英语毕业论文Culture-Teaching-in-CET.doc
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1、Culture Teaching in CETAbstractThe rapid advancement in communication technology and the economic globalization provide far more chances and channels for college students to communicate with people from English-speaking countries. However, it is observed that although students have received formal E
2、nglish education for several years, most of them remain deficient in the intercultural communicative competence, which is a problem that is attracting English educational experts and teachers attention because developing college students intercultural communicative competence has been set as the one
3、 of important goals of foreign language teaching in China. To achieve this goal, culture teaching is indispensable in college English teaching. With the aim of improving culture teaching in college English teaching, this dissertation makes an attempt to establish a conceptual framework for culture t
4、eaching in college English teaching and explores some strategies and effective methods to develop students intercultural communicative competence.Key words: language; culture education; intercultural; cultural differences内容摘要随着快速发展的通信技术和经济全球化,大学生有了更多的机会和途径去与说英语的外国人交流。然而,研究发现,尽管学生们接受英语教育很多年,但是他们中的大多数
5、仍然缺乏跨文化交际能力。因为发展大学生跨文化交际能力是我国外语教学的重要目标,因此这个问题引起了众多英语教育专家和教师的关注。要想实现这一目标,在大学英语教学中,文化教学是不可缺少的。为了提高大学英语教学中的文化教学,本文试图建立文化教学的概念架构,并探索培养学生跨文化交际能力的教学策略和有效的方法。关键词:语言;文化教育;跨文化;文化的不同ii18ContentsAbstract(English). iAbstract(Chinese). ii1. Introduction 12. Culture and Culture Teaching. 22.1. The Relationship be
6、tween Culture and Language 22.2. The Definitions and Classifications of Culture. 32.3. The Significance of Culture Teaching. 63. A Review of Culture Teaching and Relevant Research. 73.1. The History of Culture Teaching and Relevant Research Abroad. 73.2. The History of Culture Teaching and Relevant
7、Research in China 94. The Conceptual Framework of Culture Teaching. 114.1. The Principles of Culture Teaching 114.2. The Contents of Culture Teaching. 125. Some Suggestions for Culture Teaching Practice. 125.1. The Change of Teaching Methods. 125.2. The Exploration of Culture-based Activities. 14Con
8、clusion 16Works Cited. 171. IntroductionThe fast development of Chinas economy has brought about opportunities for international cultural exchanges which are going on with new scope, contents, forms and methods unheard of before. There has arisen perplexing problems of how to achieve successful inte
9、rcultural communication .More and more English teachers in China have come to realize that language learning does not stop at the ability of producing and understanding grammatically correct sentences, vocabulary and syntax etc. does not necessarily add up to a good communicative competence in Engli
10、sh. It is the case that native English speakers can make allowances for errors in grammar, word choices, syntax, etc. In their interactions with non-native speakers while it is a different case with intercultural miscommunication because the native speakers usually interpret violations of rules of s
11、peaking as bad manners (Hu,1988:27).Therefore culture teaching should become an indispensable part of foreign language teaching .Nowadays, college English has become one of the most important compulsory courses in most universities and colleges in China, it is consciously or unconsciously accepted b
12、y college English teachers that the goal of college English teaching is to equip students with intercultural competence and foreign teaching involves target culture teaching. However, in a lot of universities and colleges, there are still apparent defects in CET. For instance, although target cultur
13、e teaching receives much more attention in research -oriented, far less importance is attached to it than it deserves in the teaching practice. In the classroom, some teachers endeavor to give explanations for new words and grammar rules, analyze structures of complicated sentences, and prepare stud
14、ents for all kinds of examinations by giving them a lot of preparatory exercises. Target culture teaching is sacrificed or just confined to introducing some cultural elements as the background knowledge needed in the texts. Obviously, they put more emphasis on developing students “linguistic compete
15、nce and show little concern for developing students” intercultural communicative competence. Accordingly, this dissertation argues it is an urgent task for CET teachers to find out the true view of current target culture teaching, trace the sources of those existing problems, and then find out effec
16、tive ways to deal with the problems in culture teaching.2. Culture and Culture Teaching2.1. The Relationship between Culture and LanguageCulture and language are inseparably interwoven with each other because the language of a society is one aspect of its culture and culture in turn has profound inf
17、luence on language. Someone describes the relationship between them this way: “a language is a part of culture and culture is a part of a language; the two are intricately interwoven so that one can not separate the two without losing the significance of either language or culture.”(Brown, H.D, 1980
18、:124)Language is a part of culture and plays a very important role in it. Some social scientists consider language as the keystone of culture because it reflects the contents of culture and it is one of the most fundamental systems of culture and human society. In the broader sense, language is, on
19、the one hand, the symbolic representation of a people; on the other hand, language comprises a peoples historical and cultural backgrounds as well as their approaches to life and their ways of living and thinking. Therefore, language can help people express their understanding of and attitudes towar
20、d the world. Language can record the development of a nation and a society and people can learn culture left behind by their ancestors through the acquisition of language. Naturally, language becomes the embodiment of culture. Without language, culture would not be possible;It is hard to imagine tha
21、t one could adjust to a reality without the use of language. Just as Sapir says “the fact is that the real world is to a large extent unconsciously build upon the language habits of the group. No two languages are ever sufficiently similar to be considered as representing the same social reality .Th
22、e worlds in which different societies live are distinct worlds. ” (Sapir, qtd. in samovar and Porter,1995:153). From this point of view, language is a form of human behavior that helps us understand not only one another but also the culture. As the carrier of culture, language records all the materi
23、al and spiritual achievements of human beings in history. As a matter of fact, various languages have done“松、竹、梅”or English words as “rose , lark and nightingale”.The well-known Sapir Whorf hypothesis is often cited to illustrate the relation between culture and language. The hypothesis in essence s
24、tates that language is a guide to social reality and implies that languages not a means of reporting experience but, more important, it is a way of defining experience. Although the Sapir-Whorf hypothesis may be controversial, its implication to culture and language is clear: “Language is a reflecti
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