Culture Features in Chinese High School English Language Teaching我国中学英语教学中的文化特征分析.docx

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1、 A 基础理论 B 应用研究 C 调查报告 D 其他本科生毕业论文 我国中学英语教学中的文化特征分析二级学院：外国语学院专 业：英语 年 级： 学 号： 作者姓名： 指导教师： 完成日期：2015年5月1日文件装订顺序 1封一：汉语封面 2封二：英语封面 3成绩扉页 4开题报告 5论文目录 6-1论文英文题目、作者信息和英文摘要 6-2中文题目、作者信息和摘要 6-3论文正文6-4注释6-5参考文献 6-6附录 6-7致谢辞 7论文原创性声明 8指导教师评阅表 9交叉评阅表 10答辩记录表 11形式审查表 12空白纸一张 13封底 Culture Features in Chinese Hig

2、h School English Language TeachingThesisSubmitted in Partial Fulfillment of the Requirements For the Degree of Bachelor of ArtsTo the School of Foreign Studies ofLingnan Normal UniversityBy May 1, 2015 本科生毕业论文我国中学英语教学中的文化特征分析专业名称：英语 学 号： 作者姓名： 指导教师： 论文答辩小组组 长： 成 员： 论文成绩： 答辩日期: 年 月 日 本科毕业论文开题报告论文题目我国

3、中学英语教学中的文化特征分析Culture Features in Chinese High School English Language Teaching二级学院外国语学院专业年级英语 2011级开题日期2014年06月15日学 号 姓 名 指导教师 1本课题研究意义及其国内发展状况(1) 研究意义：21 世纪是一个全球化的时代，英语作为世界上应用最广泛的语言之一，在世界各国之间的经贸合作、信息交流中发挥着非常重要的作用。我国作为发展中国家要与国际接轨, 英语教学特别是英语教学中文化教学的重要性不言而喻。2001 年教育部颁布的中学英语课程标准，明确把文化意识作为一个独立项目列入综合语言运

4、用能力的整体素养之一，并具体细化了各个年级不同的文化教学目标，文化教学已得到理论上的认可。对我国中学英语教学中的文化特征进行分析，有利于英语文化教学的改革与发展, 提高中学生的英语综合运用能力。(2) 国内发展状况：为了对我国中学英语教学中的文化特征的文献研究现状有一个正确的认识，使关于中学英语文化教学的文章朝着均衡方向发展，在中国学术期刊网络出版总库中，基于相关中学英语教育研究刊物，通过查阅篇名“文化教学”，2002一2014年与之相关的文章有156篇。全国这些文章对英语文化教学的各个方面都有针对性的研究。但目前国内对我国中学英语文化教学的问题研究还相对较少，存在的问题尚未得到有效解决。旨在

5、通过对我国中学英语文化教学存在的问题进行汇总，提出相应的对策。2 研究内容（1）我国中学英语教学的文化特征分析的目的与意义（2）我国中学英语教学中的文化特征(文化与语言,教学的关系, 文化差异)（3）我国中学英语文化教学存在的问题（4）改善我国中学英语文化教学的策略与办法 3 研究方法、手段和研究进度(1) 研究方法：文献研究法，统计分析法，调查问卷法(2) 研究手段运用学校图书馆资料和网络上能够查阅的有关我国中学英语教学中的文化特征等文献，对中学英语教学中的文化现象和特征，进行统计分析和调查分析。(3) 研究进度: (1) 2014年09月10日完成开题报告,确定论文提纲。（2） 2014年

6、10月30日 撰写论文,完成初稿。（3） 2014年11月30日修改论文,完成第二稿。 （4）2015年01月1日按照学院论文格式完成第三稿。 （5）2015年04月20日 完成修改交答辩稿。学生（签名）：4 参考文献 1 DENG Y C.& LIU RQ. LanguageandCulture M.ForeignLanguage TeachingandResearchPress，1991:65-70. 2 王德春,王建华. 汉英动物名称国俗国义现象M. 上海外语教育出版社, 1998:45-60. 3 刘润清.对英语教学的反思J. 外国语言文学研究, 2003, 37(3):44-49.

7、4 叶澜.让课堂焕发出生命活力J. 学理,2004,40(1):49-53. 5 韩宝成,刘润清.我国基础教育阶段英语教育回眸与思考J. 外语教学与研究, 2008, 32(3):150-155.6 李武宗.文化因素与外语学习J. 新疆大学学报, 1997, 35(2):108-111. 7 卜玉华.英语教学的基本性质及育人价值J. 基础教育, 2006, 21(3):15-17. 8 刘润清.论大学英语教学 M. 北京:外语教学与研究出版社, 1999:67-80. 9 陈琳,王蔷,程晓堂. 全日制义务教育英语课程标准解读（实验稿)M. 北京:北京师范大学出版社,2002:83.5 导师意见

8、 指导教师（签名）： 2011年07月 30日6 二级学院意见 二级学院（盖章） 年 月 日说明：开题报告应在教师指导下由学生独立撰写。在毕业论文开始二周内完成，交指导教师审阅，并接受二级学院和学校检查。Table of ContentsAbstract1摘 要11 Introduction2 1.1 Objectives2 1.2 The Definition of Culture22 RelationsBetweenTeaching andCulture3 2.1 CultureAffectingLanguage3 2.2 LanguageEnrichingCulture.43 Cultu

9、reAnalysesinEnglishTeaching4 3.1 CulturesinLanguage5 3.2 DifferencesinUsages6 3.3 Conflictsin EnglishLearning6 3.4 Differences inTeachingBehaviors74 ProblemsinCultureTeaching8 4.1 Lacks in Cultural Teaching Awareness and Ability9 4.2 InappropriateUsage10 4.3 PoorInterculturalCommunicationAbility115

10、Suggestions for EnglishCulturalTeaching12 5.1 ValuesEstablished12 5.2 MoreCultureTeachingMaterialsAdded13 5.3 TeachersCultureAccomplishmentsImproved14 5.4 Testing andTeachingGoalsReformed156 Conclusion15References16Acknowledgements17Cultural Features in Chinese High School English Language TeachingL

11、IANG Yongxian (Supervisor: Professor HE Lingmei)School of Foreign Studies, Lingnan Normal University, Zhanjiang 524048, PRCAbstract: Language is a kind of social phenomenon, and people in the same cultural community speak the same language and communicate with each other easily. So every language ex

12、ists in different social culture. Nearly all the linguists agree that language is a part of culture, because language is affected by national culture and different languages reflect different national culture. This thesis views language from a culture perspective and attempts to explore the relation

13、sbetweenlanguage teaching andCulture. Then, it mainly analyzes the cultural features in Chinese high school English teaching in four aspects including the culture in language,the difference of pragmatics,the culture conflict and the difference of language teaching behaviors. Eventually, it puts forw

14、ard some problemsoncontemporary culture teaching such as the high school English teachers lacks in cultural teaching awareness and abilities and the students poor intercultural communication abilities ect and gives some related suggestions:(1)establishing new teaching values; (2)adding more culture

15、teaching materials; (3)improving the teachers culture accomplishment;(4)reforming testing and teaching goals.Key words: Cultural features；cultural difference；languageteaching；intercultural communication我国中学英语教学的文化特征分析 摘 要:语言是一种社会文化现象，拥有同样文化背景的人会说同样的语言，相互间的交流也较容易。所以每一种语言都存在于特定的社会文化之中。几乎所有的语言学家都一致认为语言

16、是文化的一部分，因为语言受到民族文化的影响，而不同的语言反映不同的民族文化。本文从文化的角度看待语言，尝试用文化语言学和社会语言学的观点去探究语言教学和文化的关系，着重从四个方面(包括语言的文化内涵，语用差异，文化冲突和语言教学行为差异）去分析我国中学英语教学中的文化特征。最后，本文提出当前我国英语文化教学中存在的一些问题比如中学英语教师文化教学意识和能力缺失，学生的跨文化交际能力不足等等，并给出相应的解决办法：建立新的教学价值观；增加更多的文化教学材料；提高教师的英汉语文化素养；革新英语教学目标和考试制度。关键词：文化特征；文化差异；语言教学；跨文化交际1 Introduction Chin

17、ese high school English teaching has a long history and is on a large scale however, its a pity that the English level of our whole society is rather low, especially our high school students. There are many problems in high school English teaching: (1)Take the glossary as the teaching center, ignori

18、ng the practical usage of language. (2)Replace the language practice with tests; ignoring learning English is a need of communication.(3)Language teaching deviates from the cultural connotation of language, ignoring learning English is a kind of intercultural study.1.1 Objectives The first aim of th

19、is thesis is to emphasize the cultural factors in middle school English language teaching and improve teachers culture awareness in teaching activities, whichhelps students understand and use English better. The second aim is to cultivate the students intercultural communication ability by reforming

20、 the language teaching, which will promote their English comprehensive application levels.1.2 The Definition of Culture Wu and Yan said that, culture belongs to the mental wealth and the material wealth which are created by the human. However, what is the correct definition of culture? There are num

21、erous definitions. E.B.Tylor, for example, a 19th anthropologist who provided one of the earliest formal definition of the term, describes culture as “that complex whole which includes knowledge, beliefs, arts, morals, law, custom, and any other capabilities and habits acquired by man as a member of

22、 society”. But, Martin and Nakayama define culture as learned patterns of perception, values and behaviors, shared by a group of people that is also dynamic and heterogeneous.1 According to Varner and Beamer, Culture is the coherent, learned and shared view of a group of about lifes concern that ran

23、ks what is important, furnishes attitudes about what things are appropriate, and dictates behavior. To sum up from more than 250 kinds of definition of culture, we can come to this conclusion that culture is a complex whole which includes all the material product and spirit created by the human. In

24、fact, the concept of culture includes three levels: material culture, institution culture, and spiritual culture. The range of this paper is limited in the spiritual culture. We also summarize its common characteristics: (1) Culture is cumulative and dynamic. The culture of any particular group is c

25、onstantly evolving and undergoing slow changes. Each generation brings along a new set of changes and developments in the culture of that society. Moreover, long-term exposure to different cultures leads to the exchange of certain cultural aspects. (2)Culture is learned, and we are not born with cul

26、ture. Martin and Nakayama give us examples as follows: most Americans eat holding a fork in one hand, but when they use a knife, they shift the fork to their other hand. Europeans think this is clumsy; they simply eat with fork in one hand and knife in the other. So when we are born, we dont know ho

27、w to be Americans or Europeans, and so on, we are taught how to eat, walk, and love like other members of our cultural groups. (3) Culture is shared with people who live in and experience the same social environments. The shared beliefs, values, memories and expectation link people who are in the sa

28、me culture. For example, Varner and Beamer said that white Americans seem to share perception that things are getting better for African Americans and that racial attitudes and interactions are improving. By contrast, many African Americans share a perception that, while equality between races has i

29、mproved, there is a long way to go. 2 RelationsBetweenTeaching andCulture The founder of modern linguistics Saussure proposed that Language is a system of symbols. From the perspective of philosophy, any system cannot be isolated; it must be related closely to other systems. We all know that languag

30、e is a social phenomenon, only put the language system into the social system, can we reveal the rules and nature of language. Thus, language teaching not just limits to language, but also extending the relevant cultural background of language. If the unification between language-teachingandsocialcu

31、ltureknowledge is neglected, the grasping of the languagewillgreatlybeaffected and pragmatic failures will appear incommunication.Sowecannotteach a language without showing a culture. 2.1 CultureAffectingLanguage English language learning and teaching involves more factors than cognitive functioning

32、 or phonetic development. Cultural influence of both the native and target cultures can impact learning styles, instruction approached and language skills such as listening or speaking. For instance, speaking can be formal or informal depending on cultural norms. Informal cultures assume that everyo

33、ne is equal, so people in these cultures speak the same way to everyone. The American culture is a typical one,because students can call their teachersname directly. In more formal cultures, it is assumed that there is a hierarchy among people and they are expected to a follow certain protocols depe

34、nding to whom they are talking. Our Chinese culture is a good example: we talk with peers casually, but we speak to our teachers and superior more politely and respectfully. Besides, several cultural differences influence English language learning. The most obvious influence is the language of the n

35、ative culture; a student brings to the classroom particular grammar, syntax and language rules from the native language that does not always translate directly to the English language. For example, the word “bread” is an uncountable word in English culture, but its countable in Chinese culture, whic

36、h may cause some problem and barriers for Chinese students to learn English. Last but not least, different cultures affect language usage such as greeting, saying goodbye, showing concerns to others, here is an instance about greeting. When come across the foreign English teachers, most Chinese stud

37、ents are accustomed to greeting them by asking “Hi,where are you going?” to show their concern and intimacy to the acquaintances in Chinese culture. However, this kind of greeting would confuse and embarrass the foreigners, because they regard this greeting as a private question which should not be

38、asked in public. In English culture, people often say “How are you?” or “How is it going?” as the way of greeting. From this, we can clearly see the powerful influence of the culture on language usage.2.2 LanguageEnrichingCulture We all know that the relation between language and culture is a sectio

39、n to the whole. Language plays an important role in culture. On the one hand, language is the carrier of culture and the base of the societys entire culture. It is just by language that culture can be kept, passed on and spread. As we all know, HongKong was once invaded by England which had brought

40、its language-English in order to spread its culture in HongKong.Therefore,today HongKong becomes a cultural diversity region. Another striking example is the ancient language-Chinese. It really helps us to keep our traditional culture for a long history. Without Chinese,we hardly can inherit the pre

41、cious cultural heritages left by our ancestors. On the other hand, language reflects and enriches culture. Different language contains different national culture and reflects the different convention, thinking mode ect. When we speak in various language such as Chinese,English,Spanish, Japanese ect,

42、 in fact we are showing the culture diversity, which makes our world becomes more funny and colorful. The network language is another case in point,it would enrich Chinese traditional culture because most of the network tailored glossaries with distinctive cultural characteristics attract the teenag

43、ers by its simplicity, personality and affinity. This kind of network language enrich and develop the traditional language and culture ,infusing a new life into the old standard Chinese, presenting the modern and rich Chinese culture.3 CultureAnalysesinEnglishTeaching Languageandculturecannotbesepar

44、ated. Therefore, we shouldanalyze the cultural features of Englishteaching in several aspects such as the cultural meaning of words, the cultural difference in proverbs and text structures between Chinese and English. Whats more, we also discuss the cultural conflict for English learners and the cul

45、tural differences shown in teachingbehaviors. All of these analyses of cultures are helpful for carrying out the cultural teaching better, which will reform the English teaching effectively and benefit the students a lot.3.1 CulturesinLanguage First of all, a word often has two meanings: conceptional meaning and cultural meaning. Cultural meaning is the cultural values which implicit in the glossary, such as value orientation, religious belief, thinking mode, aesthetic taste,ect. In different language, the cultural meaning of words is different. Take a word “family