On the Cultivation of the Cross-cultural Consciousness in Middle School English Teaching---开题报告

1. Study of foreign cross-cultural awareness training

     Cultural factors in foreign language teaching have attracted western people’s attention for a long time. In the early Middle Ages, language teaching and culture teaching were linked with each other in Latin teaching. 1880, F. Gouin stated in his language teaching monograph Language Teaching and the Art of Learning, culture teaching as an integral part of language teaching, it must be ensured through curriculum and methods of teaching and culture as the clear teaching objectives , highlighting the importance of culture in language teaching. In 1900, the first foreign language teaching cultural education file appeared in the west. But they mainly focused on simple language teaching skills, until the mid-20th century they began to recognize the significance and importance of cultural education.

     Fries (1945) took the lead in his "English teaching and learning" in theory, discusses the relationship between cultural teaching in foreign language teaching and cultural necessity of teaching and language teaching. Lado (1957) pointed out in his book "cross-cultural linguistics" in the foreign language teaching should include cultural teaching, he also raised the basic framework of cultural contrasts, from the form (form), sense (meaning) and distribution (distribution) three levels of different cultures were analyzed. Since then more and more attention Culture Teaching language scholars.

     With the continuous development of social linguistics and pedagogy research, published in the American social linguist Hymes "Culture and society Languages" and "On the communicative competence", first proposed the concept of communicative competence, proposed social communication and culture and other factors important role in language capability, thereby launched a discussion of language teaching in the social and cultural knowledge. Language and culture, research sociolinguistics been applied to foreign language teaching, so that it has a fundamental shift.

     70, foreign language teaching in the 1980s focused on communicative ability, clearly the culture as a teaching content, the majority of foreign language teachers and learners realize that only by improving the social language skills and cultural competence, in order to improve foreign language communicative competence fundamentally. With the increasingly frequent cross-cultural communication, government or education authorities in some countries will be included in a national culture teaching syllabus objectives and become one of the goals of foreign language teaching.

   At the same time, other Western countries for Western culture teaching given varying degrees of importance. Some foreign scholars based theory of psycholinguistics, cognitive perspective from language gates said the importance of cultural education. They think that culture teaching is not only able to provide real context of language teaching, promote language learning and communicative competence in a foreign language, and can also help learners to understand foreign cultures, reflect the family culture, broaden their horizons, improve cross-cultural communication.

     In the 1980s, UNESCO's efforts to advocate for the application of cross-culture in English teaching flourished the cross-cultural awareness training. In 1980, the United Nations carried out "World Cultural Decade" to encourage development of cross-cultural educational practice and education for international understanding. In 1992, UNESCO clearly put forward the concept of intercultural education, and carried out a series of cross-cultural education practice to explore intercultural education. Theme in Geneva as "educational contribution to cultural development," the 43rd International Conference on Education, issued a "contribution to education and cultural development," the proposal document, advocate school must broaden their horizons, for all the world's cultures, forming a cultural environment increasingly sophisticated services in the social and economic development; through mutual cooperation between the organization educational and cultural institutions, the implementation of more effective cross-cultural education; intercultural education curriculum design should consider cultural factors and requested relevant Scholars involved in the preparation; choose one or several languages ​​as a separate subject or as a medium for learning other subjects. The document also advocates the same time communication between the various national, regional and international institutions to promote better mutual understanding between cultures. On this basis, UNESCO published in 1996 of the "Education for International Understanding: a rich foundation of the concept of" special report, to encourage the exchange between cultures, stress the importance of school, curriculum and teaching practice intercultural education, can promote international understanding and communication, reduce conflict and safeguarding world peace, and become an effective way to create a pluralistic society, respect for the equal human rights.

     In summary, the United Nations carry out cross-cultural education, which relates to school education and social education, from curriculum, textbooks and teaching methods to carry out the attempt, and in terms of school management, teacher training, information exchange and international cooperation for the future The theoretical study and practical exploration provides valuable exploration. In the 21st century, with the interaction between the development of world economy, countries and regions in depth, highlighting the growing importance of culture teaching, students cross-cultural awareness has become one of the aims of foreign language teaching.

2. Study of domestic cross-cultural awareness training 

     Intercultural education in our country has always been an invisible subject of foreign language courses. In 1920s, China experienced a culture devoted to foreign English textbooks. Also in 1900, the west had already seen its first foreign language teaching must be cultural and educational documents.

     In 1902, the national foreign language education started, foreign language teaching emphasized to teach foreign cultures.

     Mr. Xu Guozhang first to point out the relationship between words and English teaching cultural connotation. He believes that history, literature and cultural knowledge is important for any country of language learning. He in 1980 on "Modern Foreign Language" published papers on language and culture Culturally-loaded Words and English Language Teaching ("Words of cultural connotation and culture teaching"), to become China's foreign language teaching culture began in Foreign Language Teaching Import sign.

      The early 1980s, the introduction of foreign language teaching intercultural communication, a number of monographs have been published related to this cross-cultural communication to the rapid development. Mr. Hu Wenzhong editor of "Intercultural Communication and English learning" from multiple perspectives Details of the cross-cultural communication, creating a new era of cross-cultural education. 1989 Deng Yanchang, Runqing coauthored "in English and Chinese language and culture of a cultural contrast," a book, by comparison with the Western cultural differences, discusses the important cultural factors involved in the use of English, with plenty of examples profoundly expounded the role of culture in language communication.

      90 years, foreign language teaching language and culture have been widely discussed, so that has made great progress. Hu Wenzhong (1994) collection of essays, "Culture and Communication" for the first time will focus on domestic social linguistics, cultural linguistics, pragmatics, translation studies, foreign language teaching and foreign language teaching and research results in terms of culture and communication together, focusing on the relationship between culture and communication and cultural impact of the communication process, not only elaborated in terms of cross-cultural communication studies at home and abroad, and through specific language materials analysis the close relationship between culture and communication.

      Professor Wen Qiufang expand the communicative competence for cross-cultural communicative competence, intercultural communicative competence proposed model, she thinks intercultural communicative competence by the communicative competence and intercultural competence composition, and the content of oral communication ability is divided into three parts:

      Language form, language, content and communication rules. The idea of ​​her wealth and expand communication theory.

    In 2001, the English educational documents issued in China, "the English curriculum standards" (tentative) clearly reflects the idea of ​​intercultural education. Foreign Language Education Intercultural education goal has been further extended: teach different ethnic and cultural knowledge, develop intercultural communication emotional attitude, the ability to form cross-cultural exchanges. This fact has been fully reflected in the intercultural education goals.

In addition, in 2003 the Ministry of Education promulgated the "ordinary high school English curriculum standards (experimental)" proposed to carve level in high school English curriculum to penetrate and develop cultural awareness.

     2009 Chen Shen's "foreign language education and cultural education," summarizes the foreign cultural pedagogy, and from a historical perspective shows the method of culture teaching in foreign language education, it is proposed to foster a culture of creativity.

2012's "new junior high school English curriculum standards" clearly put forward to change too much emphasis on the teaching of English grammar and vocabulary knowledge to explain the tendency to teach, to train and develop students' comprehensive ability to use language, to enable students to form a positive language learning process emotional attitude, improve cross-cultural awareness, and enhance self-learning ability, the cross-cultural awareness training elevated to a new height.

二、^范文提纲

1. Introduction

2. The importance of culture, the necessity and significance of cross-cultural awareness

3. The principle of cultivate cross-cultural awareness 

3.1. Practical applicability 

3.2. Moderation

3.3. Adaptability

3.4. Comparative fusion 

3.5. Participate and experience 

4. Measures and methods to cultivate intercultural awareness 

4.1. Create an English atmosphere, cultivate English thinking ability

4.2. Activating teaching materials, compare cultural differences

4.3. The pretext of cultural festivals, presentation background

4.4. English activities designed to experience the exotic culture

三、参考文献

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