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1、英语学习中的文化导入Culture Input in English Language TeachingContentsAbstract.1Key Words.1I. Introduction2II. The Concept of Culture.4III. The Meaning of Culture Input in English Language Teaching5IV. The Necessity and Principles of Culture Input in English Language Teaching54.1 Culture Input in Internationa
2、l Communication.74.2 Language is Communication84.3 Teaching is for Communication. 8V. Instructional Strategies for Teaching Language and Culture95.1 Role Play .95.2 Authentic Materials.95.3 Proverbs105.4 Culture Capsules105.5 Literature .115.6 Film，Television and Internet13VI. Conclusion.12Reference
3、s.13摘 要： 在当今世界，文化导入在语言教学中扮演着愈来愈重要的角色。语言不是孤立存在的，它是深深地归根与文化之中的。本文对文化的概念、意义、价值以及教学的原则进行了论述。一方面文化导入可以帮助学生运用多种方法来学习英语，还可以对学生的知识和技能进行扩充，有助于增强学生的文化意识并了解文化间的相互差异。另一方面，文化导入可以帮助学生克服英语学习中遇到的问题，提高学生的意识观念。所以文化导入必须成为英语教学的一个重要的部分，让它在发挥出更大的作用。关键词：文化 导入 英语教学 语言Abstract: In the world, culture input plays an increasin
4、g important role in English language teaching. Language cant exists separately, it takes deeply root in the national culture. So this paper discusses the concept, research meaning, and value of culture input in English language teaching. For one thing, culture input in English language teaching help
5、 students to become a ware of the ways in which culture specific perspectives are acquire and communication. Student could also expand their repertoire of knowledge and skills to interpret the worldview and communication patterns of members of other cultures，also helps us to increase our awareness o
6、f students own culture. For another, culture input helps students to overcome potentially embarrassing problems, and enhance students understanding of worldviews. Therefore culture input must become a part of important in English teaching, make it exert great importance. Key words: culture input Eng
7、lish teaching languageI. IntroductionIn the recent ten years, the relationship between the foreign language teaching and the culture input is increasingly attracting peoples attentions. Culture input makes the students gradually accumulate the cultural knowledge and raise their cross-cultural consci
8、ousness. Through the study of other languages, students gain knowledge and understanding of the culture that use that language; in fact, students cannot truly master the language until they have also mastered the cultural contexts in which the language occurs. (National Standards in Foreign Language
9、 Education Project, 1996, p. 27). This Digest discusses the importance of incorporating culture into second language teaching and recommends strategies for infusing cultural issues in classroom instruction. Some teachers and researchers have found it effective to present students with objects or ide
10、as that are specific to the culture of study but are unfamiliar to the students. The students are given clues or background information about the objects and ideas so that they can incorporate the new information into their own worldview. An example might be a cooking utensil. Students would be told
11、 that the object is somehow used for cooking, and then they would either research or be informed about how the utensil is used. This could lead into related discussion about foods eaten in the target culture, the geography, growing seasons, and so forth. The students act as anthropologists, explorin
12、g and understanding the target culture in relation to their own. In this manner, students achieve a level of empathy, appreciating that the way people do things in their culture has its own coherence. It is also important to help students understand that cultures are not monolithic. A variety of suc
13、cessful behaviors are possible for any type of interaction in any particular culture. Teachers must allow students to observe and explore cultural interactions from their own perspectives to enable them to find their own voices in the second language speech community.Culture and communication are in
14、separable because culture not only dictates who talks to whom, about what, and how the communication proceeds, it also helps to determine how people encode messages, the meanings they have for messages, and the conditions and circumstances under which various messages may or may not be sent, noticed
15、, or interpreted culture is the foundation of communication.Have a younger teacher come from American, one day, she hear to there are English corner in the park, so she look on it. Many English learners see foreigners in the park, and the same time, some people scramble speak English with her. After,
