Infiltrating Cross-Culture Awareness In Junior English Teaching.doc

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1、Infiltrating Cross-Culture Awareness In Junior English Teaching初中英语教学中跨文化意识的渗透ContentsAbstract (in Chinese) .I Abstract (in English) .II I. Introduction .1 1.1 Relationship between language and culture.1 1.2 A brief introduction to crossculture.2 1.3 Importance of infiltrating cross-culture in Junio

2、r English teaching.3II. Cross-culture in class.42.1 Imitation stage and roles play.4 2.2 Culture differences in everyday English.4 2.3 Nonverbal communication and culture.13 2.4 Significance of English vocabulary culture.15III. Cross -culture after class.153.1 English activities after class.15 3.2 B

3、y fostering cultural festivals activities.16IV. Difficulties of infiltrating cross-culture in Junior English teaching 16 4.1 Teachers are lack of the ability of contact the language and culture.174.2 Chinese students are lack of learning language and culture consciousness18V. Conclusion.18 Notes .19

4、 Bibliography 20 摘要众所周知,跨文化交际知识的不同就是由于人们的文化背景不同。而中学外语教学的目的是“培养在口头上和书面上初步运用英语进行交际的能力”,交际能力离不开所学语言所反映的文化背景知识。作为一个英语初学者的初中学生,就必须懂得中西文化差异,了解不同的文化背景知识所反应出的不同语言习惯。因此，作为初中英语教学者，在语言教学时，要从多方面加强文化背景知识的渗透，潜移默化地传授文化背景知识，使他们真正提高这门语言的理解和表达能力，真正达到教学目的。关键词：语言；文化背景；文化差异；文化意识；英语教学；AbstractAbstract: As is known to all

5、, the intercultural knowledge is different because of peoples cultural backgrounds. The purpose of foreign language teaching in middle school is to cultivate in verbal and written English primary communication ability. Communication skills learned language cannot reflect the cultural background know

6、ledge. As junior school students of English learners, they must know the differences between Chinese and western culture, understanding the different cultural background knowledge of different reaction language habits. Therefore, as a junior high school English teaching in language teaching, strengt

7、hening cultural background knowledge from the aspects of infiltration, subtly impart cultural background knowledge that they really improve this language understanding and expression ability, truly achieve the goal of teaching.Key words：Language, Cultural background, Cultural differences, culture aw

8、areness; English teaching, 18I. Introduction1.1 Relationship between language and culture Language is part of culture. We dont know the exact period of time when language and culture appeared, but we can say for sure they appeared at the same time. There is no culture that has no language as its par

9、t. Language and culture are not separable. However, the relationship between language and culture is not just that between a part and the whole. It is much more complex than that. Language is the carrier and container of culture. Human knowledge and experience are described and stored in language. C

10、ustoms, habits and behavioral patterns can be described and analyzed in language. In short, language can represent every aspect of culture. Language is the mirror of culture. As a mirror of culture language is strongly influenced and shaped by culture. Language also exerts its influence on culture.

11、The nature of this influence is best capture by the American structural linguist Charles Hackett, when he says that “languages differ not so much as to what can be said in them, but rather as to what it is relatively easy to say in them.”The close relationship between language and culture is readily

12、 shown by the fact that culture is transmitted from one generation to the next through language. That is to say, culture is stored in language for the coming generation to learn. While children learn their native language, they also learn their native culture and are eventually accepted as members o

13、f their culture. Language learning and culture learning are not separable. Language and culture is closely related, each influencing and shaping the other. To learn a foreign language implies to learn the culture in which it is spoken. A language can never be learned in a cultural vacuum. Culture is

14、 learned through language. Without language as the medium for formal or informal instruction, no culture could ever be learned.1.2 A brief introduction to cross-cultureCross-cultural communication refers to the different cultural backgrounds of communication between individuals, that is, people from

15、 different cultural backgrounds of the interaction between what happened. In recent years, it is caused most peoples attention. In China, the language teachers show great interest, reflecting the changes of the times and demands, has attracted people from the perspective of cross-cultural education

16、of foreign language teaching in-depth thinking.Cross-cultural awareness refers to the cross-cultural communication of the participants in the cultural understanding of the sensitivity factors. It is generally divided into four levels: first, to those who have been recognized as the surface is the st

17、range phenomenon of cultural awareness; Second, for those with the native culture and is considered to be contrary incredibly significant awareness of the cultural identity; through three Rational analysis in order to gain awareness of cultural identity; the four holders of cultural differences from

18、 the perspective of perceived cultural differences. 1.3 Importance of infiltrating cross-culture in Junior English teachingA new language opens up a whole new culture. A foreign language gives us access to another culture, and our lives take on a new dimension. The great German poet, Johann Wolfgang

19、 von Goethe, said in 1827: Whoever is not acquainted with foreign languages knows nothing of his own. Seen like that, learning a language is almost comparable to a journey of discovery. The new curriculum standard says teachers should gradually expand the scope and content of cultural knowledge and

20、enhance the similarities and differences between Chinese culture and foreign culture and identify ability to the students according to the students cognitive ability, age characteristics. In the Junior English book the cultural background knowledge of English country is consciously arranged and let

21、the students feel English national culture atmosphere. This requires teachers combine language teaching and culture teaching organically, and cultivate the students from the perspective of inter-cultural communication ability of using language.Traditional language teaching will be the language itsel

22、f as the research object such as the teaching of the syntax, vocabulary, morphology, etc. As a result, the students are only having created some meaning correctly, the grammatical rules of the sentence. In this way, students would be hard to learn the language knowledge to social communication, even

23、 for communication, and to embody the language of appropriateness and acceptable. Cultural teaching must infiltrate English teaching. We should cultivate intercultural communicative ability of English talents. It needs to incorporate culture in English teaching and cultural knowledge teaching helps

24、the students to grasp the knowledge of the target language culture.II. Cross-culture in class 2.1 Imitation stage and roles playThe basic form of classroom teaching is communicative simulation stage of the students. Students will be brought in from the English classroom knowledge skill to society an

25、d into real intercultural communication. Following methods can be carried out in classroom teaching. Role playing is very easy to arouse the students interest. In junior high school textbook, each unit has a short dialogue, Telephone talk, Greetings, etc. Through the role not only can help students

26、to understand the different culture, national culture and experience of English speaking and also give students the opportunity to speak. For English beginners, this kind of method is very popular. In BooK7 Unit8 (B) Order food, the teacher will decorate the classroom into a western noodle restauran

27、t and let students role-play. At the same time tell the students of English countries people how to order, table service and how to pay, etc. The class are actively involved in. Through the simulation show, teachers can easily see how the students learn, and it also left a deep impression.2.2 Cultur

28、e differences in everyday EnglishA growing number of middle school English teachers realize the differences between Chinese and western culture is one of the key and difficult points for teaching. Junior school students always like to equate the thinking between mother tongue and English. Especially

29、 from rural students, this study method often becomes potential barriers after learning and using English. Comparison of the differences between Chinese and western culture is not only helpful for students to enhance communication and cultural sensitivity, and to better understand the culture of the

30、 Chinese nation .Therefore, in the teaching, compare the differences between Chinese and western culture in the middle school English teaching is importance. Using the method of comparison for cross-cultural awareness helps to promote students intelligence infiltration of the development of thinking

31、. Compare the British and American culture, cultural symbol image and the corresponding contents, including celebrity, architecture, and the customs and habits etc, so as to enhance students understanding of the concept of culture, such as the Chinese Spring Festival and Christmas in the west. Chine

32、se people like to consider center emotions like “How do you feel? What do you want?” While the westerners often start from themselves, such as Can I help you? What can I do for you? The old man is treated differently, Chinese think old is mature, senior, but in western, old means useless and lonely.

33、Compliments and responsesIt is quite common for people to exchange compliments in English speaking countries and China. However, there are cultural differences between English and Chinese compliments and responses. In cross-cultural studies of everyday conversations, compliments and their responses

34、are, perhaps, the best investigated areas.Cultural differences exist first in who can be complimented. In English speaking countries one can praise members of ones own family. It would not be unusual to hear an English speaking woman talking about how hard her husband works and how well he has done

35、in his career. She might do the same about her children: how well they do at school and how active they are in other activities. This might be considered bad taste in China. The Chinese people simply do not praise members of their own family in front of others. They think highly of modesty and would

36、 like to be modest not only about their own achievements but also about the accomplishments their family members have achieved. To the Chinese people ones family members are ones extended self. Before others they tend to treat their family members in the same way as they treat themselves. Cultural d

37、ifferences also exist in what can be complimented. It is quite common for a male English speaker to compliment females on their good looks, while it is almost a taboo in Chinese culture. The remark you have a lovely wife is also considered indecent by many Chinese, especially those beyond their yout

38、h. Yet the same compliment would be considered perfectly natural and even highly appreciated by English speakers.Americans value homemade objects. To ask if something, food, clothes or decorations of furniture, is homemade is a compliment. It suggests that your host is skillful enough to make the ob

39、ject. Yet in china homemade objects may not be treated by all as such. If you ask your acquaintance whether something is homemade, you may be frown upon. Thanks and repliesIn both English and Chinese there are expressions of gratitude. For example, there are in English Thank you, Many thanks, Thank

40、you very much, Thank you all the same, Im really appreciative of your time, its very kind of you to offer help, Im grateful for what you have done for me, I cant thank you enough, etc. and in Chinese there are “谢谢”，“谢谢你”，“非常感谢”，“万分感谢”，“真不知道怎么感谢你才好”，“多谢了”，“谢谢你的好意”and many others. It seems that they a

41、re quite similar and present no problems. However, even among these there are cultural differences.Differences lie in what to thank for. For minor favors like borrowing a pencil, asking for directions, requesting someone to pass on a message, receiving mails for others, calling a person to the phone

42、, etc., these polite expressions are often omitted by the Chinese people. This is especially true among close friends and family members. However English speakers “feel grateful” for many things that seem to us Chinese too trivial to deserve a “Thank you”. A customer in a shop thanks the salesgirl f

43、or passing on to him the article he wants to have a look at and for handing to him the wrapped article he has paid for, even though these are her job. Of course, the salesgirl also thanks him when the sale has been completed. In a restaurant customers thanks the waiter for handing the menu to them.

44、A public orator thanks the audience for listening to him. A teacher even thanks his or here students for handing in their homework. In short, English speakers thank others for many reasons and on many occasions and this more frequent use of polite expressions may seems to be unnecessary and sometime

45、s even hypocritical to many Chinese people. On the other hand, the Chinese people tend to thank the one who has done them a major favor several times. Differences also lie in whom to thank. In English speaking countries a male thanks his wife for making a cup of coffee for him and a female thanks he

46、r husband for carrying her handbag for her. The boy who mowed the lawn for the family will receive not only a “thank you” but also money as payment. English speakers are treated as friends or family members if they are. But in Chinese most of the polite expressions are reserved for strangers and cas

47、ual friends. There seems to be a rule governing the use of thanks in Chinese: the closer the relationship between the interlocutors, the fewer polite expressions are used. Miscellaneous social amenitiesThe English term “please”The English term please is usually regarded as equivalent to “请”in Chinese. However, they are not used in exactly the same way. On the one hand, in some situations the English term would not be used. For example, when offering or urging another person to be first in going through a door or getting in a car, the normal expression is After you rather than “You go firs