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范文编号:YY183 字数:6536,页数:23 Abstract Language is a part of culture and affects culture. Some sociologists think that language is the foundation of culture. Seeing from another aspect, language is affected by culture. In a word, language and culture affect each other; if someone would like to comprehend a language, he must know of culture of that language first, at the same time, if he wants to comprehend culture, learning the language is the first step. For learning a foreign language, persons should not only master pronunciation, grammars, vocabulary and idioms, but also know how to use the language to express their thoughts, habits, and action. In fact, learning language and knowing culture can not be separated. The basic goal of foreign language teaching is to enhance and develop cross-cultural communicative ability of students. Therefore, bringing cultural background knowledge bases on a goal that is to improve cross-cultural communicative ability of students. To achieve this goal, cultural teaching in foreign language education should contain two duties: introducing cultural knowledge and developing cross-cultural communicative ability. This article elaborates emphatically the importance of cultural teaching in English teaching and gives a set of classroom-teaching methods for the purpose of enhancing the cross-cultural consciousness of students. And it introduces some methods to improve the cross-cultural consciousness and the sensitivity of students in English teaching, and the methods to improve the cross-cultural communicative ability from different channels. At the same time, this article discusses some existing problems and the counter solutions in the process of English cultural teaching. Key Words English cultural teaching; cultural background; cross-cultural communicative ability
语言是文化的一部分，并对文化起着重要作用。有些社会学家认为，语言是文化的基石；从另一方面看，语言又受文化的影响，反映文化。语言与文化互相影响，互相作用；理解语言必须了解文化，理解文化必须理解语言。学习一种外语不仅要掌握语音，语法，词汇和习语，而且还要了解他们如何用他们的语言来反映他们社会的思想，习惯，行为；要懂得他们的“心灵之语言”，即了解他们社会的文化。实际上，学习语言与了解语言所反映的文化是分不开的。外语教学的根本目的是培养具有跨文化交际能力的高素质人才，因而外语教学中文化传授应以提高学生的跨文化交际能力为目标。为实现这一目的，外语教学中的文化传授必须涉及到两个层次的任务：即传授文化知识和培养跨文化交际能力。本文重点论述了文化教学在英语教学中的重要性，提出了一套旨在培养学生跨文化意识的课堂教学策略。通过对学生跨文化交际意识的现状调查重点阐述在英语教学中进行文化教学，培养学生跨文化交际意识的内容、方法和途径。探讨怎样在英语教学中，从不同的层面来培养学生的跨文化意识和敏感性，提高其跨文化交际能力。同时，也总结出在文化传授的过程中，存在的一些问题以及相应的解决办法。 关键词 英语文化教学; 文化背景; 跨文化交际能力 Contents
Abstract....................................................................Ⅰ Key Words...................................................................Ⅰ 摘要.........................................................................Ⅱ 关键词.......................................................................Ⅱ Introduction....................................................................1 Ⅰ.The Important Role of Cultural Background Knowledge in English Teaching...2 A. Being Helpful to English Reading................................................2 B. Being Able to Improve the Ability of Communication.................................3 C. Arousing the Studying Interest of Students.........................................5 Ⅱ.The Contents of English Cultural Teaching.................................8 A. Custom and Social Politeness of English Culture.....................................8 B. The Cultural Connotation of Vocabulary........................................8 C. The Situation of the Society........................................9 D. The Non-Verbal Expression........................................9 Ⅲ. Classroom-Teaching Cultural Background Knowledge.........................9 A. Comprehending the Deep Meaning of Words Through Texts...........................9 B. Making Use of Scene Communications...........................................10 C. Making Use of Exercises After Class.............................................11 Ⅳ. Some Existing Problems and the Solutions.................................12 A.The Limitation of Aquiring Background Information...................................12 B.Being Lack of Good English Atmosphere........................................13 C. Having No Enough Chances to Experience........................................13 D. The Factors of Teachers Conclusion........................................16 Acknowledgements........................................17 Bibliography........................................18
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