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1、Culture Teaching in English Language Teaching at College Level in China,英语其它论文AbstractA good command of a foreign language not only means mastering the language itself, but also involves the cultivation of cultural competence which is an important ingredient of communicative competence as well as th
2、e content of modern language education. This thesis attempts to work out some solutions to two problems of culture teaching in English language teaching (ELT) at college level, namely the content of culture teaching and the ways of culture teaching.To support my viewpoint, the relationship between l
3、anguage and culture is discussed first. Language is a part of culture and shaped by culture; it is also the carrier of culture and reflects cultural features of a community in which the language is spoken. Language and culture are closely related. From the angle of language teaching and learning, to
4、 teach a language is to teach another culture; to learn a language is also to learn another culture.The purpose of learning a language is to communicate with it. With the rapid development of economy, intercultural communication is becoming more and more important. However, intercultural communicati
5、on is more than verbal exchange. It involves cultural traits. Cultural differences are always behind the communication and ready to spoil it. In order to expound clearly the increasing importance of culture teaching in English Language Teaching (ELT), this thesis looks back the tradition ELT in Chin
6、a. Because of the influence of structuralism and political situations, ELT in China then was absolutely divorced with cultural context, language was taught in a “pure“ form. Such a kind of teaching brought obvious negative consequence-great cultural gap between learners and native speakers, which is
7、 generally reflected 勿 pragmatic failures. A foreign learners competence includes linguistic competence and pragmatic competence. Pragmatic competence is the competence of using the language appropriately in a given social context. Foreign language teaching should develop learners pragmatic competen
8、ce. The importance of culture teaching is widely reco 脚 zed and accepted. In China, some linguistic scholars and English teachers have been dealing with cultural interference in intercultural communication and have made some si 娜 ficant progresses. Even though, some problems still remain and deserve
9、 further study. Far less attention is attached to culture features in teaching practice; courses and materials of target culture are very limited and usually considered as secondary; teaching method is generally to introduce background knowledge. What and how to teach are still the two problems face
10、d by foreign language teachers. They are more than problems of teaching method because they are also influenced by political situations. Culture is all pervasive and complex, it is reflected in every aspect of life. It is impossible to give overall consideration in classroom. This thesis explores th
11、e content of culture teaching from four aspects:(a) Verbal communication (including vocabulary and sentence structures); Vocabulary is the most active element in a language and most culturally-loaded. Cultural features are first reflected in vocabulary. Sentence structures are restrained by thinking
12、 patterns and thinking patterns reveal the value system of a nation.(b) Communicative customs: Customs refer to the habits and rules commonly observed in communication by the members in a certain culture. Customs are influenced and shaped by the beliefs and value of people in the culture. Customs ar
13、e an important part of culture.(c) Value system: It is the core of culture and the guiding principle in teaching and learning culture.(d) Nonverbal communication: People communicate not only by verbal exchange but also nonverbal behaviors. Nonverbal behaviors are different between different cultures
14、.Language is a part of culture and carrier of culture. Culture is reflected at different levels of language. Therefore, culture teaching should not be concentrated in one course, it should penetrate through different courses such as vocabulary teaching, oral course, literature course, extensive read
15、ing and translation. This thesis explores some ways in different courses such as searching for word origin, connotation comparison, culture assimilators, culture aside, culture analysis, IIInewspaper reading and videos using. This thesis also introduces some other activities in increas 吨 learners cu
16、ltural awareness.In the process of discussion, this thesis points out that learning the target culture should serve the purpose of learning the language. English now is becoming international in characteristics. Many countries use it to communicate with people from different cultures. Therefore, English language shouldnt be combined with any special culture, and we should not concentrate all our attention on the cultural traits of
