Cross-culuralCommunicaionandOralEnglishSudy_开题报告

Since the 1980s when English education was put into effect, a wave of enthusiasm for learning English has swept over China. Practice proves that English education in China has scored significant achievements which benefit from the globalization progress and the need of China's economic development. It shows that English becomes an excellent resource for China's economy. Many occasions followed by international communication appear in more and more fields. Thus, learning English has been unprecedently important in China. However, existing methods of English teaching in China are confronted with some problems like attaching too much importance on words, expressions and grammars. Memory is the only channel to achieve required mastery. Score is still the only one standard to measure the results of English teaching. Neglecting cultural study which is closely related to language study, those out-date methods put undue emphasis on techniques in the mastery of English language has severely held back Chinese students' cross-cultural communication. On one hand, it surely concerns students' overall performance without comprehensive mastery of English language from various available sources. On the other hand, in practical communication, lacking of abilities of cross-cultural communication and oral expression do harms to effectively convey exact meanings to particular subjects. What's worse, international communication has been already obstructed. Now if we can turn the question around, cross-cultural communication and oral expression are crucial in English teaching. When they are neglected, our teaching system must not be going well. It is a very serious problem. According to certain thesis, some valuable opinions can be found.

Domestic Research Status

In Su Lanke's master thesis, On Development of Cross-cultural Oral Communication Skills in Teaching English, he pointed out that the need for talents who can speak fluent English is increasing with the fast development of China's economy. Under existing ways and means to teach English, students are not as skillful as they should be in having usable English after their six-year English study. Such a problem comes from grammar-translation method and entrance examinations. Influenced by these two factors, most students consider English as a compulsory subject. They learn English for passing their exams only, and get stucked in dumb English. Moreover, they display little initiative in taking efficient measures to control their emotion and cognition, and still adopt traditional learning strategies like repeated exercises, rote learning, emphasis on sentence structure and grammar.

In Fu Guoqing's master thesis, On development of Cultural Consciousness and Cross-cultural Oral Communicative Abilities in High-school English Education. He points out that culture and language are closely connected. In oral communication, certain knowledge of cultural background adds to students' competence in using language. Language is a vehicle for culture and a main form of culture. Language is a component of social ethnic culture, which develops as the development of the nation. Varied histories, cultures, customs, living environments and religions lead to sharp differences between Chinese and Western languages, which bring disturbing factors to English learning in high school.

Foreign Research Status

New York Times has published an article pointing out that the rise of China is faster with the development of globalization while more and more Chinese immigrate to USA. This immigration poses a problem. It is difficult for second-generation immigrators, who are influenced by Chinese parents and families, to assimilate into American society in their childhood because of language barrier shown as poor oral expression and lacking of cultural identity. The loss of cross-cultural communication makes these children suffer severely and overshadows their life.

二、Outline

Abstract

State of Domestic Oral English Teaching

Analyses of problems in Cross-cultural Comunicative Education in Domestic Oral English Teaching 

Traditional Teaching Mode Out of Line with Social Development

Studens' Lacking of Oral Exercise

Students' Lacking of Cross-cultural Understanding

Low-level Cross-cultural Teaching

Anatomy of Reasons for Obstacle in Cross-cultural Communication

Obstacle from Different values

Obstacle from Different Thinking Methods

Strategies for the Enhancement of Cross-cultural Communication Abilities

Improving Teachers' Abilities of Imparting Cross-cultural Oral Communication

Creating Scenes for Oral Teaching

Employing Sufficient Foreign Teachers

Motivating Students

Conclusion

三、References

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