論文化差異與英語教學(xué)中的文化導(dǎo)入-畢業(yè)論文

1、<p><b>　　（本頁打?。?lt;/b></p><p>　　學(xué)科分類號 </p><p>　　函授(專升本)學(xué)生畢業(yè)論文(設(shè)計)</p><p>　　論文化差異與英語教學(xué)中的文化導(dǎo)入</p><p>　　姓 名 周艷鳳

2、 </p><p>　　學(xué) 號 </p><p>　　院 （系） </p><p>　　專業(yè)、年級

3、 </p><p>　　指導(dǎo)教師 </p><p>　　年 月 日</p><p>　　湖南師范大學(xué)本科畢業(yè)論文誠信聲明</p><p>　　本人鄭重聲明：所呈交的本科畢業(yè)論文，是本人在指導(dǎo)老師的指導(dǎo)下，獨立進行研究工作所取得的成果，成果不存

4、在知識產(chǎn)權(quán)爭議，除文中已經(jīng)注明引用的內(nèi)容外，本論文不含任何其他個人或集體已經(jīng)發(fā)表或撰寫過的作品成果。對本文的研究做出重要貢獻的個人和集體均已在文中以明確方式標(biāo)明。本人完全意識到本聲明的法律結(jié)果由本人承擔(dān)。</p><p>　　函授(專升本)畢業(yè)論文作者簽名：（親筆簽名）</p><p>　　二○○ 年 月 日（打?。?lt;/p><p>　　一、湖南師范大學(xué)

5、函授(專升本)畢業(yè)論文開題報告書 （本頁全打?。?lt;/p><p>　　二、湖南師范大學(xué)函授(專升本)畢業(yè)論文評審表 （本頁打印）</p><p>　　說明：此表指標(biāo)部分為正文部分計分表，正文部分成績＝實評總分×0.9，外文資料譯文成績滿分為10分?？偝煽儯秸牟糠殖煽儯馕馁Y料譯文成績。評定成績分為優(yōu)秀、良好、中等、及格、不及格五個等級，總成績90—100分記為優(yōu)秀，80—89

6、分記為良好，70—79分記為中等，60—69分記為及格，60分以下記為不及格。若譯文成績?yōu)榱?，則不計總成績，評定等級記為不及格。</p><p>　　說明：此表指標(biāo)部分為正文部分計分表，正文部分成績＝實評總分×0.9，外文資料譯文成績滿分為10分?？偝煽儯秸牟糠殖煽儯馕馁Y料譯文成績。評定成績分為優(yōu)秀、良好、中等、及格、不及格五個等級，總成績90—100分記為優(yōu)秀，80—89分記為良好，70—79分記

7、為中等，60—69分記為及格，60分以下記為不及格。若譯文成績?yōu)榱?，則不計總成績，評定等級記為不及格。</p><p><b>　　OUTLINE</b></p><p><b>　　Abstract</b></p><p><b>　　Key Words</b></p><p&g

8、t;　　I. Introduction</p><p>　　II. Culture and Language</p><p>　　2.1. Definitions of Culture and Language</p><p>　　2.2. Relationship Between Culture and Language</p><p>　

9、　2.3. Some Differences in Cultures Between Chinese and English</p><p>　　III. Cultural Education</p><p>　　3.1. Importance and Necessity of Cultural Education</p><p>　　3.1.1. Influenc

10、es on Vocabulary</p><p>　　3.1.2. Influences on Communication</p><p>　　3.2. Present Situation of Cultural Education</p><p>　　IV. Culture Leading</p><p>　　4.1. Principles

11、 of Culture Leading</p><p>　　4.1.1. Practical Applicability</p><p>　　4.1.2. Stagy Principle</p><p>　　4.1.3. Adaptability Principle</p><p>　　4.1.4. Flexibility Principle

12、</p><p>　　4.2. Ways of Cultural Leading</p><p>　　4.2.1. Guiding Reading</p><p>　　4.2.2. Contrastive Analysis</p><p>　　4.2.3. Situational Conversation</p><p&g

13、t;　　4.2.4. Audio-visual Aids</p><p>　　V. Conclusion</p><p>　　Bibliography</p><p>　　中文標(biāo)題、摘要、關(guān)鍵詞</p><p>　　The Discussion of Culture Differences and Leading in English Tea

14、ching</p><p>　　Author: Zhou yan feng </p><p>　　Abstract: Not only is language a part of culture, but also the spread of culture needs language. Due to geography, history, life style, value and

15、 religion, cultural background of each country is very different, so is its language. English teaching is a kind of language teaching, so its cultural background cannot be left alone. This paper, first, has given some de

16、finitions of culture and language, and explained the relationship between them. Second, the paper has presented the cultural difference</p><p>　　Key Words: English teaching; cultural differences; cultural ba

17、ckground </p><p>　　I. Introduction</p><p>　　Language is an instrument for communication, which reflects the culture of a country. It is hard to master a kind of language without social culture.

18、 Since the differences in history development, living environment and values among all the countries, their cultures are also diverse. Knowing the diverse cultural background is the essential premise for language learnin

19、g. Kramsch stated that culture in language learning is not an expendable fifth skill, to speak, teaching of speaking, listening, re</p><p>　　In a long-term English teaching, a great majority of teachers and

20、students in China think that they can learn English well as long as mastering basic grammars, a certain amount of words, voice and intonation, so English teachers always stress on the language teaching, but ignore the cu

21、ltural knowledge playing an important role to language. Although students trained in this way have a large vocabulary, a sound knowledge of grammar, they have a big obstacle in communication practice, even making a</p

22、><p>　　Chinese culture is quite different from that of English-speaking countries, which is a big problem for Chinese learners. This thesis has started from the relation between language and culture, pointed ou

23、t the necessity and principles of cultural leading, to expand students’ knowledge of cultural background and cast off the frame of high scores with low qualities.</p><p>　　II. Language and Culture</p>

24、<p>　　2.1. Definitions of Culture and Language</p><p>　　Culture may be one of the words that are most frequently talked about by the majority of people in the present world, to which attributes the sig

25、nificance of culture in people’ life. Some scholars remarked that culture is everything and everywhere, and nearly every aspect of people’ life is affected and changed by culture in some ways. In the field of anthropolog

26、y, culture means the total life way of a people, the social legacy and the individual acquires from his group. In the field of linguist</p><p>　　Some scholars have given their definition of culture as follow

27、s.</p><p>　　“Culture may be defined as what a society does and think (Kohls, 1978).”</p><p>　　“A culture is a configuration of learned behaviors and results of behaviors whose component elements

28、 are shared and transmitted by the members of a particular society (Linton,1945).”</p><p>　　“Culture is a collection of beliefs, habits, living patterns and behaviors which are held more or less in common by

29、 people who occupy particular geographic areas (Brown,1978).”</p><p>　　As we all know, language is a social phenomenon. Then what is language? For some people, language may not even be a worthy subject for a

30、cademic study. They take it as just a tool for communication rather than a subject for studying. But different scholars have viewed language from different angles and have offered different definitions of language. </

31、p><p>　　The sociolinguists have regarded it as an activity which consists of listening, speaking, reading and writing. The linguists have stated that language is a system of arbitrary at first sight, but each w

32、ord in it has chosen with care to capture an important aspect of language. For example, language must be a system, since elements in it are arranged according to certain rules; they can be combined at will. </p>&

33、lt;p>　　Language is a system of communication by written or spoken words, which is used by the people of a particular country area. Language is such an integral part of our life and humanity that too much about it has

34、been taken for granted. Anyway, the commonly accepted definition of language is by Wardhaugh, language is a system of arbitrary vocal symbols used for human communication. Language is the vehicle that enables us to share

35、 our experience with others. Deprived of communication, society would </p><p>　　2.2. Relationship Between Culture and Language</p><p>　　There is a close relationship in language and culture. “A

36、language is a part of culture, and a culture is a part of language. It acts as a mirror of culture and society; the two are intricately interwoven so that one can not separate the two without losing the significance of e

37、ither language or culture (Brown, 1994).” Language gives people a means of communicating with others of their culture and a means of thinking. Without language, culture would be broken and closed. On the other hand, the

38、im</p><p>　　Therefore, English teachers, the dominant factor, must reflect such perspectives in their teaching; helping students to be observant and conscious of the differences between Chinese culture and E

39、nglish culture; letting students join practice and real communicative activities. Only in this way can students use English properly and correctly. So from the angle of teaching, a language can not be taught separated fr

40、om its culture.</p><p>　　2.3. Some Differences in Cultures Between Chinese and English</p><p>　　People from China or western countries have a tremendous difference in value, thinking mode and da

41、ily habits because of different cultural backgrounds. Once people from different cultures meet, their communicative practices differ from those of people in the same culture, which leads to communicative problems, such a

42、s pragmatic mistakes, even legal problem.</p><p>　　2.3.1. Greeting and Addressing</p><p>　　Chinese greeting generally take the opposite party as a starting point. “Where are you going?”, “Have y

43、ou eaten?” But they are asked randomly as privacy in western, so they usually say” Hello!”, “Good morning.” It’s a lovely day, isn’t it?” as greeting.</p><p>　　In English-speaking countries, people address o

44、ne anther by calling the name, i.e. Mandy, Tom, etc., more than calling one person Mr. Smith, Mrs. Hill. This applies not only to people of roughly the same age, but also of different ages. In China, the custom of addres

45、sing members of one’s family, relatives or close neighbors as “Da Shu, Da Ye, Lao Wang” etc., should not be carried over into English directly.</p><p>　　2.3.2. Compliment</p><p>　　To English-spe

46、aking people, praise is to be accepted, generally with a remark like “Thank you”. It is assumed that the compliment is sincere, that the praise is for some worthy achievement. Therefore, there should be no show of false

47、humility, no pretended modesty. For instance, if someone say “your singing is very good.” a westerner will reply “thank you very much.” To Chinese, however, the customary reply to a compliment would be claim that one is

48、not worthy of the praise, that what one has do</p><p>　　2.3.3. Value</p><p>　　Westerners advocate freedom and individualism. They think that independence and creativity are important and there v

49、alues will be developed freely without being controlled by the power of society, politics and religion. For example, there is a big difference lies in the way people in different cultures views the idea of “individualism

50、”. Westerners tend to view individualism as a good thing. In English, the word has no negative connotation; in fact, its connotation is somewhat positive. In contra</p><p>　　2.3.4. Etiquette</p><p

51、>　　It is important to know about the different etiquettes in English learning and teaching. Its different cultural contents might be the obstacles of comprehension. Generally speaking, if a Chinese is invited to a hou

52、se for the first time, when the host asks him,” Would you like some tea?” the Chinese guest will answer,” No, thank you.” The Chinese host knows it is just courteous and will still make tea for the guest. On the contrary

53、, the American is quite different from the Chinese. They will fran</p><p>　　2.3.5. Body Language</p><p>　　Body language is always known that action communication. Posture and sitting habits offe

54、r insight into a cultural deep structure. In America where being casual and friendly is valued; people often fall into chairs or slouch when they stand. In China where lifestyles tend to be more formal, a slouching postu

55、re is considered a sign of rudeness and poor manners. Some gestures are spontaneous, but some are highly ritualized and have very specific meanings. And they differ enormously from one culture</p><p>　　2.3.6

56、. Thinking Mode</p><p>　　The western thinking mode is a direct one, while the Chinese one is indirect. When westerners talk about something or write something, they express themselves directly instead of ind

57、irectly. In English, an address like “HengYang, Hunan Province, China”, the “HengYang” at the very beginning is the most important one. But in Chinese, it will be written as “China, Hunan Province, HengYang”. Moreover, C

58、hinese people tend to use trial questions and a mild tone in order to safeguard a harmonious relat</p><p>　　2.3.7. Taboo</p><p>　　Every culture has its taboo. The most of them lie in the degree

59、of privacy of openness. In English-speaking country, age is more or less related to privacy, especially to those who are neither young nor old, whereas, in China, age is more related openness, and asking age one’s age is

60、 a cultural characteristic of many Chinese. If a Chinese learner asks an American middle- aged lady the question” how old are you?” the American lady may feel greatly offended. Even if the question about age is asked<

61、/p><p>　　As the diverse climate, west wind is biting and cold to Chinese while east wind is the wind of spring. But to English, west wind it is warm which informs spring’s coming. The Ode to the West Wind from

62、Shelley says, “If Winter comes, can Spring be far behind?” For the above examples, the reason for such different reactions is caused by differences in culture of language. It is impossible to teach English if we neglect

63、the cultural; background of the target language.</p><p>　　III.Cultural Education</p><p>　　3.1. Importance and Necessity of Cultural Education</p><p>　　Traditionally, English teachin

64、g in China is dominated by a teacher-centered, book-centered, grammar translation approach and an emphasis on inflexible memorization but not the studies of culture differences. After opening to the outside world, more a

65、nd more Chinese went abroad, and more and more foreigners came to China. The communicative leading which aims to develop students’ communicative competence, began to win favor in English classes. It is necessary to learn

66、 how to understand and use lan</p><p>　　3.1.1. Influences on Vocabulary</p><p>　　A majority of English words’ meanings are similar to their Chinese meanings, but some meanings are discrepant. So

67、 we need stressing the cultural background. For example, the “dragon” is a mascot in China and Chinese regard themselves as descendents of the dragon. To English-speaking people, however, the dragon is a symbol of evil.

68、So “Ya Zhou Si Xiao Long” in English is “Four tigers of Asia” instead of “Four dragons of Asia”. Many euphemisms and color terms also have cultural meaning. In English</p><p>　　Greco-Roman mythology also enr

69、iches English vocabulary. A lot of English basic words can be traced back to Greco-Roman mythology, such as “panic” and “echo”. Plenty of place names and people’s names come from Greco-Roman mythology, too, such as “Euro

70、pe” and “Helen”. Greco-Roman mythology creates a lot of well-known idioms and phrases which have specific meanings, such as “apple of discord”, “Trojan horse”.</p><p>　　3.1.2. Influences on Communication<

71、;/p><p>　　We have learned that cultural background is a part of the context which can help us understand the special significance of context. Therefore, to understand discourse, learners should not only learn i

72、ts linguistic forms, but also its cross-cultural customs as well. If they don’t store such related background knowledge to producing and understanding discourse, they may misunderstand or offend each other in communicati

73、on. The following is a case related with daily life. in a Chinese shop, the wait</p><p>　　3.2. Present Situation of Cultural Education</p><p>　　As a kind of language, English is a key to western

74、 culture. In China, people have come to realize that lack of knowledge about foreign cultures may bring about many pragmatic problems when communicating with foreigners owing to the opening-up policy. Early since 1960s,

75、a great of educators have concerned themselves with the significance of the cultural aspects in foreign language learning. “Learning a foreign language well means more than merely mastering the pronunciation, grammar, wo

76、rds and id</p><p>　　However, owing to a lot of factors, some obstacles prevent culture leading from English teaching. One of the major problems is that some English teachers are lack of cultural competence.

77、Teacher plays an important and leading role in class who is a mediator to foreign culture. So teachers’ cultural competence is a necessary aspect in language teaching. But many so-called English teachers haven’t accepted

78、 specialized English training before they become teachers so that they did not have enough pr</p><p>　　IV.Culture Leading</p><p>　　4.1. Principles of Culture Leading</p><p>　　4.1.1.

79、 Practical Applicability</p><p>　　That is to say that the content of culture must be closely related with the knowledge students learned, and culture teaching must be closely connected to the reality of comm

80、unication. At the middle school period, what students have learned cultural knowledge is very shallow, they don’t understand some cultural questions in the material. Teachers should give priority to explain the cultural

81、knowledge that related to the material in the class. It is very helpful for students to understand the rela</p><p>　　4.1.2. Stagy Principle</p><p>　　English teaching and learning is a process, f

82、rom shallow to deep, easy to complex, so culture teaching also should be graded according to students’ age and comprehension ability. On one hand, strategy principle refers to the content of culture teaching should be ta

83、ught at different levels. For instance, cultural knowledge for pupils and senior students are very different. In the beginning, teacher should expose students to rough knowledge about cultures of English-speaking countri

84、es which link t</p><p>　　4.1.3. Adaptability Principle</p><p>　　Although cultural knowledge is helpful in communicative competence, its main function is indirect. The aim of cultural leading is

85、serving for language teaching to better students’ English knowledge and communicative competence quickly, thus cultural leading must be framed in English teaching. When teachers analyze the text, some cultural knowledge

86、information which relates to the text can be conveyed to the students, but the information must be with the reach of students’ comprehensive ability. </p><p>　　4.1.4. Flexibility Principle</p><p&g

87、t;　　The world is changing, so are the traditions and customs. The contact among every country is becoming closer and closer so that traditions and customs are combining mutually. Samovar Porter said that there is a great

88、 tendency that one culture adopts the elements from another that are compatible with its own values and beliefs or that can be changed without causing major disruption. Although many aspects of culture are subject to cha

89、nge, the deep structure of a culture resists major alterations. </p><p>　　4.2. Ways of Cultural Leading</p><p>　　We study English culture mostly in our Chinese culture circumstance, so the main

90、form is “l(fā)earning” not “acquisition”. Therefore, it is very important for teachers to develop some useful ways to teach English.</p><p>　　4.2.1. Guiding Reading</p><p>　　Students cannot acquire

91、enough cultural knowledge, their cultural acquainting is limited and even eliminated, though the students is desirous to get the cultural knowledge. In order to get a comprehensive picture of the target culture from as m

92、any angles as possible, teachers need to present the students with different kinds of information. Most texts are concerned with the special cultural background of English-speaking countries. Text teaching has to cover t

93、he cultural parts in addition to the</p><p>　　4.2.2. Contrastive Analysis</p><p>　　Contrastive analysis is concerned with the comparison of two or more language or subsystems of language in orde

94、r to determine both the differences and similarities between them (Helen Oaty, 1988). Contrastive analysis is quite an effective research in foreign language leaning and teaching. In English teaching, teachers should pro

95、vide information about English, Chinese and their cultures as much as possible. No doubt, that will help students not only master English, but also improve their intercu</p><p>　　4.2.3. Situational Conversat

96、ion</p><p>　　Of all the methods, situational conversation may be the best way to improve students’ communicative competence. Teachers may create different kinds of situations for students to practice. They c

97、an organize students to play a mini-play, English corner, celebrate western holidays and chat in English as often as possible. Students may get some information and dare to express themselves in public. Frankly speaking,

98、 these activities have some difficulties to a certain degree, it should depend on the </p><p>　　4.2.4. Audio-visual Aids</p><p>　　In English teaching, we can provide students with information ab

99、out the English-speaking countries as much as possible, so that students can have a direct and impression of western cultures over all. The information which can be presented includes: an English-speaking country’s geogr

100、aphy, history, literature, religion, education, life style, etc. “Teaching aids undoubtedly help to make the teaching of foreign language more effective and efficient (Liu Zuohuan, 1991).” Cultural language environme<