................................................25Acknowledgments...................................................................................27IIIChapterOneAnIntroductionGlobalizationoftheworldeconomytopromotecooperationamongcountries,nationalinterestsofallethnicgroupsmouthfrequentexchanges,cross-culturalcommunicationBecameaprominentfeatureofthisera.Languageandculturegohandinhand,inseparable.Englishasahigherutilizationrateoftheinternationallanguageindifferentcountries,differentculturalenvironmentplaysaveryimportantrole,hasbeenwidelyused.Therefore,peopleofallcountriesintheuseofcommunicationinEnglish,thecross-culturalawarenessisparticularlyimportant.1.1TheImportanceofCultivatingInterculturalAwarenessandCompetenceofJuniorMiddleSchoolStudentsAtthedawnofthetwenty-firstcentury,theCanadianwriterMarshallMcluhan'svisionofaglobalvillageisnolongerconsideredanabstractideabutavirtualcertainty.TheplanetEarthisnotshrinking,buttimeandspaceare.Trains,planes,telephones,televisions,theInternet,andotherformsofmoderntransportationandcommunicationreducethetimeanddistancethatoncekeptthepeoplesoftheworldapart.Evenpeoplewhodonottravelfarfromhomeliveintheglobalvillage.Inthemetaphoroftheglobalvillage,nationsarelikefamiliesandcontinentsarelikeneighborhoods.However,foralongtimeinChina,thegrammar-orientedperspectivecompetence,whichresultsintheinefficiencyofFLTinChina.Foreignlanguageteachinginsecondaryschoolsislargelyheteachingoflanguagestructures.Thelinkofcultureteachingto0secondaryschoolFLTisespeciallyrare.Theforeignlanguageteachingobjectivesinsecondaryschoolsemphasizetheteachingofphonetics,vocabularyandgrammar,whichmakesFLTapuretrainingoflanguageskillsthatareoutofcontext.Asaresult,theChinesesecondaryschoolstudents'communicativecompetenceisfarbehindtheirlinguisticcompetence.Therefore,thecultivationofthestudents'interculturalawarenessandcompetenceshouldbeemphasizedattheearlystagsandshouldplayitsroleineveryEnglishclass.1.2DefiningInterculturalAwarenessChenandStarosta(1996)note:"Cultureawarenessreferstoanunderstandingofone'sownandothers'culturesthataffecthowpeoplethinkandbehave.Thisincludesunderstandingcommonaltiesofhumanbehavioranddifferencesinculturalpatterns."FromtheviewpointofPaige,Interculturalcompetencemeanshavingtheknowledge,commitment,compassion,andpracticalskillstoeffectivelyfunctioninandrespondto;(1)culturallydiverseenvironmentsandtheirchallenges,(2)culturallydiversepersons/groupsandtheirneeds,(3)culturalconstructionsthatprivilegesomebutnotothers—thismeansrecognizing,deconstructing,andcontestingprivilege(Paige,2003).1.3TheComponentsofInterculturalAwarenessBrianSpitzbergandWilliamCupach(1984)isolatethreecomponentsofcommunicationAwareness:motivation,knowledge,andskills.Motivationreferstoourdesiretocommunicateappropriatelyandeffectivelywithothers.Knowledgereferstoourawarenessorunderstandingandeffectively.ofwhatneedstobedoneinordertocommunicateappropriatelySkillsare1ourabilitiestoengageinthebehaviorsnecessarytocommunicateappropriatelyandeffectively.Inreallifeinterculturalcommunication,theremightbesomecasesinwhichwemaybehighlymotivatedbutlacktheknowledgeortheskillsorbothwhicharenecessarytocommunicateappropriatelyandeffectively.Evenifwearemotivatedandhavetheknowledgeandskills,thisdoesnotnecessarilymeanthatwewillcommunicateappropriatelyoreffectively.Therefore,thereareseveralotherfactorsthatmayintervenetoaffectourbehaviorinadditiontomotivation,knowledgeandskillswediscussedabove.Thesefactorsincludeemotionalfactors,environmentalfactorsandpersonalfactors(Gudykunst,1991).Thatis,theemotionalreactionsofthecommunicators,theenvironmentwherethecommunicationhappens,andthecommunicatorsthemselvesmighthavesomeeffectsontheoutcomesoftheinteractionwhetheritisconductedappropriatelyoreffectivelySimilarly,therearethreevitalingredientstodevelopingoraccomplishingculturalcompetence(Williams,2001).Theyare:(1)Self-knowledge/awareness(2)Experienceandknowledgeaboutparticularculture(3)Positivechangeoractionforsuccessfulinteractionwiththeidentifiedculture.2SituationofInterculturalAwarenessTrainingatJuniorMiddleSchoolsNoweachschoolattachesgreatimportancetoEnglishasadisciplineatalllevelsofsocietyorschools,andstudentshavemadeeffort,buttheresultsarealwaysunsatisfactory.Duetotheimpactofthestructureofteachingtheory,Englishclassisalwayssurroundedabilitytoexpandaroundthelanguage,repeatedtocompletewrittenexercisesandoralexercises,studentswillfeeltedious,efficiencyiflaggedfarbehindexpectations.Inrealcommunication,theycannotapplytheirknowledge,foundhimselfonlylearnedofthedumbPakistaniEnglish.2.1ObjectivesandRequirementsofInterculturalAwarenessTrainingatJuniorMiddleSchoolsMinistryofEducationenactedin2000,Nine-yearCompulsoryfull-timeJuniorMiddleSchoolEnglishSyllabus.Englishteachingidentifiedgoals,objectives,requirements,content,principles,methodsandevaluationtools.OutlineintheprefaceexplicitlyrequestedbytheEnglishcoursetoenablestudentstounderstandandrespectothernationsandnationalities.Excellentculturaltradition;ineducationalpurposessectionsuggestedthattounderstandculturaldifferencesandenhancetheconsciousnessoftheworld;Learningobjectivesandrequirementssectionalsopointedoutthatstudentsshouldhavesomesenseofcross-culturalcommunication,totakeontheexoticculture.Attitudeofrespectandtolerance;inseveralissuesshouldpayattentiontothe3teachingofonceagainrequiresteacherstohelpstudentsmanage.Understandandrespectthecultureofothercountries,toguidestudentstolovethemotherlandandpromotetheculture.Theseincludetwoimplications:first,understandingandrecognitionofculturaldifferences,cross-culturalcommunicationstudentsawareness,learntoproperlyarticulatetheirthoughtswithdecenttargetlanguage;secondly,todealwiththeexoticcultureofthemotherland.Therelationshipbetweenculture,understanding,respectandtoleranceofexoticcultures,lovethemotherlandandpromotetheculture,andthusbetterinEnglish.Languageforthereformandopeningupservicestostrengthenexchangeswithcountriesinservices.2.2.TeachingMaterialsThecurrentjuniorhighschoolEnglishteachingmodeltosomeextentconstrainedmaterials.China'scurrentmiddleschoolteachingstructuralistlinguistictheorybasedmaterialastheguidingideology,inordertoorchestratethesyntaxofthemainvein.Heavytextbooksknowledge,andrepeatedmechanicaldrills,requiringstudentstomastertherulesoflanguageteachingpointasthefocus,focusongrammarexplainandapplythelaw,learningemphasisonstructure.2.3TeachingMethodsCurrentlyteachingjuniorhighschoolEnglishteacheratthepodiumspeakingmode,thestudentslistenedandtooknotesbelow,someteacherswillusealittlemultimediatechnology.Whetherteachersarestillusingthetraditionalmodeofteachingmultimediateachingmode,thetotallittlechangeinthebodyofteachingmode,asclasssizeand4more(60),theteachercanonlyfollowthetraditionalexplainthemethod,thismethodofindoctrinationtranslationmethodforteaching.Thisteachingmethodhasahundredyearsofexperiencehistory,itseemsdifficulttochange.Atthesametime,teacherscannottakecareofdifferenttypesofstudents.Iftoomuchconsideringthebasefoundationisweakstudents,willreducetheteachingschedule,resultinginteachersteachingplancannotbecompleted.2.4LearningMethodsChinesestudentsduetothetraditionalteachingmode,ashamedtoaskquestionsinclass,openings,alsousedinclassonlylectures.Teachersatthepodiumtospeak,towriteontheblackboard,studentsinthefollowingnotes,followedbyuptoread,andthencompletetheexercises.Suchlearningismoststudentsfeelnopressure.Languageskillstomastertheuseofacontinuouslytoimprovetheprocess.Evenlearnedalotofthings,notshippedusewillsoonforget.MoststudentsdidnotlearnEnglishisthelackofuseofEnglishenvironment.Infact,developstudents'communicativecompetenceinEnglish,isahabitofthetrainingprocess.Bynomeansformahabitofonlyaschoolclassroomontheline,needlong-termunremittingeffortstolearnoruse,alsoneedtobeproactive,conscioustopractice.2.5DetectionMeansInjuniorhighschool,students'Englishproficiencytest,theonlywayistotest.Studentsaretotestandlearn.Unittesting,halfoftheexam,thefinalexamorotherformsofexaminationssothatstudentscouldattend,flowersalotoftimetogobacktheword,backgrammar,thatmasterthesemasteredtheEnglishlanguage;teachers'enrollmentrate.5Andcopewithexamanxiety,causingstudentsdonotunderstand,cannottell,donotuse,donotmastertheuseoflanguageskillsarts,didnotreallyunderstandthetruemeaningofthoselanguagesisrelativelysimpleEnglishwordscombinedintoafter.Thisisundoubtedlycontributedtotheatmospherefromanobjectiveexamination-orientededucation.ChapterThreeDifferencesbetweenChineseCultureandWesternCultureWehavealreadyseenthatinterculturalcommunicationiscommunicationbetweenpeoplefromdifferentcultures.Asaresult,culturaldifferencescertainlyhavegreatinfluencesonpeople'scommunication.EspeciallythedifferencesbetweentheOrientalcultureandWesternculturewillmakethecommunicationbetweendifferentculturesevenharder.SomeofthesetypicaldifferencesofEastern-Westerncultureswillbeexaminedinthefollowingaspects.3.1High-contextvs.Low-contextHumancommunicationisdependentonthecontextinwhichitoccurs.High-contextandlow-contextisanotherdimensionofculturalpattern.Somepersonschoosetofocusmoreontheverbalcodethanonthenonverbalelements,whereasotherswillactivelymonitorthenonverbalelementsofthecontext.EdwardHalldescribestheformeraslow-contextandthelatterashigh-context.Inhigh-contextcultures,(includingChina,Japan,Northand6SouthKorea,Vietnam,andmanyArabandAfricancultures)manyofthemeaningsbeingexchangedduringtheencounterdonothavetobecommunicatedthroughwords.Onereasonthatmeaningsoftendonothavetobestatedverballyinhigh-contextculturesisthatpeopleareveryHomogeneous.Theyhavesimilarexperiences,informationnetworks,andthelike.Informationisprovidedthroughgesturesandevensilence.Spaceisalsousedtocommunicateinhiy}h-contextcultures.Membersofhigh-contextsocietiestendtohavelessphysicalspacebetweenthemwhencommunicatingthandothoseinlow-contextsocieties.Theytendtobeawareoftheirsurroundingsandcanexpressandinterpretfeelingswithoutstatingthem.High-contextculturesaremorereliantonandturnedintononverbalcommunication.Inalow-Contextcultures,(includingSwitzerland,Germany,Scandinavia,theUnitedStates,France,andtheUnitedKingdom)theverbalcodeistheprimarysourceofinformationandverylittleisembeddedinthecontextortheparticipants.TheAsianmodeofcommunication(highcontact)isoftenvague,indirect,andimplicit,whereaswesterncommunication(lowcontext)tendstobedirectandexplicit.Thelow-contextcultureslikethoseoftheUnitedStatesfavordirectapproaches.Usinganindirectapproach,eveninanegativemessage,canbeseenasdishonestormanipulative.Thewrittenwordisseenasmoreimportantthanoralstatements,socontractsarebindingbutpromisesmaybebroken.BusinesscommunicationpracticesintheUnitedStatesreflecttheselow-contextpreferencesforlogicanddefinitestyle.3.2AttitudeandWorldView7Worldviewsdealwithculture'sorientationtowardsuchthingsasGod,nature,life.death,theuniverseandotherphilosophicalissuesthatinfluencehowitsmembersperceivetheirworld.Worldviewsinfluenceallaspectsofourperceptionandconsequentlyaffectourbeliefandvaluesystemsaswellashowwethink.Thus,worldviewsdifferculturally.Inparticular,theOrientalworldviews(forexample,Chinese,Korean,and?apanese)arequitedifferentfromtheWesternworldviews(forinstance,American,British,andGerman)insomespecificaspects1)Doingvs.BeingEnglishspeakerstendtohaveaman-centeredview.Theyholdthedesiretoconquernature.Theorientalworldviewisapttokeepbalancedrelationshipsbetweenmanandcosmos.Itisvitaltomaintaintheharmoniousrelationships.TheAmericanhistory}scharacterizedbyconfrontationwithandexploitationoftheexternalworldandbytheconquestofnaturalconditions.ItisnaturalforAmericanstoapproveofgettingthingsdone.Doing,asStewartasserts,isthedominantactivityforAmericans.Thus,theself-madepersonslikeA.LincolnandFranklinareidealstoAmericans.InChineseculture,itispreferabletotheadaptiveattitudetonature.Theytendtolookathumanityandnatureasinseparabilitywithman,thustheylearntoadjustthemselvestothesurroundingsandremainaharmoniousrelationshipwithnatureandwithothers.ThustheChineseoftensay"Letmethink.""weshouldconsultwithothers",or"weshalldiscussitlater."ThedelayoftenannoysEnglishspeakers.InChinese-Englishverbalcommunication,thecommunicatorsfromthetwospeech8communitiesoftencontrastwitheachotherastransferofthedifferentattitudetodoing.2)Guiltvs.ShameRuthBenedicusesacombinationoftheconceptsof"guilt"and"shame"todescribethewestandorientalattitudetolife.(qtd.InJiaYuxin,1999)Trueshameculturesrelyonexternalsanctionsforgoodbehavior,whileguiltculturesdependonaninternalizedconvictionofsin.(Benedict,1946:223;HuWenzhong,1989:198)Thesenseofshameorguiltcanbeconnectedwithreligiousandethicalprinciple.Christiansbelievethatmanisbornwithsinandtheprocessoflifeistoatoneforhiscrime.Confuciansholdthatmanshouldtaketheobligationoftheworldastheaimoflifeanddevoteoneselftotherealizationoftheaim.Therefore,theChineseoftensay,"Itismyduty";"Ishoulddoit."whiletheEnglishspeakerssay"sorry"morefrequentlythantheChinese.3)Futureorientationvs.PastorientationFuture-orientedcultures,suchastheonefoundintheU.S.,emphasizethefutureandexpectittobegranderthanthepresent.Whatisgoingtohappenholdsthegreatestattractionbecausewhateverwearedoingisnotquiteasgoodaswhatwecouldbedoing.OneoftherootsofthisrealitycanbefoundinChristianity.Incomparisontootherreligions,oneofthelessonsofChristianityisthatthefutureisimportant.Nomatterwhathappenedinthepast.Itisthefuturethatholdsthegreatpromise.Godforgivesmistakes,regretandremorse.Forexample,Americans'viewofthefuturemakesthemoptimistic.Thisisreflectedinthecommonproverb"Ifatfirstyoudon'tsucceed,try,tryandtryagain."Thisoptimistic9viewoffuturealsoseesAmericansbelievingtheycancontrolthefuture,ascanbeseenfromtheaddressbyformerpresidentLyndonJohnson:"Yesterdayisnotourstorecover,buttomorrowisourstowinorlose."Past-orientedculturesbelievestronglyinthesignificanceofpriorevents.History,establishedreligions,andtraditionareextremelyimportantforthereisastrongbeliefthatthepastshouldbetheguideformakingdecisionsanddetermining.truth.WecanseethisorientationinChina,whichbecauseofitslongandsplendidhistorycontinuestorespectthepast.AChineseproverbsays:"Considerthepastandyouwillknowthepresent."Chinesehistoricaldramasleadbox-officesales.AndasAdlernotes,"Chinese-childrenhavenospace-agesupermantoemulate.EvenatplaytheypretendtobetheMonkeyKing.thesupernaturalheroofamedievalepic."(qtd.InSamovarandPorter,2000:72)3.3ReligionsandEthicsReligionisbutonekindofworldview,and"religionalwaysincludesanethic"(Smith1994:210),whichisasystemofmoralprinciplesorrulesofconduct.Inthepaper,weregardreligionandethicasthesourcesofculturalinterferenceincross-culturalcommunicationmainlyfortworeasons.First,religionsnotonlyreflectdifferentspiritualandpsychologicalneedsofpeopleindifferentcultures,butalsorevealsomeofthesocialaspectsandpracticesthatvaryfromculturetoculture.Religioncanshowveryclearlyhowacultureperceivesissuessuchaslife,death,socialrelationships,ethics,communityandothermattersthataffectcommunication.Second,asitisveryobviousforcommunicatorsacrossculturalboundariesthatreligionisoneofthesourcesofnumerousexpressions,suchas:idioms,allusions,etc.,whicharenotalwayseasytounderstandandoftencauseconfusion.WhenitcomestoChinesereligionandethic,Confucianism,Taoism,andBuddhismwouldinevitablybementioned.Confucianismadvocatesbenevolence,justice,propriety,wisdom,confidence,loyaltyandfilialpiety.Taoismholdsthateverythinghastwooppositesides;positiveandnegative,andeverythingwilldevelopintheoppositedirectionwhenitbecomesextreme,soitisnecessaryforpeopletodothingsinmoderation.Buddhismbelieveslifeissuffering.Andindividualsshouldidentify,andattimes,destroytheillusoryselforegowhichistherootofsufferingandobstructionofhappiness.Becausewithanillusoryselforego,peoplewillseeanddesireonethingafteranotherandneverfeelsatisfied.ThethreereligionsaretightlyintertwinedanddeterminedChineseethicsthatagoodmanshouldbemodest,moderate,filial,respectfultotheelders,concerningaboutothersetc.Theytrytobemodestbybelittlingthemselves,andtheyfeelhonorablewhenaddressedastheoldprofessor,theoldgentleman,theoldcomradeetc.Theytrytoshowtheirconcernforothersbyaskingsomethingconcerningone'spersonalaffairs,andtheyhavegotmoreaddressformstomakeclearthecomplexrelationshipintheextendedfamily,andsoon.AllthesemaybehardtounderstandfornativeEnglishspeakersandforminterferenceincross-culturalcommunication.3.4ThoughtPatternsItisrealthatAristotlewouldnothavebeenAristotleifhecouldspeakChinese,andthatConfuciuswouldnothavebeenConfuciusifhecouldspeakEnglish.Withthisasapremise,thoughtpatternsofdifferentpeoplesarevariedcompletelywithoneanother.Thoughtisaprocessofusingone'sbrainswhenpeopleunderstandtheworldandchangeit,andakindofabilitywhenpeoplemanagetocompare,analyze,synthesizeandrecognizereality.Anynormalpersonisprovidedwiththisability,butitisveryhardtoanswerwhetherthisprocessisthesameornot(贾玉新，1997:391).Notalltheprocessesandmannersareequaltooneanotherwhendifferentpeoplefromdifferentnationsusetheirbrainstocompare,analyzeandsynthesizethereality.Differentnationscreatedifferentlanguages,anddevelopvariousthoughtprocessesandpatterns.1)Inductivevs.deductiveInductivepatternsplacestheminorpointsoftheargumentsfirstandthenderivesthemainpointsasaconclusionfromthosearguments.Thestructurecouldbesketchedoutas:BecauseA,andbecauseB,andbecauseC,thereforeD.Thispatternscontrastwiththedeductivepattern,inwhichatopicisintroducedatthebeginningofadiscourseandthentheminororsupportingargumentsarepresentedafterwards.ThereappearstobeawesternpreferenceforadeductivepatterninintroductionoftopicsandanAsianpreferenceforaninductivepattern.ThethoughtpatternsoftheChinesearecharacterizedwithintuition,specificationandcircularity.(LinYutang,2000:108).Whenspeakingorwriting,theChinesetendtofirstlydispersetheirthoughts,andthengatherthem,andfinallyputthemtothestartingconsidertheChinesepeopleinscrutable.AnAmericanbusinessmanwasaskedwhathethoughtwasofbusinesscommunications.Hisanswerwas,"AllyouneedisthemostimportantaspectthefiveWsoneH:what,who,where,when,andhow.Nothingelse.Ifit'stoolong,youlosemoney."(R.Scollon&S.W.Scollon:2000,75)ItisclearthattheAmericanfavorthedeductivepattern.Thispatternistogetthetopicdirectlytowardswhatismostconcerned.Detailscanthenbeworkedoutdeductivelyastheyareneeded.Innegotiation,InterculturalmiscommunicationcanarisebecauseofthedelayedintroductionofatopicbyanAsianparticipant.Withoutawarenessofthedifferences,unfairandprejudicialstereotypesoftheinscrutableChineseandthefrankandrudewesternerwillarise.2)Integralvs.analyticalOneofthemajordifferencesbetweenChineseandWesternpatternsofthoughtisthat:Chinesepeopleimplementapatternofthoughtinwhichmanandnatureareregardedasanintegralwhole.Theidealoflifeistounitemanwithnature,sincetheyareoriginallyawholebody.Thispatternofthoughtisutilizedinanalyzingnature,societyandhumanbeings.TheWesternpeopleimplementapatternofthoughtinwhichmanandnatureareseparate;theworldiscomposedof"ego"and"non-ego".ThedifferentStandpointsasforthequestionofwhether"Heaven-Manoneness"or"manisinconflictwithnature"leadtodifferentkindsoftraditionsinChineseandWesternpatternsofthought:a)Chinesepatternsofthoughtemphasizetheobservingoftraditionproduceexecutiveconservativepatternofthought.Inasocialsensethenotionof"Nature-ManFigure2:ChineseandWesternAttitudestowardHarmonyIntheChinesesymbolof"GreatAcme".YinandYangaretwocomplementaryparts,whichcantransformintotheotheratanytime.TheotherdiagramshowsthattheWestern.hinkingbeholdsthat,ifamatteris"A",thenitisnot”一A",andviceversa.c)SinceharmonyishighlyappreciatedinChineseculture,"part"iscertainly0mbracedinthe"whole".Therefore,Chinesepatternsofthoughtarelikelytofollowageneral-particularorder,observingthingsfromthewholetothepart;Westernpatternsofthoughtgointheoppositedirectionwith"conflict"borneinmind:theyareinaparticular-generalorder,observingthingsfromtheparttothewhole.ChapterFourSomeSuggestionsforCultivatingInterculturalAwarenessinEnglishTeachingatJuniorMiddleSchoolsWehavealreadyrealizedthatinterculturalcommunicationisanecessityformanyreasons.Butitisfarfromenoughjusttobeawareoftheimportanceofinterculturalcommunication.Aswehavementionedabove,understandingculturaldifferencesisthekeytosufficientinterculturalcommunication.ThepurposeofthischapteristoexaminehowcultureteachinghasbeenappliedinhighschoolEnglishteachinginrecentyears,howtheyhavechangedtherolesofteachersandstudentsinourclassroomsandwhatpossibleimprovementswemaymakeoncurrenttestingsystem.4.1ChangingTeacher'sRoleTeachersarethekeyforeffectivecultureinput,sotheyshouldchangerolesfromknowledgetransmitterstothedesigner,organi