英文教学中的文化因素

Abstract

With the development of Chinese economy and foreign exchanges and cooperation in-depth and extensive, people gradually realized the importance of English learning and application. They noted that the university graduates who had studied English for more than a decade, often used words in the form of "mother tongue thinking + English" to apply the words they had learned in order to make up many inappropriate sentences. Sometimes, they can not complete the English scene dialogue. But also make a lot of misunderstanding and jokes. So "dumb English", "time-consuming and inefficient" and other words become synonymous with English teaching. But how to teach English, how to learn, where to grasp, how to grasp but did not respond. English teaching is not limited to the word, sentence teaching. Especially in middle school English teaching, such a significant transition period, before entering the middle school learning English, students learning English is more simple, with simple words and sentences as the main learning content, and after entering the university, students need to develop a kind of ability of independent English learning with the basis of understanding. Therefore, the middle school English education in the context links between the past and future status, the future of English education in addition to teaching students more words and sentences, should also allow students to understand the initial English behind some cultural background.

Keywords: English teaching; Cultural factors; Middle school; Acculturation

Contents

Abstract I

Contents I

Introduction 1

1. Language, Culture and Teaching 3

1.1 The relationship between language and culture 3

1.2 The relationship between language and culture in English teaching 3

2. The necessity of introducing cultural elements into middle school English teaching 4

2.1 Policy guidance 4

2.2 The status quo of middle school English teaching 4

2.3 The students’ desire 4

2.4 Social needs 5

2.5 Improving English communication skills 5

2.6 Helping to improve reading ability by understanding English cultural background 6

2.7 The introduction of cultural background can broaden students’ English knowledge. 6

3. The feasibility of the middle school English teaching to introduce cultural elements 7

3.1 Faculty 7

3.2 Teaching methods 7

3.3 Small class size teaching 7

4. The principles of introducing culture in middle school English teaching 8

4.1 The principle of relevance 8

4.2 The principle of moderation 8

4.3 The principle of practicality 9

4.4 The scientific principle 9

4.5 Periodic principle 10

4.6 Principle of flexibility 10

4.7 The principle of equality 10

5 The introducing contents of English teaching 12

5.1 Knowledge culture 12

5.2 Concept culture 13

5.3 Word culture 14

6. Conclusion 16

References 17