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大学英语精读教学中的文化因素_开题报告

Ktbg3033 大学英语精读教学中的文化因素_开题报告1.开题报告主要内容包括：封面、文献综述、^范文提纲（需提供二级提纲）、参考文献（10篇以上）。2.字体：宋体，字号：小四，行间距：18磅。字数2000字以上。（英语专业要求字体为：Times New Roman，英文书写，900个英语单词以上）3.开题报告格式规范参考如下：一、Lit..

大学英语精读教学中的文化因素_开题报告 Ktbg3033 大学英语精读教学中的文化因素_开题报告

1.开题报告主要内容包括：封面、文献综述、^范文提纲（需提供二级提纲）、参考文献（10篇以上）。

2.字体：宋体，字号：小四，行间距：18磅。字数2000字以上。（英语专业要求字体为：Times New Roman，英文书写，900个英语单词以上）

3.开题报告格式规范参考如下：

一、Literature Review

（一）Related Studies in China

In China,it is just since the 1980s that scholars and language educators have recognized the importance of culture teaching in foreign language teaching.Hu Wenzhong is commonly regarded as one of the pioneers who advocate teaching culture in foreign language teaching.In his paper Cultural Differences and Foreign Language Teaching (1982),he explains the necessity of teaching culture in foreign language teaching by analyzing five cultural faults that Chinese students tend to commit in intercultural communication.Then he goes go with the argument that language and culture are inseparable. Many language teachers and experts also have begun to study the effects of cultural knowledge on English foreign language reading comprehension from different perspectives.In 1988,Zhuang zhixiang (1988) translated one article into Chinese which is entitled “Culture and Reading Comprehension”.This article illustrates the effects of culture on reading comprehension from the perspective of language and culture and introduces some methods to teach culture in classroom.Later,some other teachers demonstrated,on the basis of their own teaching practice,that cultural differences have a great impact on students’reading comprehension.Lijie (1993) believes that how much a reader can understand the author’s intention largely depends on not only the reader’s language proficiency,but also how much the reader knows about the social-cultural knowledge the article involves.He especially emphasizes that the focus of teaching reading comprehension to advanced language learners should be put on culture,not on language itself.He considers the cultural factors in British and American literature as the major obstacles hindering students’comprehension and appreciation.Jiang Yunchen and Zhang Su (1998) think that the thorough comprehension of a text or inference often involves the cultural background knowledge of the text. They indicate that understanding target culture is very effective in helping students improve their comprehension from the perspective of translation.Liao Daosheng (2001) defines ‘cultural barriers in reading comprehension’and classifies them into three types. He exemplifies that cultural barriers exist in every single aspect of a language and puts forward three ways to help students overcome the cultural barriers in reading comprehension.Duan Mu Yi Wan (1999) from the perspective of ethnographic linguistics,illustrates the comprehension barriers in reading English newspapers and magazines caused by differences in connotative meaning of words,ideas,beliefs,experiences and lack of background knowledge.

（二）Related Studies in English-speaking Countries

The recognition of the importance of teaching culture in foreign language education can be traced back to the late nineteenth century. According to Stern (1983),in 1889,when Sweet’s book The Practical Study of Language: A Guide for Teachers and Learners was published,there was “no reference to anything that might be described as the ‘cultural’ aspect of language teaching”. World WarⅠ stimulated and promoted many countries’ efforts in international understanding and foreign language teaching.In Britain and the United States,the teaching culture concentrated on history,geography,institutions and the distinctive contributions of the foreign country to human civilization.The study of great literature,which was seen as a part of civilization,was one of the objectives of teaching culture in foreign language education. After World War Ⅱ,achievements in anthropology and sociology began to profoundly influence foreign language education and the emphasis on combining the teaching of language and culture was maintained and continued in the United States. Many language educators of English-speaking countries expressed the belief that understanding foreign culture and comparisons were a necessary component of language education. In modern society teaching culture has a much more important position in foreign language teaching. Some scholars began to study teaching culture in specific language aspects,such as the effects of culture on foreign language reading.Fries is the first American linguist to incorporate cultural background information into a description of meaning.In his analysis,there are three levels of meaning: lexical,grammatical,and social-cultural.Comprehension of the total meaning of a sentence occurs only when the linguistic meaning of the sentence is fitted into ‘a social framework of organized information’.For mastery of a foreign language,he argues “one must find some substitutes for the kind of background knowledge he has in his own language” (Fries 1945). As far as background knowledge is concerned,Rivers and Temperley (1978) emphasize providing background information,explaining high frequency culturally-loaded terms,and supporting reading selections with illustrations as ways of adding new meaning to simple texts. Steffenson and Joag-Dev (1984) conducted a study which demonstrated that “reading comprehension is a function of cultural knowledge.” The most famous theory concerning the effect of culture background on reading comprehension is schema theory (Bartlett 1932,Rumelhart 1977),which holds that “Comprehension of a text is an interactive process between the reader’s background knowledge and the text.Efficient comprehension requires the ability to relate the textual material to one’s own knowledge.Comprehending words and sentences,and the entire texts involve more than just relying on one’s linguistic knowledge”.As the quotation from Anderson points out,“Every act of comprehension involves one’s knowledge of the world as well” (Anderson,1977) Later,Grabe (1991) holds that “…meaning does not simply reside in the text itself but that as readers interact with their own background,cultural knowledge facilitates the task of comprehending”. Richards (1977) points out,“…reading in a second language is a dynamic and interactive process in which learners make use of background knowledge,text schema,lexical and grammatical awareness,and real-world knowledge,as well as their own personal purposes and goals,to arrive at an understanding of written material.” It is clear that the language educators of English-speaking countries have given us many suggestions to teaching culture in language programs.From the studies above,it is seen that cultural knowledge plays an essential role in reading comprehension and it is necessary that the teaching culture be integrated into college English reading course.

二、^范文提纲

1.Introduction

1.1 Importance of Intensive Reading Course to Non-English Majors

1.2 Present Situation of College English Teaching

Theoretical Importance and Feasibility of Introducing Cultural Elements to Non-English Majors

2.1Theoretical Importance

2.2Feasibility

3.Approaches to Introducing Cultural Elements in Intensive Reading Course

3.1Brief Introduction to Schemata Theory

3.2Content Schema and Implications for the Teaching of Reading

4. Measures to Facilitate the Culture Teachingin IR Course

4.1Make Full Use of Extracurricular Activities