TheImportanceofCultureLeading-ininEnglishTeaching文化导入在英语教学中的重要作用.pdf

《TheImportanceofCultureLeading-ininEnglishTeaching文化导入在英语教学中的重要作用.pdf》由会员分享，可在线阅读，更多相关《TheImportanceofCultureLeading-ininEnglishTeaching文化导入在英语教学中的重要作用.pdf（16页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、学号： 2007311605 哈尔滨师范大学学士学位论文题目学生指导教师郭玉晶讲师年级2008 级班专业英语教育系别英语教育系学院西语学院哈 尔 滨 师 范 大 学学士学位论文开题报告论文题目学生姓名指导教师郭玉晶讲师年级 2008 级班专业英 语 教 育2011年 3 月说明本表需在指导教师和有关领导审查批准的情况下，要求学生认真填写。说明课题的来源 （自拟题目或指导教师承担的科研任务） 、课题研究的目的和意义、课题在国内外研究现状和发展趋势。若课题因故变动时，应向指导教师提出申请，提交题目变动论证报告。课题来源：导师指导下自拟题目。题目： 文化导入在英语教学中的重要作用研究方向：教学法课题

2、研究的目的和意义：目的：培养学生跨文化意识 , 增强学生文化内涵，树立英语的文化感。, 使学生具有扎实的英语语言基础和广博的文化知识，并能熟练运用于各场合。提高课堂的效率. 意义：符合新课改发展的需要，在英语教学过程中恰当的引入文化因素，有利于学生打开眼界、开拓思路，提高学生的综合素质，使其得到一定的艺术修养和中外文化精髓的熏陶，具备一种新的文化意识；有利于提高学生的实践能力和创新能力，减少语用错误，真正具备顺利进行跨文化交际的能力。国内外同类课题研究现状及发展趋势：国外：美国语言学家Robert Lado 认为，学习一门外语的目标是使用这门语言的能力从目的语的语言及文化方面理解它的意思及内涵

3、。 。 。 。 。国内：北京外国语大学胡文仲教授提出，学习一种语言应该同时发展两种能力： 。 。 。 。 。 。课题研究的主要内容和方法，研究过程中的主要问题和解决办法：主要内容：文化导入的必要性及如何导入，介绍目的语的文化知识, 揭示潜在于语言结构中的文化内涵以及语言使用的文化规则应当成为语言教学的一个组织部分。方法：归纳法演绎法主要问题 : 研究中的生僻概念和专业术语解决方法：通过查找资料，登陆网站及图书馆资料进行阐述和查找。课题研究起止时间和进度安排：1. 2010 年 12 月 1 日至 12 月 15 日：选导师及撰写论文方向。2. 2010 年 12 月 16 日至 12 月 31

4、 日：与导师商榷论文题目。3. 2011 年 1 月 1 日至 2011 年 3 月 15 日：撰写并提交开题报告。4. 2011 年 3 月 16 日至 2011 年 4 月 25 日：撰写并提交毕业论文。5. 2011 年 4 月 26 日至 2011 年 5 月 7 日：准备并参加毕业论文答辩。6. 2011 年 5 月 8 日至 2011 年 5 月 12 日：导师上交所有论文材料。课题研究所需主要设备、仪器及药品：无外出调研主要单位，访问学者姓名：指导教师审查意见：该论文选题结合实际，具有较强的实践意义。论点明确，文献、论据充分可靠，符合学士学位论文要求，同意开题。指导教师（签字）2

5、011年 3 月 16 日教研室（研究室）评审意见：理论教研室主任（签字）2011年 3 月 16 日系（部）主任审查意见：英语系（部）主任（签字）2011年 3 月 16 日GRADUATION PAPER FOR BACHELOR DEGREE HARBIN NORMAL UNIVERSITY TITLE: STUDENT: TUTOR: GUO Yu-jing（Lecturer）GRADE: Grade 2007 MAJOR: English Education DEPARTMENT: English Education Department COLLEGE: Faculty of We

6、stern Languages and Literatures May, 2011 HARBIN NORMAL UNIVERSITY The Importance of Culture Leading-in in English Teaching Abstract: In the world, culture leading-in plays an increasing role in English language teaching. Language can t exists separately, it takes deeply root in the national culture

7、. Key words:culture。 。 。 。 。1. Introduction In the recent ten years, the relationship between the foreign language teaching and culture leading-in is increasingly attracting peoples attentions. Culture leading-in makes the students gradually accumulate the culture knowledge and raise their cross-cul

8、tural consciousness. 2. The Concept of Culture What does the word culture mean? It may mean very many things. For example, we sometimes say that people who are able to read and write or who know about art, music and literature are cultured. For different people, the word has a different meaning. 3.

9、The Meaning of Culture Lead-in in English Language Teaching We know, culture leading-in plays an increasing important role. The English books understand the importance of culture leading-in in English language teaching. Culture leading-in encourages students to communicate with others form different

10、 culture backgrounds. 4. The Necessity and Principles of Culture Leading-in in English Language Teaching Language can t exists separately, it takes deeply root in the national culture, and reflects this national beliefs and emotions, therefore language is not the cultural constituent, but also the c

11、ultural carrier and refraction. American linguist E. Sapir in a 4.1 Culture Leading-in in International Communication As we all know, as globalization has progressed and high mobility has been encouraged at the beginning of the century, plenty of information and material(both tangible and intangible

12、) have been exchanged between societies and which after our society. Ever if one never steps out of one s hometown or home country, one can still enjoy ample imported goods and information. So, how necessary to learn cultures. 4.2 Language is Communication It is generally recognized that language is

13、 a “ vehicle for and expression or exchanging of thoughts, concepts, knowledge. ” And according to P. H. Mathew, 4.3 Teaching is for Communication Now that language is communication. It naturally follow that goal of language instruction is to equip the learners with the ability to use language for c

14、ommunication, namely, communication competence. For these reason, mew teaching material introduce folkways customs and culture 5. Instructional Strategies for Teaching Language and Culture Culture activities and objectives should be carefully organized and incorporated into teaching plans to enrich

15、and inform the teaching content. Some useful ideas for presenting culture in the classroom are described in this section. 5.1 Role Play In role-plays, students can act out the miscommunications that are based on cultural differences. For example, after learning about the ways of addressing thing how

16、ever is to enact those situations in a classroom. 5.2 Authentic Materials Using authentic sources from the native speech community helps students to 5.3 Proverbs Discussion of common proverbs in the target language could focus on how the proverbs are different from or similar to proverbs in the stud

17、ents native language an that are well known in English, though some of them come from other languages. 5.4 Culture Capsules Students can be presented with objects (e.g., figurines, tool, jewelry, and art)or images that originate from the target culture. The students are then responsible for finding

18、information about the item in question, either by conducting research o authentic insight into the home and cultural life of native speakers of the language. 6. ConclusionTeaching culture is new challenge to second language teachers. In many cases, culture teaching has meant a broader context or fra

19、me the teachers offer to the students in the way of enriching linguistic or social insight-especially if a goal of language and society. Understanding the cultural context of day-to-day conversational Bibliography: 1.Dai Weidong &He Zhaoxiong, (2002). A New Concise Course on Linguistics for Students

20、 of English M. ShangHai Foreign Language Education Press. 2.Dimitrios Thanasoulas, (2001). the importance of teaching culture in the foreign language classroom M3.Elizabeth Peterson and Bronwyn Coltrane, Culture in Second Language Teaching M4.Knowles, M, E. Holton, and R.Swanson. （1998）. The adult l

21、earner. 5th. C. Houston: Gulf Publishing5.National Standards in Foreign Language Education Project. (1996). Standards for foreign language learning in the 21st century. Yonker, NY: VAuthor.6.Taylor, D. (1994). Inauthentic authenticity or authentic inauthenticity C7.Xu Lisheng, (2005). Intercultural

22、Communication in EnglishM. Shanghai Foreign Language Education Press, ,P38, 74,1198.Zhang Zhengdong, (2005). A bilingual Course of English Teaching Mthodology M. Science Press, ,264-2669.董启明，林立 (2004). 英语教学与研究 M. 科学出版社， P177 10. 焦俊峰(2004) 英语教学中的文化导入的原则与方法 J. 杭州医学高等专科学校学报， （3）11. 路茜(2003). 大学英语词汇教学与文

23、化背景知识输入J. 大学教育科学， （ 1）12. 吴斐(2003).英语社会与文化 M. 武汉大学出版社，(3) P154，13.http:/ ： 在当今世界，文化导入在语言教学中扮演者愈来愈重要的角色。语言不是孤立存在的，它是深深地归根于文化之中的。本文对文化的概念，意义，价值以及教学的原则进行了论述。一方面文化导入可以帮助学生运用多种方法来学习英语，还可以对学生的知识和技能进行扩充， 有助于增强学生的文化意识并了解文化间的相互差异。另一方面， 文化导入可以成为英语教学的一个重要的部分，它再发挥出更大的作用。关键词 ：文化导入英语教学语言生命列车The Train Of Life 1. 不

24、久以前，我读了一本书。书中把人生比作一次旅行。2. 人生一世，就好比是一次搭车旅行，要经历无数次上车、 下车; 时常有事故发生 ; 有时是意外惊喜，有时却是刻骨铭心的悲伤 3. 降生人世，我们就坐上了生命列车。我们以为我们最先见到的那两个人 -我们的父母，会在人生旅途中一直陪伴着我们。4. 很遗憾，事实并非如此。他们会在某个车站下车，留下我们，孤独无助。他们的爱、1. Not long ago, I read a book, in which a man s life was compared to a journey. 2. The life of a man is just like a

25、hitchhiking，during which many times we go up and down. Now and then things will happen accidently, some of which are to be unexpected excitement ，while some heart-breaking sorrows. 3. When first embraced the world，we are already on the train of life. We take it for granted that the first two persons

26、, our parents, whom we are encountered with, will accompany us all the way. 他们的情、他们不可替代的陪伴，再也无从寻找。5. 尽管如此，还会有其他人上车。他们当中的一些人将对我们有着特殊的意义。6. 他们之中有我们的兄弟姐妹, 有我们的亲朋好友。我们还将会体验千古不朽的爱情故事。7. 坐同一班车的人当中，有的轻松旅行。8. 有的却带着深深的悲哀 还有的 ,在列车上四处奔忙，随时准备帮助有需要的人 9. 很多人下车后，其他旅客对他们的回忆历久弥新 但是，也有一些人，当他们离开座位时，却没有人察觉。4. Sadly，thi

27、ngs do not go on as we thought.Our parents will get off the train at a certain station，leaving us, bereft and helpless.Their love and emotion to us and their irreplaceable company can be found in nowhere. 5. However，there will be somebody else who will get on the train. Some of them will have specia

28、l meaning to us. 6. Some of them may be our siblings , relatives and friends, and we will also expereince the imperishable love. 7. Some of our travelling companions are quite light-hearted on the way. 8. While some may bear immense sorrow.Still some ,back and forth, are ready to hold out their hand

29、s for others who need help. 9. Some people alight off 10.有时候，对你来说情深义重的旅伴却坐到了另一节车厢。你只得远离他，继续你的旅程。11.当然，在旅途中，你也可以摇摇晃晃地穿过自己的车厢，去别的车厢找他12.可惜，你再也无法坐在他身旁，因为这个位置已经让别人给占了 . 13.没关系。旅途充满挑战、梦想、希望、离别 就是不能回头。因此，尽量使旅途愉快吧！14.善待旅途上遇见的所有旅客，找出人们身上的闪光点。15.永远记住，在某一段旅程中，有人会犹豫彷徨，因为我们自己也会犹豫彷徨。the train, yet they are still

30、 kept in the mind of the other passengers for long;some, to the opposite, leave their seats without being noticed. 10.Sometimes, the one,who is dear to your heart, has huddled into another carriage. Nothing but one you can do is just to keep on going, far away from him. 11.Of course, during the jour

31、ney, you may stagger to another carriage to look for him. 12.It s a pity that you will never seat yourself beside him because the seat has been engaged by others. 13.Never mind. The journey is full of challenges,dreams, hopes and departures- but only one thing is that you cant turn back . So, 16.我们要

32、理解他人，因为我们需要他人的理解。17.生命之谜就是：我们在什么地方下车？坐在身旁的伴侣在什么地方下车？我们的朋友在什么地方下车？我们无从知晓18.我时常这样想：到我该下车的时候，我会留恋吗？我想我还是会的。和我的朋友分离，我会痛苦。让我的孩子孤独地前行，我会悲伤。 我执著地希望在我们大家都要到达的那个终点站，我们还会相聚19.我的孩子们上车时没有什么行李，如果我能在他们的行囊中留下美好的回忆，我会感到幸福。20.我下车后，和我同have a good journey with heart and soul. 14.Show your good-will to all the passenge

33、rs you are encountered with, and find the merits of theirs. 15.Remeber that someone may oscillate just as we do in the journey. 16.We should understand others just as we need others understanding.17.The enigma of life is：Where shall we get off the train of life?And how about the companions beside us

34、?And our friends?We dont know. 18.Sometimes I think：When my time comes to get off the train，shall I miss it？I think I will.It is a suffering when I part with my friends.I will be sorry for leaving my kids going alone.I firmly hold that when we get to the terminal，we will 行的旅客都还能记得我，想念我，我将感到快慰。21.献给你

35、, 我生命列车上的同行者 , 祝您旅途愉快 ! have another reunion. 19.When my kids get on the train of life, they have only little luggage in their travelling bags. However,if I can leave the beautiful memory in them,I will be happy. 20.After getting off the train of life, I will be content if my fellow passengers will remember me and miss me. 21.To you , the companions on my train of life.May you have a good journey!