中期报告(英语S122王娟_尹广娜)

中期报告(英语S122王娟_尹广娜)河北工业大学本科 毕业论文 毕业论文答辩ppt模板下载毕业论文ppt模板下载毕业论文ppt下载关于药学专业毕业论文临床本科毕业论文下载 中期报告毕业论文题目：英语教学中的文化意识专业：英语学生信息：学号：123442姓名：王娟班级：英语S122指导教师信息：教师号：03310姓名：尹广娜职称：副教授报告提交日期：2014年4月23日Inthepastperiodoftime,theauthorhasfinishedthespecifiedtaskswithoutdelay.Havingbeenreferringtomorematerialsrelatedtothetopicofthepaper,nowtheauthorneedtofurtherinformationconcerningtheculturalawarenessinEnglishteaching.Still,thecontentofthispaperneedsenriching.Nextstage,theauthorwillmainlydevoteherselftodoingthiswork.Thefollowingistherudimentarycontentofthepaper.Asweknow,peopleofdifferentlanguageshavetheiruniquecultures.Becauseofculturaldifferences,misunderstandingsmayoftenarisewhenpeoplewithdifferentculturalbackgroundscommunicate,althoughthelanguageusedincommunicationmaybefaultless.Thesamewordsorexpressionsmaynotmeanthesamethingstodifferentpeoples.Becauseofculturaldifferences,aseriousquestionmaycauseamusementorlaughter;aharmlessstatementmaycausedispleasureoranger.Becauseofculturaldifferences,jokesbyanativeEnglishspeakermaybereceivedwithblankfacesandstonysilenceinnon-Englishspeakingcountries.Yetthesamestoriesinthespeaker’sowncountrywouldleavetheaudiencesholdingtheirsideswithlaughter.Besides,withthedevelopmentofmodernlinguistics,languageresearchersandteachersarefullyawarethatlearningEnglishwellmeansmorethanmerelymasteringitspronunciation,grammar,wordsandidioms.ItalsomeanslearningtoseetheworldasnativeEnglishspeakersseeingit,learningthewaysinwhichtheirlanguagereflectstheideas,customsandbehavioroftheirsociety,andlearningtounderstandtheir“languageofthemind”.LearningtheEnglishlanguage,infact,isinseparablefromlearningitsculture.ThemodernAmericanlinguistClaireKramschpointedoutthatcultureisoftenseenasinformationratherthanafeatherthelanguageitself,ifpeopleregardlanguageasasocialpractice,thentheculturewillbecomethecoreoflanguageteaching.Culturalawarenessmustbeconsideredasensureandreflectionoflanguageproficiency.(Claire,1993)Aftercomparingsomewell-knownlinguistandphilosopheroflanguagesinceHumboldtbyDingfangShuandZhixiangZhuang,theysummarizedtheessentialcharacteristicsofthelanguageasfollows:(1)Languageisthemostimportantcommunicationtool.(2)Languageisasymbolsystem.(3)Languageisthehumanmindtoolandacarrierofculture.(4)Languagehasaspecialphysiologicalbasis.Inconclusion:Anylanguageteachingmusttakeintoaccountthephysiologicalandpsychologicalbasisofthelearningsubject,namelyageandcognitivebasis;itisnecessarytoteachstudentsthattreatlanguageasacommunicationtool,becauseonlyintheactualprocessofcommunication,learnerscanreallyunderstandthepurposeoflearningalanguageinordertoreallylearntouselanguagetocommunicate;theteachersshouldteachstudentsthelanguageassymbolsystem.Onlybyanalysingthelanguageformandtheregularpattern,canalearnermasterthislanguageefficiently.(Claire,1993)Cultureisabroadandeternaltheme,human’ssurvivalanddevelopmentwillneverbeabsentfromculture."Culture"firstlyoriginatedfromGermankulturwhichreferredtothelandreclamationandcultivationofplants,andlaterreferredtotheperson'sbody,spirit,artandculture,inparticulartothecultivationofmoralabilityandtalent.AmericananthropologistBaoeSecretarypointedoutthatallsocietieshavetheirownuniqueculture,becauseofthis,theyjusthavedifferentsocialcustoms,habits,beliefsandsocialinstitutionsfromothers.Thisviewwasacceptedbythemajorityofanthropologists.The"Fatherofmodernculturalstudies," AmericananthropologistJohanKehongdefinedtheculturethat:"Cultureissurvivalsystempatterncreatedinthehistory,whichincludesboth shapeddesignandstealthdesign,ithastotendtosharewiththeentiregroup,orshareinacertainperiodwithaparticularpartofthecommunity."Thisdefinitionhasbroadrepresentationincontemporaryculturalstudies.(TransferredfromDingfangShu,1988)Theclassicdefinitionofculturewaspointedoutby BritishanthropologistEdwardTylorinthebook"Primitivecultures":Cultureisa"compoundentitywhichincludesknowledge,belief,art,law,morals,customsandothercapabilitiesandhabitswhichobtainedbythehumanbeingsasthesocialmember.Moderncultureanthropologythinkthatculturehasfouressentialcharacteristicsasfollows:(1)Cultureislearnedthroughsocial,ratherthanobtainedbygenetic;(2)Cultureissharedbyacommunity,notaperson;(3)Culturehasthesymbolicmeaning,languageisthemostimportant symbolicsysteminculture;(4)Cultureisaunifiedwholeentity.Everyaspectofcultureiscloselyinterrelatedwithothers.(ZhongdeLiu,1992)SamovarandPorterpointedthatinthebook"cross-culturalcommunication,"cultureisbothateacherandatextbook.Fromtheeyecontactintalkstoexplainthereasonswhypeoplesick,cultureplayedadominantroleinpeople'slives(Samovar,Porter,2004),theysupportedTaylor'sview,andalsobelievesthatcultureisthemostimportantfeaturewhichislearned.Wearelookingformeaningsbetweenthelines,betweenevents,amongpeople.Languageandculturearebothcomplementaryandindispensable.Ontheonehand,languageisanintegralpartofcultureandthecarrierofculture.Onlybylearninglanguagecanthepeoplegraspthecultureknowledge.Whenpeoplearelearninganationallanguage,theyarealsolearningthenationculture.Ontheotherhand,thelanguagewasinfluencedbyculture.Understandinglanguagemustunderstandtheculture.Culturaldevelopmentcanabletopromoteandfacilitatethedevelopmentoflanguage;Similarly,thedevelopmentoflanguage,inturn,drivesthedevelopmentofentireculture.Inlanguagelearning,cultureplaysaveryimportantrole.Theuseoflanguagewasconfirmedbythenationculture,whichwasstatedbySamovarandPorter,"cultureaffectsthewaythatpeopleuselanguage"(Samovar,Porter,2004).InKramschview,thecultureinlanguagelearningisnotthefifthskillsinadditiontolistening,speaking,readingandwritingskills.CultureandCommunicationhasacloserelationshipexistsbehindthelanguageofthetime.Goodlanguagelearnerswillbefrustratedbyignoringculturalfactors,theircommunicativecompetencewillbelimited,theirunderstandingoftheworldwillencounterwithchallenges(Kramsch,1993).McLeodhadraisedtheviewthatteachinglanguageisteachingcultureinearly1976(McLeod,1976).Languageteachingiscultureteaching.ThistheorywaswidelyacceptedbyForeignLanguageTeachingworkersinourcountry.Languageisthetoolofthoughtandcarrierofculture.Learningaforeignlanguagemeanslearningcross-culturalcommunication,learninganotherwayofthinkingandhabits.Languagevocabularyistheaccumulationofculturalinformation,theimpressionoflanguagecommunicationmodesandvariousidioms.Anydeviationfromcustomarybehaviorwillchangethestructureoftheoriginalspecialinformationwhichgeneratesnewmeaning.Therefore,intheprocessofforeignlanguageteaching,theexplanationofculturaltraditionsandculturalknowledgeisveryimportantteachingcontent.Cultureteachingisanintegralpartinthelanguageteaching,thereforeitcannotbeseparatedfromlanguageteaching.Masteringalanguageisnotlimitedtolearningthelanguageitself,thetargetlanguageculturalawarenesstrainingshouldbeusedasoneoftherequirementsofcollegeEnglishteaching,studentswholackofthecultureknowledgeofthetargetlanguagewillinevitablyleadtothenegativemigrationofnativeculture.MeanwhileinteachingEnglishyoushouldpayattentiontothecontrastofthetargetcultureandnativeculture,sothatthewholelanguageteachingprocesstransferintotheprocessofdeepeningtheunderstandingandrecognition.TheattentionontheEnglishteachingwastomeettheneedsofthenexteraofglobalizationandtheinternationalexchangeofinternationalcultural.Textbooks,withoutconsideringforeignculturalfactors,whilesimplyteachinggrammar,vocabularyandothermechanicalknowledgewasuselessforinternationalcommunication.Butthe commonlyusedEnglishtextbookshasadistinctseparatephenomenonbetween languageandculture,whichrarelyreflect theculturalbackgroundofforeigncountries,humanities,localcustomsandotherfactorsinliterature.Thepurelanguageforlanguagewillleadimperfectperformance.Englishteachingisaninteractiveteaching.Inthepracticeofteaching,Onlyfullymobilizetheconditionsandencourageinteractionamongteachers,teachersandstudentsandevenhome-schoolinteractioncanbetterintegratemulti-Teachingresources,mobilizetheenthusiasmofstudentstolearn,toachievegoodteachingeffect.Butthroughsometrueclassroomteachingsurveys,wefoundoutthattraditionalteachingmethodandwaysstilldominatestheEnglishteaching.Undertheprevailingcircumstancesoftakingtexts,teachersfocusonexplaininggrammaticalknowledge,languageskillswhichlimitedtotext.Teachingmethodsfocusonthepreviouscontent,ignoringtheuseofmodernmedia,withoutdatedteachingmethods,whatisworse,itisrarelytopenetratecross-culturalawareness.LackingofculturalliteracytrainingislargelysuppressedstudentsstudyingInterest.Englishteachingislanguageteachingwhichneedsyoutoreadmore,andpracticemoreinordertocreateagoodatmosphereforlearningthelanguage,ratherthantheemphasisongrammar,vocabularyandotherroutineexaminations.Invocabularylearning,theintegrationofsituationalteachingisalsooneofthebestwaystolearn.NowinEnglishteaching,teacherswillpaymuchattentionontestcontent,.Englishteachingshouldbeparticularemphasisonculturalelements,startingfromtheculturalbackground,customs,festivals,andotheraspectsofsocialetiquettetoguideanddevelopthestudents’interestsinculture.TherearesomeapproachesofTeachingtoDevelopStudent’sCulturalAwareness.ThefirstisAnnotationmethod.Thisisthemethodcurrentlymostcommonlyusedforeignlanguagetextbooks.Textbookwritersandculturalbackgroundmaterialswillappearinsomeoftheculturalmeaningsofdifferentwords,proverbs,idiomsandinvolvedannotatetextandcommentary.Thisistodevelopstudents'culturalawareness,butalsohelpstudentsunderstandthearticle,butalsoincreasedtheclassroomlearningfun.ThesecondisAllusionmethod.Englishtextbooksinmanyrichculturalconnotationofhistoricalallusionsandliteraryallusions.Thestoryhasastrongnationalcolorsanddistinctiveculturalidentityandrichhistoricalandculturalinformation.Allusionscanusevividlanguageclearerandeasiertocommunicateideas.However,manystudentsarenotfamiliarwiththeseallusions,resultinginstudentsadeepunderstandingofnotreadingthechapter,whichrequiresteacherswereteachingduringthesamelanguageinfiltrationofWesternculture,richlanguagebackgroundknowledgetohelpstudentsimproveunderstandingofWesternculture,inordertoachievebetterteachingresults.ThethirdisLexicalMethodTermsconstitutethebasicunitoflanguage,butalsooneoftheprioritiesofcollegeEnglishteaching.Becauseofthedifferencesindifferentethnicgeography,religion,values​​,etc,toexpressthesameconceptoftheword,alsobecauseofdifferentculturalbackgrounds,attachadifferentmeaningintheconceptofextendedterm.So,toexplainaword,notonlytalkaboutitsmeaningandusage,butalsotoexploretheimplicationbehindtheculturalmeanings.IncollegeEnglishteachingprocess,teachersexplaintheculturalbackgroundofthevocabulary,bothconducivetostudents'memory,andcanhelpstudentsfullyandaccuratelyunderstandthemeaningofthewordandtherightwordtousetograspthesituationmodel..ThefourthisFusionmethod.Fusionmethodreferstothelanguageandculturalcontentoforganicmaterialthatcombinesateachingmethod.Duetoacceleratetheprocessofeconomicglobalization,China'sdealingswithWesterncountriesinthefieldofpolitics,economy,culture,scienceandtechnologyhavebecomeincreasinglyfrequent,therehasbeentheintegrationofcomplementaryandculturalphenomenon.Therefore,teachersshouldbetakingsometimetohighlightthetextrelatedtoWesternculture,history,religion,customs,etc.,tohelpstudentsunderstandthetruemeaningofthearticle.ThefifthisComparisonmethodCross-culturalcomparisonmethodiscommunicativelanguageteachinginaveryimportanttool."Thereiscomparisontoadifferential."Throughlanguagestructure,non-verbalbehaviorandculturaldifferencescomparingstudent'snativelanguageandthetargetlanguage,candevelopasensitivitytocross-culturalcommunication,toenablestudentstolearnmoreaboutEnglishculturebackground,toimprovestudents'interculturalcommunicativecompetence.ComparisonmethodisoneofthecommonmethodsinEnglishteaching.ThecomparisonofdifferentculturesisparticularlyimportantinEnglishteaching.ThereareobviousdifferencesbetweenChineseandWesterncultures.StudentsaremorefamiliarwithChineseculture,butknowlittleaboutWesternculturalbackgrounds,culturaltraditionsand customs.Therefore,throughtheanalysisofthedifferencesbetweentheChineseandwesterncultures,itcanallowsstudentstolearnbetteraboutwesternculture,toachievegoodresultsinEnglishteaching,andhaveaclearunderstandingabouttheChineseandwesternculture.Forexample,someonesneezed,Chinesepeople'sreactionwas"someonemissesYou","someonesaidsomethingaboutyou,"orjokinglysaid,"Whoissayingbadwordsaboutyou",BritishorAmericanssay"Godblessyou"(上帝保佑你)，Thisistheculturaldifferences.Bycomparisonmethod,wecannotonlyenrichtheknowledge,stimulatethestudents’interestinlearning,butalsoenhancetheunderstandingoflocalandforeigncultures.ThesixthisPracticemethodPracticemethodreferstostudentsthroughspecificlanguagepractice,suchaslistening,speaking,readingandotherlearningandculturalknowledgeandunderstandingofthetargetlanguagecommunity.Specificactivitiesincludeobservationofthewordsanddeedsofforeigners,watchTV,movies,readingforeignliterature,lectures,performanceschoreographylanguageskits,simulatevariouscommunicationscenarios,sothatstudentsdirectexperienceimmersiverichcultureofthetargetlanguagemeaning,sothattheylearntodealwithdifferentsituationslanguagebehavior,therebyenhancingstudents'culturalawarenessandlinguisticadaptabilityinreallife.Thelackofcross-culturallearningenvironmentisthebarrierwhichrestrictsthehighefficientlearning.Onlybysettingthecommunicativesituationandletthemin,cantheybetterunderstandthequestions.Suchasrole-playing,thestudentsinvolvedinreallanguageenvironmentandexperiencecross-culturalatmospherepersonally.Beforetheroleplaying,datacollection,dataanalysis,interactivelearningcooperationandexchange,nomatterwhetheryouareparticipantornotinthisrole-playing,youcanexperiencethefunoflearningandthecultureatmosphere.ThenIwanttogivesixPrinciplesofcultureawarenessinEnglishteachingThefirstprincipleisCorrelationprincipleWeunderstandthecultureinordertobetterunderstandandusethelanguage,andtheteachingprocess,wecannotandthereisnoneedtoteachthecomprehensiveandprofoundculturetothestudents,therefore,thecontentofourculturalbackgroundinteachingthestudentsshouldbeintroducedlearningalanguageiscloselyrelatedtothecontentiscloselyrelatedtothemainaspectsinvolvedindailycommunication.Thiscanstimulatestudents'interestinlearningthelanguageandculture,increaseself-motivationtolearn,andthusmoreeffectiveinpromotinglanguageknowledge.Asweallknowthat“Interestisthebestteacherforus”.Aslongaswehavetheinterestinsomething,canwehavethemotivationtofinishitwell.Foragoodteacher,heisthepersonwhocanrelatethetextbookknowledgetosomeotherdifferentculturesinforeigncountries.Cultivatingtheabilitytocombinevariousculturesisabetterwaytoimprovethestudents’performances.Thesecond principleisStageprincipleStageprincipleisactuallyphasedintroductionofculturalcontentwhichshouldfollowtheprincipleofgradualandorderlyprogress.EnglishTeachingEnglishspeakingcountriesinvolvinghistory,geography,customs,traditionsandcustoms,lifestyle,literature,behavioralnormsandvalues​​,everyaspecthasaveryrichcontent.Theunevenqualityofthestudents,therelativelackofknowledgeoftheEnglishlanguageandculturalbackgrounds.Therefore,teachersduringthecourseoftheimportedcultureshouldbebasedonthecontentofstudents'cognitivelevel,languageskills,mentalstatusandacceptabilityoftheculturalteaching,andtheuseofelementarydistributed,incrementalapproach,allowingstudentsgraduallyunderstandandgraspthemeaningofculture.ThethirdprincipleisComparisonprincipleTheso-calledprincipleofcomparison,referstothecomparisonofChinesecultureandEnglishculturetocomparethecharacteristicsofthecontrol,tofindoutthecharacterandindividuality,sothatstudentsbettergraspcultureandlanguage.Ontheonehand,teachersshouldhelpstudentstoidentifythetwocultureshaveincommon,suchas yoursow,soyouwillreap.(种瓜得瓜，种豆得豆)Practicemakesperfect.(熟能生巧)andotheridiomsinthecontent,identicalorverysimilarinform,thetwosideswillnotonlyhavethesamemeaningandcolormodifications,butalsotheexpressionofthesameorverysimilarmetaphorical.Ontheotherhand,teachersshouldalsobenotedthatEnglishandChineseculturaldifferencesareeasilyconfused,asstrongasabull,donotsayinEnglish"asstrongasabull",butthat"asstrongasahorse".AgainusingChinese"天涯何处无芳草"toexpresspeople'scomfort,andtheBritishiscommonlyused"thereareplentymorefishinthesea"(海里有的是鱼)toexpressthesamemeaning.Onlybycomparingnativeandtargetlanguage,andgetaccesstocross-culturalcommunicationandculturalsensitivity,canthestudents'languageknowledgeandculturalexchangeInterpersonalskillsincreasedsimultaneously.Englishteachingwillpayattentiontotheculturalfactorsandcultivatethestudents’culturalquality,butthatdoesnotmeanthatthestudentsshouldbewesternized.Culturehasthefeatureofcommonality,andtherearesomedifferenceswhichcannotbeignored.ThebasiclocalculturequalityisessentialinEnglishteaching,bycomparingthedifferencesbetweenChineseandforeignculturalanalysis,applyingthelocalculturetobetterunderstandforeignculturalelementscanreducetheinconveniencewhichwasbroughtaboutbythelackofcommunication.Takingliteracydevelopmentasanopportunitytodrivethedevelopmentoflanguageteaching.ThefourthprincipleisFlexibilityprinciple.IncollegeEnglishteaching,culturalknowledgeshouldbeintroducedinflexibleway.Teachersshouldbebasedondifferentteachingrequirementsandcoursecontent,usingdifferentteachingmethods,suchasgroupdiscussion,role-playing,learningtosingEnglishsongs,watchmoviesandoriginalEnglishculturerelatedvideos.TocreatevariousformsoflearningbystudentslearningEnglishcultureatmosphere,tostimulatestudentinterestinlearning,andfullymobilizetheenthusiasmofstudents,todevelopculturalawareness,culturalcommunicationskillsandimprovetheirabilitytouselanguage.ThefifthprincipleisGuidanceprinciple.Themostimportantfeatureofthesituationalteachingistosetupscenestoopenthestudents’horizonandconsequentlytoachievetheprospectivegoalofeducating.Ontheonehand,guidethestudentstodiscovertheusefulknowledgeandconsciouslyimitateandexerciseinthecircumstances.Ontheotherhand,guidestudentstopracticeandcontrolthesenseofexcitingaccordingtoteacher’sdirection.Undersomecircumstancesthestudentswillbeveryhappyandexcited.Sometimestheirreactionmaybenotaccordwithourexpectationastheydrawtheirattentiontootherthings.Atthistimeweshouldsteerthestudentsrightlyandcontroltheclassroomatmosphere.              Culturelearningandcultureteachinghavebecomeverypopularsubjectsofdiscussioninthepastthreedecades,andlanguageteachersandlearnersaregraduallyrealizingtheneedforcross-culturalteachingandlearning.Inthispaper,therelationshipbetweentheoryandpractice,cultureandlanguage,cross-cultureandEnglishlanguageteachingandlearninghavebeenexplored,andthepurposeofdoingsoistoemphasizetheimportanceofstudyingculturesinlanguageteaching.Asmentionedabove,everylanguageisamirrorofitsculture,soitisnecessaryfortheforeignlanguageteachersandlearnerstoknowthevitalrolethatculturalawarenessplaysintheforeignlanguageacquisition.Teachinglanguageandteachingthecultureofthelanguagebothdeservelanguagepractitioners’attention.Ifaforeignlanguageistaughtwithreferencetoitsculture,languagelearnerscanimprovenotonlytheirlinguisticcompetence,butalsotheircommunicativecompetence.Onthecontrary,theignoranceofculturaldifferencescancreatebarriersinlearningthetargetlanguageandincommunication,thuscausingsomeunnecessarymisunderstandingsandconfusionsbetweeninterlocutors.Bibliography1.Condon,E.C,IntroductiontoCrossCulturalCommunication,No.1.NewJersey:RutgersUniversity,19732.DengYan-chang,LiuRun-qing,LanguageandCulture—ComparisonbetweenEnglishandChineseCulturesandLanguage.[M]Beijing:ForeignLanguagesTeaching&ResearchPress,19893.DonnaM.Gollnick,PhilipC.Chinn.MulticulturalEducationinaPluralisticSociety[M].Prentice-Hall,Inc.19984.Goodenough,W.H,CulturalAnthropology&Linguistics.[M]Washington,D.C.:GeorgetownUniversityPress,19575.Hall,E.T,TheSilentLanguage.[J]Greenwich,Conn.:FawcettPublications,Inc,19596.Haviland,W.A,CulturalAnthropology.[J]NewYork:Holt,Rinehart&Winston,19757.Hudson,R.A,Sociolinguistics.[M]Cambridge:CambridgeUniversityPress.HUWen-zhong,1995.8.Galloway,V.B.Communicatinginaculturalcontext.ACTFLMasterLectureSeries.[J]Monterey,CA:DefenseLanguageInstitute，19849.JosephA.DeVito.TheInterpersonalCommunicationBook[M].LongmanPublisherUSA,198710.KramschC,Contextandcultureinlanguageteaching.[M]Oxford:OxfordUniversityPress,199311.LeMei-yun,Pragmatics.[M]Nanjing:NanjingUniversityPress,199412.SuDing-fang,ZhuangZhi-xiang,ModernForeignLanguageTeaching—Theory,Practicea