1、/ /高職英語的跨文化教學中英文對照Cross-cultural teaching in English on the English Teaching in Higher Vocational College 論文摘要本文對我國高職院校英語教學中的基本情況進行了分析，指出了高職院校進行英語跨文化教學的必要性，探討了高職院校英語教學中培養學生跨文化交際能力的基本原則和主要方法。The basic situation of the English Teaching of Higher Vocational Colle

2、ges in China in the abstract this paper analyzed, point out the necessity of intercultural English Teaching in higher vocational colleges, the basic principles of cultivating intercultural communicative competence of students and the main methods of English Teaching in Higher Vocational colleges.1我國

3、高職院校英語教學中的基本情況1 the basic situation of Chinas English Teaching in Higher Vocational Colleges筆者在實際教學中發現，我國高職院校的英語教學中，一直以來都是存在語言知識教學多、文化知識教學少，對語言能力關注多、對實際交際能力關注少，課本知識教學多、課外知識延伸少等問題。很多課堂英語教學沒有做到培養學生綜合素質的提高，已經成為應試教育的附屬品。教師在實際教學中只重視英語知識的教學，卻往往忽視了語言技能的實際應用，也沒有對學生進行必要的文化知識教學。造成這樣的教學狀況，不僅有外部的影響因素，也有一些內部因素影響

4、，主要表現為高職院校英語教學課時少，而實際教學內容又比較多，很多不是英語專業的學科，學生的實際學習時間都不足一年半，部分專業甚至更少。這就使得教師在實際教學中很難完成教學大綱的要求，所以教師只能相對的專注于英語精讀以及聽力訓練。還有一點就是，教師的教學觀念還是停留在傳統教學模式，沒有及時進行更新，也沒有建立起實際教材知識聯系文化語言的模式。此外，在實際教學中，學生對英語知識的不重視，也是一個主要原因，高職院校的學生往往專注于專業課知識，以及專業技能的訓練，為的只是畢業之后能有一個合適的工作，這就使得學生沒有更多的精力來進行英語學習。以上幾方面影響因素，決定了我國高職院校目前英語教學中存在的問題

5、，這也造成了很多學生缺少跨文化交際能力。所以，在未來時間里，如何幫助高職學生提升跨文化交際能力，是我們工作的重點。The author found in the actual teaching, English Teaching in Higher Vocational Colleges in our country, has always been the existence of language knowledge teaching, culture teaching, language ability, to focus on the communicative ability of

6、less attention, the textbook knowledge teaching, extra-curricular knowledge extension and fewer problems. A lot of English classroom teaching did not do to cultivate students comprehensive quality, has become the exam-oriented education accessories. Teachers only pay attention to the knowledge of En

7、glish Teaching in the practical teaching, but often neglected the practical application of language skills, nor the teaching of cultural knowledge necessary for students. The teaching condition, factors affecting not only the outside, also has some influence on the internal factors, mainly for the E

8、nglish Teaching in Higher Vocational Colleges fewer hours, and practical teaching content and more, many not English professional disciplines, students learning time is less than a year and a half, part of the professional or less. This makes the teacher, it is difficult to complete the syllabus in

9、actual teaching requirements, so the teacher can only be relative to focus on English Intensive Reading and listening training. Another point is that, the teachers teaching ideas remain in the traditional teaching mode, without timely update, also did not establish a practical textbook knowledge wit

10、h language model. In addition, in the actual teaching, students do not attach importance to the knowledge of English, is also one of the main reasons, vocational college students tend to focus on professional knowledge, and professional skills training, for only after graduation can have a suitable

11、job, which makes the students have no more energy to study english. All of the above factors, the higher vocational colleges in our country at present English teaching problems, this also caused many students lack the ability of cross-cultural communication. So, in the future, how to help students i

12、mprove intercultural communicative competence, is the focus of our work.2高職院校進行英語跨文化教學的必要性The necessity of intercultural English teaching 2 Higher Vocational Colleges2.1英語跨文化教學是高職英語教學大綱的實際要求2.1 English cultural teaching is the requirement of Higher Vocational English Teaching Syllabus我國教育部在高職高專教育英語課

13、程教學基本要求中明確指出：涉外交際活動的能力訓練是高職英語教學中的主要任務。所以，高職院校教師在實際教學過程中，加強學生聽說能力的訓練以及語言知識的運用，是教師的重要教學任務。但是由于高職院校中的學生中西方文化的基礎知識相對薄弱，所以教師必須要進行文化導入，以此來培養學生們的多元化文化素養以及對文化的敏感性以及洞察力，這樣才能在本質上幫助學生提高英語知識的實際運用，增強英語知識的聽說能力。Chinas Ministry of education pointed out explicitly in the basic requirements in English teaching at hig

14、her vocational colleges in foreign language communicative activities: training is the main task of English Teaching in Higher Vocational college. Therefore, higher vocational college teachers in the process of teaching, strengthen the training of the students listening and speaking ability and the u

15、se of language knowledge, is an important task of teaching teachers. But because the foundation knowledge of western culture in higher vocational college students is relatively weak, so the teacher must be conducted, in order to cultivate students diversified culture and the cultural sensitivity and

16、 insight, practical application so as to help students to mention Gao Yingyu knowledge in essence, enhance the knowledge of English listening and speaking ability.2.2高職院校跨文化教學是語言交際的客觀要求The 2.2 higher vocational colleges teaching is the objective requirement of cross-cultural language communication在實

17、際教學中，英語教學體系主要由三部分組成：語言知識、語言文化以及語言交際，三者是有機結合的，不可分割。筆者在實際教學中發現，教師在實際教學中對語言知識教學以及語言文化教學的越深刻，學生的語言交際能力就會越強，就會越少犯文化知識的錯誤。所以筆者認為，文化差異所造成學生的交際障礙，是學生學習英語的一個重要問題。這主要體現在兩個方面：首先，學生在實際學習中沒有掌握英語交際規則以及英語交際模式的基本知識。其次，學生在實際學習中，不會針對不同文化背景的人進行實際交流溝通。學生對英語知識的掌握一般只停留在單詞以及語法知識上面，對于各個國家的文化、經濟、歷史以及生活習慣等缺少相應的了解，對于中西方文化的各方面

18、差異更是知之甚少。正是這些原因造成了學生難以正確地用英語進行交際。所以，針對這些方面的問題，教師在實際教學中，要注意對英語文化的輸入，幫助學生在不同的環境以及面對不同的對象時，都能夠使用合適的語言，進行跨文化交際活動。如果教師不重視這方面的教學，那么即使學生語法知識掌握的再全面，單詞背得再多，專業技術知識再過硬，由于缺乏西方國家的文化知識，那么在學生進行實際語言交流時，還是會出現溝通障礙以及文化失語現象。In actual teaching, English teaching system mainly consists of three parts: language knowledge,

19、language, culture and communication, three are the organic combination, indivisible. The author found in the actual teaching, teachers in the teaching of language knowledge teaching and the teaching of language and culture is profound, the communicative competence of students will be stronger, less

20、committed cultural knowledge error. So the author thinks, cultural differences caused by communication obstacles of students, is an important problem for students to learn english. This is mainly embodied in two aspects: first, the students have not mastered English communicative rules and basic kno

21、wledge of English communication mode in practical teaching and learning. Secondly, students in the actual study, not for people with different cultural background for the actual communication. The students to master the knowledge of English is generally only on the words and grammar knowledge, for e

22、ach nation of culture, economy, history and living habits, lack of understanding, the various aspects of the cultural differences between East and West is poorly understood. These are the reasons why it is difficult for students to correctly use English for communication. So, to solve these problems

23、, teachers in the teaching, must pay attention to the culture of English input, to help students to different objects in different environment and time, will be able to use appropriate language, intercultural communication. If teachers do not pay attention to this aspect of teaching, so even if the

24、students knowledge of grammar is more comprehensive, the word back more, professional knowledge and skills, because of the lack of Western cultural knowledge, so the actual language exchange in the students, or will appear communication barriers and cultural aphasia.3高職院校英語教學中培養學生跨文化交際能力的基本原則3.1要遵循關

25、聯性原則3.1 to follow the principle of relevance to cultivate the basic principles of intercultural communicative competence of the students in Higher Vocational College English teaching 3教師在實際教學過程中，要注意文化教學內容要和實際所學內容相一致，在介紹或者講解文化內容的時候，一定要圍繞著教學內容來開展，要合理運用相關的跨文化語言材料，來對學生進行相應的職業文化滲透。文化所包含的內容十分廣闊，所以教師必須要有針對

26、性的進行教學設計，課堂上文化知識的導入，要密切聯系學生日常交際情況，把握好學生的實際情況，這樣才能有效地激發學生學習的興趣，增強學生應用文化的動力。隨著學生不斷地學習和應用，學生的學習量將會越來越多，學習的效率也會有所提升，跨文化意識也會慢慢得到培養。The teachers in the actual teaching process, should pay attention to culture teaching content and the actual content is consistent, in the introduction or explanation of cult

27、ural content, must revolve around the course content to carry out, to the rational use of the cross-cultural language materials, to penetrate the corresponding occupation culture on students. Culture contains the content is very wide, so teachers must have in the classroom teaching design, the intro

28、duction of cultural knowledge, to the daily communicative situation closely student, grasp students actual situation, so as to effectively stimulate students interest in learning, enhance the power of students to apply culture. As students continue to study and application, students will be more and

29、 more, the learning efficiency will be improved, cross-cultural awareness will slowly get training.3.2要遵循引導促進原則3.2 to follow the lead to promote the principle在高職院校英語學科教學中，文化教學不只是單獨的教學活動，它是從屬于語言教學的，是語言教學中的重要組成部分。教師在實際教學中，要堅持語言教學為主，文化教學為輔的基本原則。在課堂教學中，要把文化教學滲透到語言教學之中，使得文化教學起到改善和提高語言教學質量的作用。教師在實際文化教學過程中

30、，必須要重視這一點，因為，如果教師在實際教學中，太過于重視文化教學，那么就會削弱語言教學的地位。所以教師必須要合理的處理好語言教學和文化教學之間的關系，才能有效地幫助學生正常學習。In the course of English Teaching in higher vocational colleges, culture teaching is not just a single teaching activities, it belongs to the language teaching, is an important part of language teaching. Teache

31、rs in teaching, to adhere to the basic principles of language teaching, culture teaching supplement. In the classroom teaching, taking culture teaching into language teaching, cultural teaching has to improve and enhance the quality of teaching and the role of language. The teachers in the actual cu

32、lture in the process of teaching, we must attach importance to this point, because, if the teacher in the teaching practice, has paid too much attention to the teaching of culture, it will weaken the status of language teaching. To deal with the relationship between language teaching and culture tea

33、ching, so teachers must be reasonable, can effectively help students learn.3.3要遵循循序漸進的原則3.3 must follow the principle of gradual筆者在實際教學中發現，很多教師在開展文化教學的時候，沒有聯系學生的實際情況，沒有根據學生的語言知識水平以及領悟能力，來確定相應的文化教學內容，這就使得學生在學習過程中十分吃力，或者對所學知識不感興趣。這需要教師認真對待，教師必須要聯系學生實際知識掌握情況，聯系學生的知識興趣點，才能幫助學生有效掌握教學內容。在文化教學初始階段，教師可以側重的介

34、紹一些簡單有趣的文化知識，比如說西方國家的日常行為模式以及西方的風俗習慣等。在學生學習一段時間之后，對西方文化已經有了一定的了解，也慢慢開始對西方文化感興趣，這時教師可以適當的講解一些深層次的文化知識給學生，比如說西方國家的經濟政治變革以及宗教信仰等。The author found in the actual teaching, many teachers in carrying out cultural teaching, the actual situation not linked to students, not according to the students language

35、knowledge and understanding ability, to determine the content of culture teaching, which makes students in the learning process of ten sweaty, or on the knowledge not interested. This requires teachers to take seriously, teachers must master the situation of their practical knowledge, knowledge poin

36、ts of interest to students, to help students master the teaching content. In the initial stage of culture teaching, teachers can focus on some simple interesting cultural knowledge, such as Western daily behavior pattern as well as the western customs etc. After studying for a period of time in the

37、student, the western culture has a certain understanding, also slowly began to be interested in western culture, then the teacher can explain some deep-seated cultural knowledge to the students, such as economic and political reform in western countries and religious beliefs etc.4高職院校英語跨文化教學的主要方法The

38、 4 main methods of cross-cultural teaching English in Higher Vocational Colleges4.1重視教材內容，挖掘其中的文化內涵4.1 importance of teaching content, the mining of the cultural connotation目前我國高職院校的英語教材內容里面包含了很多話題，其中有很多的文化背景方面的知識，主要涉及了西方英語國家的生活方式、風土人情、歷史、地理以及價值觀念等多方面領域。教師在實際課堂教學過程中，可以引導學生通過教材內容來了解西方國家的文化知識，還可以使用小組式

39、討論學習以及寫作等方法來進行中西方文化之間的比較。通過教師一系列的主動引導，可以幫助學生培養出文化敏感性，深刻感受到西方國家文化的內涵，促使學生的文化知識有效積累，提高學生的跨文化交際能力。比如說筆者在講到“Food”一課時，我先在課程導入部分以西方國家人們的飲食習慣為切入點，然后通過電腦幻燈片來展示西方國家的飲食特色，比如說pizza、hot dog、steak、hamburger等，然后讓學生舉例說明一下中國的傳統特色飲食，學生的回答千奇百怪，比如說jiaozi、 zongzi、mooncake等。然后組織學生進行中西方飲食文化的對比，通過學生們的討論，來總結出中西方飲食文化的不同之處，以

40、此來幫助學生掌握西方國家飲食文化知識。再比如在日常交際用語上面，也存在著很多的文化知識。比如說筆者在講到“Greetings”一課時，對于中西方文化差異也進行了相應的比較，“同學們，我們中國人見面的問候方式很有趣，通常都是：你吃了么？”但是英國人在見面打招呼的時候，通常會關心天氣情況，這是因為英國地處溫帶海洋性氣候區，年均降雨量十分大，所以經常會下雨，所以英國人總是特別的關心天氣情況，就好比我們中國人特別關心吃飯問題一樣。通過教師有效的引導教學，就可以幫助學生掌握更多的跨文化知識，有效的提高學生的文化素質基礎。At present inside the content of English T

41、eaching in Higher Vocational Colleges in our country includes many topics, including many of the cultural background knowledge, mainly involved in the field of Western English national way of life, history, geography, local customs and practices and values etc. Teachers in the classroom teaching pro

42、cess, students can be guided to understand western culture knowledge through textbooks, also can use group discussion learning and writing method to carry on the comparison between Chinese and Western culture. The teachers guide series, can help students to cultivate cultural sensitivity, feel the p

43、rofound connotation of western culture, promote students cultural knowledge accumulation effectively, improve the students intercultural communicative competence. For example the author referred to in the Food class, I first in the course introduction to western countries peoples eating habits as th

44、e breakthrough point, and then through the computer slides to show Western food features, such as pizza, hot dog, steak, hamburger, and then let the students to illustrate one of traditional Chinese cuisine, students answer all sorts of strange things, such as jiaozi, zongzi, mooncake etc. Compariso

45、n and organizes the student to carry on the Western diet culture, through the discussion of the students, to summarize the differences between Chinese and Western food culture, so as to help students master the knowledge of Western food culture. For example, in the daily communication language above

46、, there are a lot of cultural knowledge. For example the author referred to in the Greetings class, the differences between Chinese culture and Western culture has also made the corresponding comparison, the students, we Chinese people greet each other with a funny way, usually is: you eat? But the

47、British when greeting, usually concerned about the weather conditions, this is because Britain is located in the temperate climate zone, with an average annual rainfall is very large, it often rains, so the British people are always special care about the weather, just like our Chinese especially in

48、terested to eat. By guiding the teaching of effective teachers, it can help students learn more cultural knowledge, cultural qualities effectively improve students.4.2使用多元化的教學手段幫助學生學習英語文化知識4.2 the use of diversified teaching methods to help students learn English and cultural knowledge隨著科技的不斷發展，在實際教

49、學中，教師可以使用的教學手段也不斷多元化，不僅可以使用電視、視頻錄像以及幻燈片等教學方式，還可以選用放電影、聽音樂等手段，來促使學生掌握西方國家英語文化知識。比如說筆者在講到“Music”一課時，為了讓學生更加有興趣地投入到學習中，讓學生充分體驗到中西方音樂的差異，我在電腦幻燈片上面展示了西方國家的音樂樂器圖片，然后再配上相應的樂器音樂，還順便介紹了一下一些樂器的著名演奏家等，通過實際圖片以及實際聲音的結合，讓學生在實際學習中，感受到了西方文化的本質內涵，解決了書本上知識的單調和枯燥問題。此外，為了幫助學生更好的理解西方國家音樂文化，我還組織學生們在課堂上看了電影“The sound of m

50、usic”，音樂之聲是一個經典的音樂劇，在觀看電影的同時，我向同學們介紹了電影的故事背景，以及發生的時代。在電影播放的同時，對于電影中的一些西方文化知識進行了相應的講解，對于學生不懂的地方及時進行解釋，對于影片中女主角所唱的英文歌曲進行相應的中文解釋，幫助學生了解音樂內容，然后在電影結束之后，組織學生進行影片的討論分享，對于不懂的地方以及有疑問的地方進行討論，再由教師進行總結。通過這樣的實際課堂活動，不僅增強了學生學習英語的興趣，也很好的幫助學生掌握了西方國家的文化知識，還有效地促進了學生跨文化知識的掌握。With the development of science and technolo

51、gy, in the actual teaching, teachers can use the teaching means has been diversified, not only can use the TV, video and slides in teaching methods, can also choose a movie, listen to music and other means, to make students master the knowledge of English culture in Western countries. For example th

52、e author referred to in the Music class, in order to make students more interested into learning, allowing students to fully experience the differences between Chinese and western music, show me the picture of Western musical instruments in computer slides above, and then matching the corresponding musical instruments, but also the way to introduce some musical instruments the famous musician, through the actual images and combined with the actual sound, let the students in practice, feel the essence of western culture, the book knowledge of mo