英語本科畢業(yè)論文--在初中英語教學中培養(yǎng)文化意識

1、<p>　　畢 業(yè) 論 文</p><p>　學生姓名學 號</p><p>　院 (系)</p><p>　專 業(yè)英 語</p><p>　題 目在初中英語教學中培養(yǎng)文化意識</p><p>　　On Cultivating Cultural Consciousness in Junior Eng

2、lish Teaching</p><p>　　A Thesis Submitted to</p><p>　　Department of Foreign Languages and Literature</p><p>　　In Partial Fulfillment of the Requirements</p><p>　　Abstra

3、ct Successful and effective teaching of English should shift from the simple teaching model of “for the language to learn language” to the combination of language teaching and culture teaching. As teachers of English, w

4、e should pay more attention to the introduction of culture to cultivate our students’ cross-cultural consciousness and communicative competence in the teaching. Language is the carrier and container of culture; language,

5、 as a mirror of culture, is strongly influenced and sh</p><p>　　Key Words Cross-cultural education cultural consciousness </p><p>　　junior English </p><p>　　摘要 成功有效的英語教學應該改變單純“為

6、語言而學語言”的課堂教學模式，應向語言知識教學與文化內(nèi)容傳授相結合的方向轉變。英語教師要重視文化導入，在教學中注重培養(yǎng)學生的跨文化交際意識和能力。本文立足于新頒布的《初中英語課程標準》的目標要求，從語言與文化關系出發(fā)，提出在中學英語階段教學中滲透跨文化教育的重要性。分析了初中英語教材中豐富的文化資源，并結合自身的教學實踐，嘗試探討在中學英語教學中滲透跨文化教育的一些具體做法,如文化背景補充、文化比較、運用和比較等。</p>

7、<p>　　關鍵詞 跨文化教育，文化意識， 初中英語</p><p><b>　　Contents </b></p><p>　　Introduction…………………………………………………………1</p><p>　　The importance of cross-cultural education during juni

8、or school…</p><p>　　Abundant cultural resources in junior English textbooks…………</p><p>　　Picture resource…………………………………………………</p><p>　　Reading material resource………………………………………</p&

9、gt;<p>　　Vocabulary resource……………………………………………</p><p>　　Methods of cross –cultural education………………………………</p><p>　　4.1 Language supplement and cultural comparison………………</p><p>

10、　　4.1.1 Language supplement………………………………………</p><p>　　4.1.2 Cultural comparison…………………………………………</p><p>　　4.2 Specific methods…………………………………………………</p><p>　　4.2.1 Cultural aside……………………

11、……………………………</p><p>　　4.2.2 Appreciation and analysis of language………………………</p><p>　　4.3 Words application and comparison………………………………</p><p>　　4.3.1 Words amplification………………………………………

12、…</p><p>　　4.3.2 Words comparison……………………………………………</p><p>　　5.Conclusion………………………………………………………………</p><p>　　1.Introduction</p><p>　　Issued newly English Curriculum Criter

13、ion describes the objective of course, which indicates the overall goal during junior school is to cultivate students’ application abilities of general language. The form of application abilities of general language is b

14、ased on the integrated qualities which are language knowledge, language skill, feelings and attitude, strategy of study and cultural consciousness. To accomplish the overall goal, the five qualities cannot be applied abs

15、olutely, in which cult</p><p>　　2.The importance of cross-cultural education in English teaching</p><p>　　In the USA, a student studying abroad was killed with a gun because he couldn’t underst

16、and the colloquialism “Freeze!” ,“Freeze!” means “站住”“不許動”which is known by many Americans. I think that this student should have known the basic meaning “冰凍”、“結冰”.As he didn’t know the cultural meaning of this word in t

17、he USA, he paid for his life as a result. This painful lesson is worth of pondering to us: If this student had known more about the differences between Chinese culture and western culture, he w</p><p>　　From

18、 the above story, we can acquire a message: In the teaching of English, we should not be limited to the input of language knowledge, but take the input of culture into account. It is necessary to cultivate students’ cros

19、s-cultural communicative competence.</p><p>　　Every state has its own culture that is miscellaneous in content. Lots of scholars from different countries give their own definitions of culture. Linell Davis,

20、a famous American scholar, defines culture as “Culture is the total accumulation of beliefs, customs ,values, behaviors, instructions and communication patterns that are shared ,learned and passed down through the genera

21、tions in an identifiable group of people.” New English course criterion shows that language has rich cultural connotati</p><p>　　“Language is a part of culture and plays a very important role in it.”It comes

22、 into being and evolves with human society. Man creates culture with language whereas culture accelerates the development of human society and enriches the expressions of language. Since antiquity, cultural heritage that

23、 passed down through the generations has been deeply engraved upon language. Language is the language of culture of human society. it is closely related to human society and human culture. American ling</p><p&

24、gt;　　Social scientists tell us “that cultures differ from one another, that each culture is unique. As cultures are diverse, so languages are diverse. It is only natural then that with difference in cultures and differen

25、ces in languages, difficulties often arise in communicating between cultures and across cultures. Understanding is not always easy ” However, in our traditional English classes, Many teachers often give too much language

26、 knowledge but very few cultural knowledge for the need of examin</p><p>　　3. Abundant cultural resources in junior English textbooks </p><p>　　In terms of English Curriculum Criterion

27、 of state (experimental draft) drawn up by Ministry Education, Teaching and Research Room for Primary and Middle School of Jiangsu Province and Oxford University Press compile this set of textbooks for the students of ju

28、nior high school. Each Unit of this set of textbooks has some cultural subjects. Next let’s have a look at the cultural subject of each unit in 9A and 9B for the students of Grade Nine. </p><p>　　From th

29、e above form, we can see that the topic of every module takes the relationship between communication and culture into account substantially. Language material also reflects communicative culture. While students learn and

30、 understand foreign cultures, especially cultures from those countries of English, they also strengthen the understanding of native culture.</p><p>　　Each unit of this set of textbooks is composed of nine pa

31、rts which are comic strip, welcome to the unit , reading, vocabulary, grammar, Integrated skill, study skill , main task and checkout. When using this set of textbooks, I found that there are a lot of cultural resources

32、which are mainly distributed in comic strip , welcome to the unit ,reading and vocabulary. According to the four parts, I divide the cultural resources in the textbooks into three types: </p><p>　　3.1. Pic

33、ture resource</p><p>　　This set of textbooks are excellent in both pictures and language, Comic strip of each unit is composed of four pictures which are closely related to the topic of this unit. The brief

34、and interesting dialogue between lovely Eddie and Hobo brings the gist of this unit to light. For instance, the four pictures of Unit1 in 9A describe vividly that Eddie guess what he can eat on that day from his star sig

35、n. Welcome to the unit is a warm-up activity which aims at arousing students’ interest. For exam</p><p>　　3.2. Reading material resource</p><p>　　Each unit of this set of textbooks has a reading

36、 article. All these articles are plentiful in content and diverse in the choice of subject. They nearly covers all kinds of realistic lives of English-speaking countries，such as school life , society of the day , nature

37、protection, interpersonal relationship, physical culture. These articles get close to social life and students’ life ,for example :students and their school life can be seen in Unit 2 of 8A；When we read about charity in

38、Unit 4,5,6.o</p><p>　　3.3. Vocabulary resource</p><p>　　In this set of textbooks, the part of Vocabulary mainly helps students learn new words to enlarge their lexical numbers from two sides. On

39、e introduces more vocabulary classification closely connected with the topic of this unit to the students from word family which can be seen in many units of this set of textbooks. On the other hand, many words are impor

40、ted to help students induce those words learned before from word-building which can help students remember new words effectively according to </p><p>　　4. Methods of cross-cultural education </p><

41、;p>　　With regard to these so abundant cultural resources in junior English , in my ordinary teaching, I make a intensive study of this set of textbooks and look up some background materials related to it. Next I tell

42、 you about my own methods of filtrating cross-cultural education into English class.</p><p>　　4.1 Language supplement and cultural comparison </p><p>　　4.1.1 Language supplement </p><

43、;p>　　The part of Welcome to the unit has rich pictures, but there are few language materials matching with them. When we develop some activities such as listening, speaking, reading and writing, rare language material

44、s in the book are not enough .We can supplement some words materials related to the topic of this unit according to the pictures .If so, students not only learn some language knowledge but also feel the different culture

45、s from it .</p><p>　　Take Unit 3 A day out in 8A for an example, The following is the pictures:</p><p>　　Step 1 Picture-talking </p><p>　　A. Get some students to describe the pictur

46、es with the help of some questions :</p><p>　　a. What is in the picture? Where is it from?</p><p>　　b. How do you like it ? What else do you know about it ?</p><p>　　The teacher giv

47、es brief introductions to these places of interest.</p><p>　　Step 2. Listening-matching </p><p>　　Get the students to listen to some data from them and match them </p><p>　　Step3 Di

48、scussing</p><p>　　Get the students to discuss the questions in this part.</p><p>　　2. In the above procedure, I use the description of picture , introduction to places of interest , match for th

49、e relevant material ,discussion of question to supplement the language materials such as listening, speaking, reading .During the course of class, the students not just acquire the input of language message but also kno

50、w about places of interest in modern or ancient times, in China or elsewhere and local conditions and customs in the world ,especially English-speaking countries. </p><p>　　4.1.2 Cultural comparison </p

51、><p>　　Including comparison and contrast, it mainly means that Chinese culture shares the same characteristics with other cultures but there are some differences between them. </p><p>　　First take

52、Unit 1 Star signs of 9A for an example, the following is the pictures:</p><p>　　These are western star signs. At the beginning of class, I set some questions for the students:</p><p>　　a. Can yo

53、u tell me what the 12 animal signs of the Chinese horoscope are?</p><p>　　b. Is the animal sign relevant to the year or the month?</p><p>　　c. What animal sign are you? Do you know what the anim

54、al sign represent?</p><p>　　The students were so interested in these topics that they all fell over themselves to answer these questions. It took a few minutes to answer them, but this class led to a new dir

55、ection and aroused the students’ interest. Afterwards, when the pictures of star signs in the book were introduced, the students experienced the differences between Chinese culture and western culture. In order to let th

56、em say the differences on their own, I divided the groups into three .In a short time, they gave thei</p><p>　　4.2 Specific methods</p><p>　　4.2.1Cultural aside “Cultural aside⑧”is the cultura

57、l teaching method given by Hu Wenzhong and Gao Yihong .When the students read the article, the variance in culture stops them to understand further. Cultural teaching method is the one that not only can make the students

58、 learn language knowledge, but also can make the students understand the culture hidden in the language knowledge through adding the introduction of cultural background by different teaching procedures to students .I thi

59、nk it is</p><p>　　Now take Unit 5 Hollywood’s all-time favorite -Audrey Hepburn in 9A for an example .First I import the text from cultural view point: </p><p>　　A. Play a video about Audrey Hep

60、burn.</p><p>　　B. Get the students to write down some new words in this passage to describe what they can see and hear from the video.</p><p>　　C. Collect students’ answers and tackle the new wo

61、rds by asking some questions:</p><p>　　a. About whom is this video? And what is she?</p><p>　　b. Where and when was she born?</p><p>　　c. What did she do before she became a Hollywo

62、od superstar?</p><p>　　d. Which film made her famous instantly?</p><p>　　e. When did she end her acting year?</p><p>　　f. How do people in the world look on her?</p><p>

63、;　　D. Present the following new words while answering these questions:</p><p>　　Audrey Hepburn（actress） Belgium on 4th 1929 model Roman Holiday </p><p>　　In 1989,（Audrey made her final appear

64、ance ） a great beauty, a great actress and a great humanitarian.</p><p>　　The teaching activities before reading are to “arouse the students’ interest in the topic or type of text; motivate students to read

65、the text by providing a purpose for reading; prepare the students for the content of the text”. As the students are unfamiliar with Audrey Hepburn, the teacher needs to provide the students with some background about her

66、. I downloaded some video about Audrey Hepburn from the Internet. On one hand, after watching the frame and listening to the comments , the student</p><p>　　4.2.2 Appreciation and analysis of language </p

67、><p>　　Reading articles in this set of textbooks are varied in form . Different types of articles differ in style of writing and language. A teacher should guide his or her students to appreciate the artistic q

68、uality hidden in the article so that he or she can help them read the article further and understand English language better.</p><p>　　Take Unit 6 Pets in 7B for an example , After understanding the poem, I

69、carry out my teaching procedure like this: </p><p>　　A. Get the students to read the poems aloud and find the different styles of poems.</p><p>　　B. Get the students to read some sentences an

70、d appreciate the styles of poems.</p><p>　　C. Get the students to find out the resemblances and the differences between western poems and Chinese poems. </p><p>　　During the course of reading, t

71、he students knew about the features of language of English poems .Not only did they appreciate the features of language ,but also they saw the poet’s attitude to life.</p><p>　　4.2.3 Discussion and extension

72、 </p><p>　　Each country has its own culture, While reading and understanding the article, the students can often run into some controversial matters. At this time, the students should be given some time to

73、discuss or even argue about them. But they have to offer their own strong evidence to support themselves.</p><p>　　Now take Unit 2 Robots in 9B for an example. I get the students to debate the following ques

74、tion. Should robots work for us in our everyday lives? The students were interested in the topic. They all gave their own ideas. At last, they are divided into two sides. One insisted that robots should work for us, beca

75、use they can help us out of the gruelling work. The other insisted that robots make us lazier. By debating, they opened their ideas and strengthened the abilities to express themselves. On</p><p>　　4.3 Word

76、s complication and comparison </p><p>　　Leaning words is one of the most important links when learning English. A wealth of cultural connotations are hidden in English words where some are from old stories,

77、 some are from legends and some are from literary outputs. In the teaching of English, the introduction of cultural connotation of English words and the comparison of Chinese and English words should appear a lot in case

78、 the students have a wrong understanding of English words from the denotation of words themselves or from their ow</p><p>　　4.3.1 Words complication </p><p>　　The textbooks are different from

79、the textbooks used before. There are more than fifty new words in each unit. These words are closely related to our lives but many of them are not easy to memorize. Take Unit 1 of 9A for an example. The words about sta

80、r signs are seldom seen at other times and are difficult to spell, but the pictures in the book can provide the students with visual expressions and bring the teaching of words interest. Take Unit 5 International chariti

81、es in 9A for another exampl</p><p>　　4.3.2 Words comparison </p><p>　　Because of different cultural background, the connotations of English words may be different from those of Chinese words. T

82、ake Unit 4 Great people in 9B for an example, there are some English idioms in the part of Vocabulary. I ask my students to compare them.</p><p>　　English Chinese</p><p&g

83、t;　　The early bird catch the worm 捷足先登</p><p>　　Many hands make light work 人多力量大</p><p>　　Raining cats and dogs 傾盆大雨</p>

84、<p>　　When the cat’s away, the mice will play 山中無老虎，猴子稱大王</p><p>　　Too many cooks spoil the broth 人多手雜反誤事</p><p>　　Love me, love my dog

85、愛屋及烏</p><p>　　Don’t put all your eggs in one basket 切勿孤注一擲</p><p>　　The grass is always greener on the other side 鄰家芳草綠，隔岸風景好</p><p>　　From the above comparisons, we

86、 can see the different expressions of language because of different cultural background . The profound connotations of British and American cultures that are accumulated over the years are hidden in the English words. It

87、 is important for students to know some literary allusions, idiom and their origins and evolutions. As a teacher, we should give our students proper guidance of cultural differences and get them to understand the profoun

88、d connotations of these Englis</p><p>　　5. Conclusion</p><p>　　What I have written above are my detailed examples that filtrate cross-cultural education into English teaching .I believe that , a

89、s a teacher, we should tap the cultural connotations in the textbooks as much as possible to put the knowledge of cultural background into shape. When teaching in class, we can try our best to set some true communicative

90、 circumstances. In short, the teachers should cultivate the students’ cultural consciousness with culture and help them get correct communicative cul</p><p>　　Works Cited</p><p>　　Guo Jianzhong.

91、 Culture and Translation. Beijing: China Translation & Publishing Corporation, 1999.</p><p>　　Sun Liming. Language and Culture. Jilin: Jilin Science and Technology Press, 2005.</p><p>　　王振亞.

92、語言與文化[M].北京：高等教育出版社,1999,PP1</p><p>　　顧曰國《英語教學法》上 外語教學與研究出版社 p131</p><p>　　《英語課程標準》 </p><p>　　鄧炎昌 劉潤清 《語言與文化》 外語教學與研究出版社 P3</p><p>　　李運興. 跨文化翻譯中的文化因素[A]. 郭建中.文