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1、硕士学位论文英语教学中的文化因素内容提要 由于社会文化知识的缺乏 即使语言准确无误 也会产生误会 这是中国学生进行跨文化交际时常见的问题 本文试图说明为什么在英语教学中必须重视文化因素 以及如何把文化教学融入语言教学之中 本文以阐释文化与语言的密不可分的关系以及外语教学的目的为理论依据 提出了在英语教学过程中如何传授文化知识和培养学生文化能力的具体目标 内容和方法 ABSTRACT Owing to the lack of socio cultural knowledge misunderstanding may arise although the language used in comm
2、unication may be faultless. It is common among Chinese English-learners when they communicate with people from English-speaking cultures. This paper is an endeavor that intends to show why we should emphasize the importance of culture in teaching English and how we should blend the teaching of cultu
3、re into that of language. With the exposition of the integral relationship between language and culture and objectives in English teaching as the theoretical bases the writer attempts to propose the goals content and methods of teaching cultural knowledge and developing students cultural competence.
4、 INTRODUCTION Once a fifty-year-old foreign teacher was telling her students what she had seen on her journey to China. As she mentioned that she felt a little tired after the journey one of the students said to her with great concern: “You should have a good rest today. You should not get too tired
5、 at such an old age.” The foreign teacher was very unhappy when she heard it and said: “I dont think Im that old. Please dont worry about it.” Why was the teacher so unhappy The reason lies in the different perceptions of the concept of old age indifferent cultures. In the West people associate the
6、concept of old age with uselessness. While in the Eastern culture people usually show their respect to the aged. It is no wonder that the solicitude expressed in the Chinese way as shown in the example above hurt the western teachers feeling. Events like this are fairly common when Chinese students
7、communicate with the English-speaking people. Because of cultural differences misunderstanding may arise although the language the students use in communication may be faultless. Therefore it is obvious that the mastery of a foreign language or more specifically here English is not just that of its
8、phonology grammar and lexis. Apart from listening speaking reading and writing culture in language learning is an indispensable skill. It is always in the background ready to unsettle the good language learners when they expect it least making evident the limitations of their communicative competenc
9、e. 1 However we have neglected the importance of culture teaching for long. In English teaching too much emphasis has been laid on learning grammatically correct English rather than learning how to use English appropriately in a particular context. That is why students commit such errors in communic
10、ation as that in the example above. Nowadays more and more foreign language teachers have realized that language and culture are closely intertwined that it is impossible to teach language without culture and that culture is the necessary context for language. Culture teaching derives from social an
11、d cultural anthropology. In Britain it is called “background studies”. In France it is often referred to as “civilization”. In Germany where the concept originated it is more usual nowadays to describe culture teaching as “landskunde” area study. The history of this aspect of language teaching dates
12、 back at least to the early 1950s and even further to the beginning of the century. As early as 1918 a seminal British report Modern Studies emphasized the need for a better knowledge of a country and its people as part of second language education. Before World War and in the inter war years it was
13、 beginning to be recognized that the study of the history geography and institutions of the country was regarded as a useful background and complement to language and literary studies. After World War the growth of social science in particular anthropology and sociology led to a different emphasis w
14、hich is laid on what is often referred to as the “way of life” or “life style” of a community in culture teaching. Nelson Brooks the leading language teaching 2theorist of the 1960s was one of the main advocates of a strong cultural component in second language curriculum. Since then more and more l
15、anguage teachers have come to recognize the importance of the cultural aspect in language teaching. Apart from the Introduction and the Conclusion the thesis consists of four chapters. The first chapter is an account of some basic concepts of culture. It involves the definition of the term “culture”
16、 and a discussion of the three elements of culture and different ways of culture classification. The second chapter gives a description of the relationship between language and culture which shows the necessity of teaching culture in language learning. Also in the second chapter is included the description of the major objectives in language teaching: communicative competence and cultural competence. The focus will be put on the description of cultural competence. In the third c
