On Cultivating Cultural Consciousness in Junior English Teaching在初中英语教学中培养文化意识.docx

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1、淮阴师范学院本科生毕业论文（设计）毕 业 论 文学生姓名 学 号 院 (系)04级淮阴师范学院本科函授专 业英 语题 目在初中英语教学中培养文化意识指导教师 讲 师（姓 名） （专业技术职称/学位） 20 年4月ii On Cultivating Cultural Consciousness in Junior English Teaching A Thesis Submitted toDepartment of Foreign Languages and LiteratureIn Partial Fulfillment of the RequirementsFor the Degree of

2、 B.A. in EnglishAt Huaiyin Teachers CollegeUnder the Supervision of Wang ZhaoyanApril 20 Abstract Successful and effective teaching of English should shift from the simple teaching model of “for the language to learn language” to the combination of language teaching and culture teaching. As teachers

3、 of English, we should pay more attention to the introduction of culture to cultivate our students cross-cultural consciousness and communicative competence in the teaching. Language is the carrier and container of culture; language, as a mirror of culture, is strongly influenced and shaped by cultu

4、re. Language and culture is closely related, each influencing and shaping the other. In accordance with the requirements of English Curriculum Criterion of Junior School issued by Ministry of Education, this paper aims at describing the importance of infiltrating cultural education into the English

5、teaching during junior school from the relationship between language and culture. The paper analyzes the abundant cultural resources in the junior English textbooks and tries to explore some detailed procedures of infiltrating cross-cultural education into English teaching in junior school including

6、 supplement of cultural background, cultural comparison, and application and comparison .Key Words Cross-cultural education cultural consciousness junior English 摘要 成功有效的英语教学应该改变单纯“为语言而学语言”的课堂教学模式，应向语言知识教学与文化内容传授相结合的方向转变。英语教师要重视文化导入，在教学中注重培养学生的跨文化交际意识和能力。本文立足于新颁布的初中英语课程标准的目标要求，从语言与文化关系出发，提出在中学英语阶段教学

7、中渗透跨文化教育的重要性。分析了初中英语教材中丰富的文化资源，并结合自身的教学实践，尝试探讨在中学英语教学中渗透跨文化教育的一些具体做法,如文化背景补充、文化比较、运用和比较等。关键词 跨文化教育，文化意识， 初中英语Contents 1. Introduction12. The importance of cross-cultural education during junior school3. Abundant cultural resources in junior English textbooks Picture resource Reading material resourc

8、e Vocabulary resource4. Methods of cross cultural education 4.1 Language supplement and cultural comparison4.1.1 Language supplement4.1.2 Cultural comparison4.2 Specific methods4.2.1 Cultural aside4.2.2 Appreciation and analysis of language4.3 Words application and comparison4.3.1 Words amplificatio

9、n4.3.2 Words comparison5.Conclusion1.IntroductionIssued newly English Curriculum Criterion describes the objective of course, which indicates the overall goal during junior school is to cultivate students application abilities of general language. The form of application abilities of general languag

10、e is based on the integrated qualities which are language knowledge, language skill, feelings and attitude, strategy of study and cultural consciousness. To accomplish the overall goal, the five qualities cannot be applied absolutely, in which cultural consciousness is the bulwark of using language

11、correctly and includes cultural knowledge, cultural comprehension and cross-cultural communicative consciousness and competence. Besides that, English Curriculum Criterion emphasizes that students should have a general knowledge of the differences between the cultures of English-speaking countries a

12、nd between Chinese culture and the cultures of English-speaking countries. In the teaching, when it comes to the cultural knowledge of English-speaking countries, the knowledge should be closely bound up with the everyday lives of students and also can stimulate them to learn English . 2.The importa

13、nce of cross-cultural education in English teachingIn the USA, a student studying abroad was killed with a gun because he couldnt understand the colloquialism “Freeze!” ,“Freeze!” means “站住”“不许动”which is known by many Americans. I think that this student should have known the basic meaning “冰冻”、“结冰”

14、.As he didnt know the cultural meaning of this word in the USA, he paid for his life as a result. This painful lesson is worth of pondering to us: If this student had known more about the differences between Chinese culture and western culture, he wouldnt have come to harm.From the above story, we c

15、an acquire a message: In the teaching of English, we should not be limited to the input of language knowledge, but take the input of culture into account. It is necessary to cultivate students cross-cultural communicative competence.Every state has its own culture that is miscellaneous in content. L

16、ots of scholars from different countries give their own definitions of culture. Linell Davis, a famous American scholar, defines culture as “Culture is the total accumulation of beliefs, customs ,values, behaviors, instructions and communication patterns that are shared ,learned and passed down thro

17、ugh the generations in an identifiable group of people.” New English course criterion shows that language has rich cultural connotation. In the teaching of English, culture refers to history , geography, local conditions and customs, traditional convention, life style, art and literature , behaviors

18、 and values of English-speaking countries. Contacting and understanding the cultures of English countries make for understanding and using English, understanding our own culture, cultivating world feelings, constructing cross-cultural communicative competence. As teachers of English, we should exten

19、d cultural scope gradually according to the students ages and cognition. “Language is a part of culture and plays a very important role in it.”It comes into being and evolves with human society. Man creates culture with language whereas culture accelerates the development of human society and enrich

20、es the expressions of language. Since antiquity, cultural heritage that passed down through the generations has been deeply engraved upon language. Language is the language of culture of human society. it is closely related to human society and human culture. American linguist E.Spir(1884),an Americ

21、an linguist points out that a language cannot exist in a “cultural vacuum ”nor can it exist in a vacuum of practices and beliefs inherited from the society .Therefore we should put some cross-cultural education into our English class. Social scientists tell us “that cultures differ from one another,

22、 that each culture is unique. As cultures are diverse, so languages are diverse. It is only natural then that with difference in cultures and differences in languages, difficulties often arise in communicating between cultures and across cultures. Understanding is not always easy ” However, in our t

23、raditional English classes, Many teachers often give too much language knowledge but very few cultural knowledge for the need of examination-oriented education. As a result, many students fall short of cross-cultural consciousness to a great extent. They often have much misunderstanding in culture a

24、lthough they have had better language knowledge. They often fail to communicate with others. So, not only should we help students with their abilities of language, but also we should help them understand the social rule of it. If we can make it, I believe that we can reduce, even eradicate the commu

25、nicative obstruction that is brought in because of the cultural variance. 3. Abundant cultural resources in junior English textbooks In terms of English Curriculum Criterion of state (experimental draft) drawn up by Ministry Education, Teaching and Research Room for Primary and Middle School of Jian

26、gsu Province and Oxford University Press compile this set of textbooks for the students of junior high school. Each Unit of this set of textbooks has some cultural subjects. Next lets have a look at the cultural subject of each unit in 9A and 9B for the students of Grade Nine. ModuleTopicUnitTitleCu

27、lturesModule 1(9A)Getting along with othersUnit 1Star signsWhat the 12 star signs is in the westUnit 2ColourWhat the colours represent and how they affect peopleUnit 3Teenage problemsThe stress among the teenagers in the west and ChinaModule 2(9A)Teenage lifeUnit 4TV programmesEnjoyment TV programme

28、s bring us Unit 5FilmsHollywood all-time favoriteAudrey Hepburn Unit 6DetectivesKeep away from the crime Module 1(9B)The futureUnit 1Life on MarsThe future and the possibility of living on another planet. Unit 2Robots The possibility that robots could work for us Module 2(9B)Cultures around the worl

29、dUnit 3AsiaAsia and Asian countries, its culture, language and tourist attractions.Unit 4Great peopleMany famous great people who made great contribution to society From the above form, we can see that the topic of every module takes the relationship between communication and culture into account su

30、bstantially. Language material also reflects communicative culture. While students learn and understand foreign cultures, especially cultures from those countries of English, they also strengthen the understanding of native culture.Each unit of this set of textbooks is composed of nine parts which a

31、re comic strip, welcome to the unit , reading, vocabulary, grammar, Integrated skill, study skill , main task and checkout. When using this set of textbooks, I found that there are a lot of cultural resources which are mainly distributed in comic strip , welcome to the unit ,reading and vocabulary.

32、According to the four parts, I divide the cultural resources in the textbooks into three types: 3.1. Picture resourceThis set of textbooks are excellent in both pictures and language, Comic strip of each unit is composed of four pictures which are closely related to the topic of this unit. The brief

33、 and interesting dialogue between lovely Eddie and Hobo brings the gist of this unit to light. For instance, the four pictures of Unit1 in 9A describe vividly that Eddie guess what he can eat on that day from his star sign. Welcome to the unit is a warm-up activity which aims at arousing students in

34、terest. For example, the five pictures of Unit 4 in9B show us some famous great people from many countries who got great achievements in every field.3.2. Reading material resourceEach unit of this set of textbooks has a reading article. All these articles are plentiful in content and diverse in the

35、choice of subject. They nearly covers all kinds of realistic lives of English-speaking countries，such as school life , society of the day , nature protection, interpersonal relationship, physical culture. These articles get close to social life and students life ,for example :students and their scho

36、ol life can be seen in Unit 2 of 8A；When we read about charity in Unit 4,5,6.of 8B, we can see what responsibility and obligation we should have to this society; if we open our textbook 9B in Unit 1and Unit 2,we can feel the development of the future technology. These articles with humanistic value

37、consolidate students life experience 、social development and scientific knowledge . 3.3. Vocabulary resourceIn this set of textbooks, the part of Vocabulary mainly helps students learn new words to enlarge their lexical numbers from two sides. One introduces more vocabulary classification closely co

38、nnected with the topic of this unit to the students from word family which can be seen in many units of this set of textbooks. On the other hand, many words are imported to help students induce those words learned before from word-building which can help students remember new words effectively accor

39、ding to the patterns of them. We can see something about it in Unit 2, Unit 5 and Unit 6 of 8B.Besides that, these words also have a characteristic of melting the development of English and some unique cultures of English-speaking countries, for instance some idioms in Unit 4 of 9B.4. Methods of cro

40、ss-cultural education With regard to these so abundant cultural resources in junior English , in my ordinary teaching, I make a intensive study of this set of textbooks and look up some background materials related to it. Next I tell you about my own methods of filtrating cross-cultural education in

41、to English class.4.1 Language supplement and cultural comparison 4.1.1 Language supplement The part of Welcome to the unit has rich pictures, but there are few language materials matching with them. When we develop some activities such as listening, speaking, reading and writing, rare language mater

42、ials in the book are not enough .We can supplement some words materials related to the topic of this unit according to the pictures .If so, students not only learn some language knowledge but also feel the different cultures from it .Take Unit 3 A day out in 8A for an example, The following is the p

43、ictures:Step 1 Picture-talking A. Get some students to describe the pictures with the help of some questions :a. What is in the picture? Where is it from?b. How do you like it ? What else do you know about it ?B. The teacher gives brief introductions to these places of interest.Step 2. Listening-mat

44、ching Get the students to listen to some data from them and match them Step3 DiscussingGet the students to discuss the questions in this part.2. In the above procedure, I use the description of picture , introduction to places of interest , match for the relevant material ,discussion of question to

45、supplement the language materials such as listening, speaking, reading .During the course of class, the students not just acquire the input of language message but also know about places of interest in modern or ancient times, in China or elsewhere and local conditions and customs in the world ,espe

46、cially English-speaking countries. 4.1.2 Cultural comparison Including comparison and contrast, it mainly means that Chinese culture shares the same characteristics with other cultures but there are some differences between them. First take Unit 1 Star signs of 9A for an example, the following is th

47、e pictures:These are western star signs. At the beginning of class, I set some questions for the students:a. Can you tell me what the 12 animal signs of the Chinese horoscope are?b. Is the animal sign relevant to the year or the month?c. What animal sign are you? Do you know what the animal sign represent?The students were so interested in these topics that they all fell over themselves to answer these questions. It took a