2025年oncrossculturaleducationinenglishlanguageteaching英语.学位论文.doc

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Abstract ：Nowadays,English has become a universal language which is playing an important part in international communication and cooperation. Due to the different value,religion,custom and history of each country,a foreign language learner studying a language means the study of a culture. Culture is a part of language and plays a very important role in language recent years,the relationship between language and culture has become a key subject in teaching English as a foreign teachers should not only teach language knowledge ,but also cultures which language the understanding of a new language requires the understanding of the other , for many years, the main work of English teaching has been focused on language teaching. Teachers and students do a lot in grammer ,phrases,structure and , this traditional grammar-translation method failed to develop communicative competence. with the neglect of the cross-cultural awareness and unreasonable training method, the students often have a poor understanding of cross cultural differences in areas, such as the word meaning and the custom abroad, which can eventually lead to ignorance of English language background. Learning a language,as a matter of fact,is inseparable from learning its ,language teaching and intercultural awareness is teachers should input the culture of English- speaking countries gradually and appropriately in cultivate the cross-cutural awareness in students is a better way for them to master and use the ,the development of Cross-culture education should be drawn more attention in English teaching.
Key Words: language teaching , Cross-cultural Education , obstacles, Solutions
Chapter 1
Introduction
The present thesis aims at arousing the awearness of the importance of cross-cultural education in English teaching and giving the solutions of cross-cultural education applied in English Teaching English as a Foreign Language,the importance and necessity of teaching foreign culture has been widely recognized. As we known,foreign language teaching is the key to cross-cultural communication ,and cross-cultural education is the key to master foreign means getting more teachers and students begin to realize that mere knowledge of languages and skills about culture has been far from meeting the requirements of good communicative competence .The “ability of cross-cultural communication ”is the ultimate goal of foreign language education. Faced to the current situation ,what should a teacher do and what attitude should foreign language learners have?
The whole thesis consists of five two introduces the definition and necessary of cross-cutural while learning foreign language.
Why we cannot avoid the traditional language teaching which focused on reading and writing; grammar and translation; memorization of vocabulary? Why there are still so many problems consisted in leading the cross-cutural eduation in English teaching? In chapter three, the answers will be implicitly presented by analysing the present situation about cross-cutural education from many aspects. Chapter four sets up several useful solutions in view of existing situation .It aims at helping students build up right and positive attitude ,respect foreign cultural and achieve cross-cultural communication.
In the last chapter,it sums up the importance of cross-cultural education in English teaching.
Chapter 2
Review of Cross-cultural Education
The Goal of Cross-Cultural Education
The goal is to make students and teachers aware of cultural (Target culture) knowledge,to promote them to foster the positive crosscultural states of mind,and to have the interests of learning foreign language . what’s more, let students acquaint with different cultures and respect them,finally master language effectively and fairly in cross- but not least, to increase the students' understanding of how language function and to bring them, through the study of another, to a greater awareness of the functioning of their own language.
Hammerly (1982) summarized the objective of the 10 teaching culture, these goals can become a culture of the objectives:
(1) Understand the word and phrase of cultural connotations;
(2) Understand the code under normal circumstances;
(3)Get the development of cultural interest and objectives of deepening understanding of cultural goals;
(4)Cross-cultural communication to understand the distinction;
(5) Understand cultural differences and custom ;
(6) Identify and understand similar research topics;
(7) Institute a comprehensive view of cultural goals;
(8)Act with the objective of cultural exposition on the assessment capabilities;
(9) Properly treat different views of the other culture;
(10)Cultivate academic research capacity of the target culture;
The Necessity of Cross-cultural Education in English Teaching
The requirement of enhancing the capacity of language study
With the establishment and development of Sociolinguistics, There is a growing emphasis on the research of language function and usage. American linguists Sapir (1921) wrote at “ Language “,a book on that “Language has an environment, it should not exist from the culture, society can not be divorced from inherited traditions and beliefs.” The quotation proves the intimate relationship between language and culture and they cannot be divided from each other. To really master a language people must know the particular social background of the language, otherwise, they would not really grasp the language.
It is both unrealistic and impossible to understand a language divorced from we live in a multicutural society and the association among people having different cultural backgrounds can be achieved by language communication. And it is inevitable to make mistakes in association leading by Cultural differences when there is no awareness of Cultural differences. Therefore, learning a language must learn the corresponding culture.
the requirement of developing national education and following the world’s pace
Cross-cultural education is a new trend of development of higher helps us to study the education principles and modes abroad and treat rationally our education the consideration of the global problems and national problems,we can imbibe the experience to develop our national education.
WinstonBrembeck wrote at The Development and Teaching of a College Coursein Inter-cultural Communication “To know another’s language and not his culture is a very good way to make a fluent fool of oneself ”. Mr. Winston Bareback，the foreign language teaching expert of the USA indicated,”teaching language without culture is the best way to cultivate a fool with fluent spoken language.” [1] In this case,the students cultivated will not be adapt to the new century. Obviously, its consequence is serious. With the increased power of our country and association with other countries,we need talents who have great understanding of exotic cultures. Hence,it needs us to pay big attention to cross-cultural education in English language teaching.
Chapter 3
Obstacles and Analysis of Cross-cultural Teaching
Although cross-cultural teaching is so important in English teaching, the awareness of this teaching method is ignored in most cases by both teachers and fact ,many obtacles and problems have to be faced in practice which lead to the difficulties in the process of carring out. For instance, in high school English teaching , they emphasize primarily teaching English vocabularies and English grammars; most teachers focus on the sentences’ structures and grammars knowledge analysis, and neglect of cross-cultural interpersonal skills training.
the analysis of cross-cultural teaching
teachers are lack of the awareness and ability of cross-cultural education
Although many English teachers has increased awareness of cross-cultural education , most teachers themselves are lack of the horizon of worldwide . Commonly they still follow the traditional grammar-translation method; they neglect cultural teaching in English teaching. The New Curriculum Standards emphasizes the necessity of developing students’ intercultural competence. However, The current problems in high school English teaching is that they emphasize primarily teaching English vocabularies and English grammars; most teachers focus on the sentences’ structures and grammars knowledge analysis, and neglect of cross-cultural interpersonal skills training. Some teachers think teaching cultural knowledge is a waste of time, because the time one class had is if to do it in the classroom ,they can not complete courses on time, and therefore affect the process of teaching ,even the scores of students. In order to help students score high on linguistic proficiency, teachers pay a lot of time to explain vocabulary and grammar knowledge in the class. In this case, students have improved their language knowledge, but their intercultural communicative competence has not enhanced.
The phenomenon most can be seen in high school class-room teaching ,and the high-school study period as a basic foundation of second language study play an importance role in further English study. That cause our special attention to high school students’ study.
What’s more, some teachers regard cultural teaching as their extra burden. They are not so experienced in culture instruction and not so confident to act as guides. Meanwhile, they don’t have a desire to go on studying; they prefer to let their students to learn cultural knowledge all by themselves. Under this circumstance, intercultural awareness cultivation cannot achieve the ideal a English teacher ,he or she should not only master the tradition and culture of our nation,know the unique allusions of china,skillfully express native culture,but understand the differences between Chinese and Western cultures,master the balance between target language and mother a result ,teachers cannot impart the cross-culture knowledge to students and train their cross-cultural communicative competence.
Students’ attitude towards cross-culture is not reasonable
Limited by our educational system and policies,students have the unreasonable attitude while learning most students who are learning english are for the purpose of passing exams , get diploma and finally find a ideal job. So the exam-oriented education usually play a decisive role.
And students cannot correctly deal with foreign cultures while learning a them ,english is only a tool helping to obtain a more satisfied live and they have no desire to know other cultures and no strong desire to communicate with people of the target language. So it’s not difficult to understand that they show little interest in English cultural knowledge, but indulge themselves in grammar learning and vocabulary building. Although some students are interested in the western culture, they rely on the teacher excessively and fail to search for deep understanding by themselves.
So they cannot really master a foreign language.
Students under this circumstance often have some typical example holding the Chinese way of thinking, transplant it to the English expression, commonly known as “Chinglish” Equate to neglected cultural all know,students often used own culture model to judge the observed phenomena. And when the two cultures come to the conflict with each other, these students are apt to use native model to understand the other culture, thought and expression. Thus often misleading. For example ,when we want to sa