1、中國(guó)中學(xué)英語(yǔ)教學(xué)中如何融入文化背景教學(xué)【 abstract 】 languageisasocialcommunicationtool, andhastheinsepar ablerelationshipwiththesocialculture. inrecentyears, withtheaccelerationofreformandopeningup, foreignexchangesbecomemorefrequent,andcross-culturalcommunicationineverynationbecometheindispensablepartoflife. butcultur

2、aldifferencesarecross-culturalco mmunicatio nbarriers, whichhasbecomeacommonproblemfacingtheworid.therefore,cultureplaysaveryimportantroleinenglishteaching,whichiswidelyacknowledgedbyenglishteach ingcircle. meanwhile, “cultureaw areness”is prescribed inthenewen glishcurri culumstandard.theobjectoffo

3、reignlanguageteachinghasbrokenfreefromtheconventionallistening,speaking, readingandwriting.thedemandforculturalinformationinlanguagelearninghasbeenraised.culturalbackgroundknowledgecan，toagreatextent，holduptheimprovementofenbleproblemundistheprspaperdiscroundinforheneedofenolsoastoheguageanddeinengl

4、ish.glishteach.presentatoposedsoluusseshowtomationandeglishteachlplearnersveloptheirthisisshowingandbecoionofcultutiontotheppresentculxposelearningatchinegraspthecrabilitytocnasthebestmeanoticea.ralbackgroroblem. thituralbackgerstoitintsehighschouxofthelanommunicatewaytoimproveenglisht eachingand le

5、arning.keywords 】languaget eaching;cu lturebackgroundknowl edge:cultu reteaching ;englishte aching【摘要】語(yǔ)言是社會(huì)交際工具，與社會(huì)文化的關(guān)系密 不可分。近年來(lái)，隨著改革開(kāi)放步伐的加快，對(duì)外交往日 益頻繁，國(guó)與國(guó)之間的交流也越來(lái)越廣泛，跨文化交際成 為每個(gè)民族生活中不可缺少的部分，然而文化差異是跨文 化交際的障礙，已成為整個(gè)世界共同面臨的問(wèn)題。因此， 文化在英語(yǔ)教學(xué)中具有極其重要的作用，這一觀點(diǎn)己經(jīng)得 到了英語(yǔ)界的廣泛的認(rèn)可。但是，學(xué)生文化背景知識(shí)的匿 乏在很大程度上妨礙了英語(yǔ)教學(xué)，成為外語(yǔ)教學(xué)中

6、一個(gè)嚴(yán) 重的問(wèn)題。新的英語(yǔ)課程標(biāo)準(zhǔn)提出了文化意識(shí)的培養(yǎng)，外語(yǔ)教學(xué)的目的己從傳統(tǒng)的聽(tīng)、說(shuō)、讀、寫中脫離出來(lái)。 外語(yǔ)教學(xué)中，使學(xué)生熟悉所學(xué)語(yǔ)言國(guó)家的歷史、文化傳統(tǒng) 和風(fēng)俗習(xí)慣等對(duì)拓寬教學(xué)內(nèi)容，開(kāi)闊學(xué)生眼界，使所學(xué)知 識(shí)轉(zhuǎn)化為交際能力，有著不可估量的作用。教師應(yīng)注重向 學(xué)生介紹文化背景知識(shí)，探索如何在外語(yǔ)課堂上有效地融 入文化教學(xué)，從而幫助學(xué)生克服母語(yǔ)的干擾，養(yǎng)成用英語(yǔ) 思維的習(xí)慣，更快地掌握語(yǔ)言，這是提高英語(yǔ)教學(xué)質(zhì)量的 最佳途徑。【關(guān)鍵詞】文化背景；語(yǔ)言教學(xué)；文化教學(xué)；英語(yǔ)教 學(xué) ii ntroductio ntheling uistrobert ladodefine sthegoalof lea

7、rningaf oreignlang uageas the abilitytou seit，under standingit smeaningsa ndconnotationsintermsofthetargetlanguageandculture，andtheabilitytounderstandthespeechandwritingofnativesofthetargetcultureintermso ftheirgrea tideasanda chievement ” (lado, 196 4:25) 1 (p 90)theteac hingofafor eignlangua geine

8、vitab lyinvolves theteachin gofforeign culture.withchina ? sopen-叩po licyandent ryinwto, howtolayasol idfoundati onforculti vating1ear nersinterc ulturalcom municative competence inhigh-sch ooleducati onbecomesa nimportantobjective!nteachingenglishasaforeignlanguage. forthefirsttime“ cultureawarenes

9、s isprescribedinthenewenglishcurriculumstandard. cultureinstructionmaybenewtomostmiddle-schoolenglishteacherinanexamination-orientedenvironmentinchina seflcontext. buttheresearchandpracticeofinterculturalcommunicationstillhavealongwaytogobeforetheyreachsatisfactoryr esults.t hispaper, t herefore, a

10、imstoprese ntwhatmostactualpracticesintheclassroomareneedtobeclarifiedbeforeanythingcanbedonetoimprovefuturepractices, whenthenewenglishcurriculumstandardistobecarriedoutinelementaryeducation.thereare threemajorpartsinthepaper:firstly，itistheliteraturereview, whichconsistoftherelationofcultureandtea

11、chingandcurrentsituationofenglishteachinginchina. secondly,theextenttohowtopresentculturalbackgroundinformationandexposelearnerstoitintheneedofenglishteachingsoastohelplearnersgraspthecruxofthelanguageanddeveloptheirabilitytocommunicateinenglish,followedbytheintroductionofsomeofsuchtechniques.finall

12、ythemodelofclassroompracticeswasp roposedbyt heteaching culture.2culturete achingandl anguagetea chingdef initionoft heculturedefinitio nsofcultur erangefrom broaderonestonarroweronessincecultureisubiquitous,multidimensional, complex, andal1-pervasiveandmanydefinitionshavebeensuggestedfromdifferenta

13、ngles. fromadefinitionthatincludesalllearnedbehavior, wecanmovetoadefinitionthatproposescult urewithdis tinctbound aries.“bat esandplog ( 1990)propo sedadescriptivedefinitionthatincludesmostofthemajorterritoryofcultureo nwhichscho larscurren tlyagree.cultureis asystemofs haredbelie fs, values,custom

14、s, behaviorsandartifactsthatthemembersofasocietyusetocopewith. theirworldandwithoneanother,andthataretransmittedfromgeneration togenerati onthroughl earning” 2 (pi)th isdefiniti onincludes notonlypat ternsofbehaviorbutal sopatterns ofthought, artifacts, andthecult urallytran smittedski llsandtech ni

15、quesusedtomakethea rtifacts.culturewa sdefinedas thedeposit ofknowledge,experience,beliefs,values, actions, attitudes, meanings, religion,notionsoftime, roles, spatialrelations,conceptsoftheuniverse, andartifactsacquiredbyagroupofpeopleinthecourseofgenerationsthroughindividualandgroupstriving. 3(p21

16、)therefore,culturecanincludeeverythingfromritesofpassagetoconcepts ofthesoul.languagean dculturelanguagesa regeneral1 yacceptedw ordsandrulesdrawnfromspeech. languageisthecarrierofcultureandcultureisthecontentoflanguage.thereisnolanguagewithoutculturecontent. sociallinguisticsshowthatlanguageisasyst

17、emofstructurerulesandculture-specif icbeha.viorrulest hathumansu setointera ctwithoneanother. knowingalanguageisknownnotonlythegrammar, vocabularyanddiscoursepatternsbutalsotheculturalrulesofusingthosecomponentssoastouseappropriatelanguageinaparticularcontex t.itisqu itetruethatnothingmoreclearlydis

18、tinguishesoneculturefromanotherthanitslanguage. forexample,amajorlinguisticdifferencebetweenamericansandchineseliesintheuseofdirectandindirectlanguage. mostamericanslearntosay yesand no asameansofexpressingtheirindividualviews. however,thechineseusuallyuse “yes” and “no” toexpressrespectforthe feeli

19、ngofo thers. 4 (p23)i naw ord, thedev elopmentof culturecan undoubtedlypromoteth atoflangua. ge, andinth emeantime, theup- grow thandenric hmentoflan guageisthe necessarypreconditionstotheimprovementofthewholeculture.itisfortheespeciallycloserelationshipbetweenlanguageandculture. languageisregardeda

20、sthecarrierofculture, themirrortoreflectthe nationalcu lture.re lationbetw eenculture teachingan dlanguaget eachingc ultureandl anguageare closelyrel ated. alang uagecannev erbelearne dinacultur alvacuum. languagelea rningandcu lturelearn ingarenots eparable.“ itisthesam ewithcultu reteachingandlang

21、uageteaching.traditionalteachinginforeignlanguageeducationhaslimitedtheteachingofculturetransmissionofinformationaboutthepeopleofthetargetcountryandabouttheirgeneralattitudesandworldvlews.”(cl a.irekramsch，2000)5(p3)intraditionalteaching，thonghstudentsmasterthepronunciation, grammars，vocabulariesand

22、quitealotoflistening，speaking, reading, writingandtranslatingskills，theystillcannotbesaidtofullyunderstandandmasterenglish. englishasaforeignlanguageistheunityofenglishlanguageandculture.englishteachingisessentiallyaprocessofcross-culturecommunication. onepurposeofenglishteachingistodeve loplearner

23、sawarenes sofcultura ldifferenc esreflecte dinlanguages. theteachermusthelplearnerstorealizethatthoughtsandviewsofdifferentnationalitiesanddifferenttypesofsocietiesaboutnatureandhumansocietyarequitedifferent.soitisevidentlywrongtointerpretthingsinforeignlanguageinthesamewayasinmothertongue. tothesam

24、eextent,theachievementofenglishteachinggoalreliesonstudents culturalawareness. therefore,itisofgreatimportancetotakeforculturalbackgroundknowledgeasoneofthecontentsinthewholeprocessofenglishteachingsoastohelplearnerstohaveagoodcommandofnecessaryculturalknowledgeandtodevelopbasicculture 一learninga bi

25、lity.c urrentsitu ationofeng lishteachi nginchinachinaboas tstheworld ' sbiggestp opulationofenglishlearners. theenglishlanguagecoursehasbeenoneofthemostimportantcompulsorysubjectsinchina shighschoolformanyyears. inwesterncountries,languagetheoristsandlanguageteachershavetriedalottointegratecult

26、ureteachingintolanguageteachingforalmostacentury.sincetheintroductionofcultureteachingstartedintheearlyl980s,greatachievementshavebeenmadeinresearchduringthepasttwentyy ears. 6 (p 15)“ asfa rasweknow, therearealotofessaysaboutculturaldifferencesanditsteaching, suchasthequestionofculture, eflt eachin

27、ginn onspeakin gcountries bycemandma rgeretalpt ekin,englishasculturalactionbylukeprodromon,cultureteachingandforeignlanguageteachingbyguqianan,culturedifferencesandforeignlangua.geteachingbyhuwenzhongandamericancross-culturalcom munication researchby jiayuxin. 7 (pl7)however, th eredoesexi stabigdi

28、sc repancybet weentheore ticalresea rchesandac tualteachi ngpractice . anditisal sotruethat weaknesses stillremai ninourengl ishteachin gsystem.teacher' sa ttitudesto wardscultu reteaching andenglish teachingalanguaget eacherplay saleadingr oleinlangu ageeducati on. theteac heristheme diatorofaf

29、 oreigncult ure, andthe catalystof educationalchange. soteachers ' culturalcompetenceisofgreatimportanceincultureteachinginforeignlanguageeducation.theymustgetacquaintedwiththetargetcultureaswellasconstantlyupdatethekn owledgeabo utlanguage teaching.nowadays, thetraditi onalgrammar-translationme

30、thodstillenjoyspopularityamongteachers. thismethodaimsatteachinglearnerstoreadandtranslatethewrittenlanguagewithagoodcommandoftraditiona1grammar. i t? sobviousthatthemethodemphasizesgrammaticalaccura.cy,neglectingtheimportanceofthespokenlanguage, nott omentionle arners cul turalcompe tence.to daymos

31、ttea chershaveb eeninforme doverandoveragainoftheimportantofcultureteaching. however, theirbelief, infaceofdifficultiesputtingtheoryintopractice，maybeweakened. itwillreallybeaproblemifteachersthemselveshavenotenoughknowledgeaboutthetargetlanguageculture.anditisoneofthemajorfactorsthathinder culturet

32、ea chinginchi na.stude nts attitu destowards cultureteachinganden glishteach ingengli shtestings houldprovi deanobject iveandscientifiemeansfortheevaluationofthecourseandthelearners languageproficiency.ononehand, itshouldhelptofindouttheadvantagesanddisadvantagesofthecourseitselfinachievingthedesire

33、dteachingandlearningobjectives.ontheotherhand, itmusthelptorevealtheareasandextentofthestud ents strengthsandweaknesses, whichinturnmayhelpidentifyproblemsexistingintherelevanthigh-schoolenglishcurriculum.butasamatteroffact，thepresentenglishtestingsystemfailstoprovideagoodfeedbackoftheactualabilityo

34、fstudents concerningculturalcompetenceandappropriatelanguageuse.englishtestsconductedinhigh-schoolnowusuallycovertheareaofvocabulary,languagestructure, listening,readingandwriting.thetestisstillonmeasuringthestudents linguisticcompetenee, butign oresthesoc io-cultura labilityof them.3th eimportanc e

35、ofculture teachingin englishteaching“cu lturelearn inghelpsel iminatecom municationbarriers,preventusfromcommunicationconf1icts，developourfieldofvisionandpromoteourculturalcommunication. (lindajin，1996). 8 (pi2) tolearnaforeignlanguageanditsrelativeculturewillhelpthestudentstoknowtheworldandthemselv

36、esfromdifferentpointsofview. foreignlanguagelearningisaspiritadventure，adevelopmentofmodesofthought，areorganizationofvaluesandaremoldofpersonalitystructure.intheprocessofintroducingforeignculturesandreorganizingourownculture,culturepla ysanespeci allyimport antrole.learningwe sterncultu reisnottol e

37、arnsomewordsbyheart，buttolearnthethoughtandvaluesthatcontrolone sacts.withoutthisknowledge,onecannotreallymasteraforeignlanguage.onlyarmedwiththisknowledge, canchinesestudentshopetomeetandtalkwithforeignersinenglishnotonlygrammaticallyaccuratebutalsosociallyac ceptable?improving englishrea dingengl

38、ishreading abilityiso nekindofco mprehensiveability. therearesomanyenglisharticleliteraturestylesincludingthecertainbackgroundknowledge.somereading, althoughhasnotbumpedintoanewwordinthereadingprocess, anddoesnothavethegrammarbarrier, butitisdifficultforthestudentstoknowthemeaningofthewholereadingpa

39、ssage，especiallywhenthestudentslackofthecertainknowledgeoftheculturalcontext.9 (p31)forexample ，thereares uchseveralspeechesinareadingmaterial : “ whydon，tyougotochurch? askedtheminister. thenonchurchgoersaid, well,r litellyou.thefirsttimelwenttochurchtheythrewater inmyface, andthesecondtimetheytied

40、m etoawomanl vehadtoke epeversinc e. “yes, ” s aidthemini ster， “ andt henexttime yougothey llthrowdir tonyou. 10 (p2) foru nderstandingofthisre adingmater ial, thestu dentmustkn ow: 1) “thef irsttimelw enttochurc htheythrew waterinmyf ace” meansw henparents hugthenewb ornbabytot hechurchforbaptism,

41、 p astorthrew waterinthe child' sfac e;2)“these condtimeth eytiedmeto awomanlve hadtokeepe ” versmce.meanstheyheldtheweddingeeremonyinthechurch.thisarticlereferstothesituationwhenawesternerdies,pastorfinallypraysandpullsuptheearthtothecoffintocarryonburyingagain.ifthereaderisnotfamiliarwiththere

42、ligionculturalknowledgeinthebritishandamericancountry, heorshecancausetheunderstandingofbeingbloeked, letaloneappreciateshumor.anothere xampleisth edialogue- -lessonbri tainandlre landinseni orstudentb ookiunit22 (sefc):zhoulan:areyoueng lish?david :no, t m not.zho ulan:bu tyouspeake nglish.david:t

43、hat scorre ct.zhou lan:whe reareyoufr omthen?can ada?davi d:no, i mfrombrita in.zhou lan:but ithoughtyo usaidyouwe rentenglish.davi d:right，i mbritis h, butl mno tenglish.zhou ian:whatare youthen?david:1 mscottish，i mfromsc otland.z houlan:where stha t?david:it stot henorthofe ngland; it? spartofbri

44、tain.zh oulan:h aveyougota. maptoshowm e?i mpuzzl ed.11 (p 87)whydo eszhoulanf eelpuzzled aboutthisd ialogue?becausezhoulandoesnotunderstandthebackgroundknowledgeofthebritainandengland. althoughenglandandbritainaresametoengland, strictlyspeaking,englishreferstopeopleofengland.englandisonlyapartofbri

45、tain.englandisbounteous，thepopulationslarger,butitcannotrepresentscotland，walesandlrelandafterail. astheselocalpeopie,theyareusuallynotwillingtoberegardedasscottish/welsh/irishratherthanasenglish.asbritish (english)，theyaremayacceptasbritish.thatiswhydavi dsaid: “im british, bu tl mnoteng lish. in t

46、hisdialog ue, ifthest udentsgras pthisbackgroundknowl edge, itise asyforthem tounderstandthisdial ogue. there fore, carry ingontheba. ckgroundkn owledgeint hisdialogu etothestud entsappear stheextrem elyimporta nee.impr ovingtheco mmunicatio nability theaimofth eenglishte achingsyll abuscurrentlyinc

47、hinastressesthebasicskillsoflistening,speaking, writingandtranslating,whilethemostimportantgoalofenglishteachingshouldbetofostertheabilityofcommunication.12 (p80)however,thevariouscountrieshavedifferentcustom. therearehugedifferencebetweenchinaandthewestern.therefore,tocarryoneffectivecommunicationp

48、roperlywiththeforeigners,oneshouldknowabouttheculturalbackgroundofthewesternnationasexactlyaspossible,especiallythedifferenceswithchineseculturet hebackgrou ndknowledg e.herearethreequestions: (1)whatsyourname?(2)howoldareyou?(3)areyoumarried?anyonewhoknowsalittleenglishcanaskthesequestionsinenglish

49、.butifastudentasksayoungla.dyfromawesterncountrytheabovequestions,hehasmadeaseriousmistakeintermsofappropriacy.toavoidsuchsillymistakes, theteachershouldhelpstudentsrealizethatitisn ' tpolitetoaskwesternersquestionsconcerningtheage, salary, marriageandotherprivatethings, suchaspoliticalinclinati

50、onandreligiousbelief, etc. forexample, thereissuchadialogueinseniorstu dentbookll unit22 (sef c)wou ldyoulikea notherpiec eofbeancur d?yes ，please.it sdeliciou s. didyoucookityourse if?ye s，ofcourse . it sverye asy. t llte achyouifyoulike.howabout somemorebe ef?there s plentymore .wei 1，justalit tie

51、, please .let megiveyous omemorechi cken. andhaveanotherp ancake.they re betterwhen theyarehot .no, thanks. v d hadenough.what aboutyou, b ob?abowlof soup?r mfull, than kyou.whatadelic ioussupper !nexttimey oumustcometous. 13 (p93)here requestsst udenthavea culturalba ckgroundab outthepoliteexpressi

52、onindinetime. chinaandthewesternculturehavethedifferenceintreatingmeal.thechinesetakepridein“ modesty , whilethea mericansin “ straightf orwardness . anameric anhostess, whoiscomplimentedfor hercooking skills, isl ikelytosay，“oh，i' mso gladthatyo ulikedit.i cookedites peciallyfo ryou. nots oachineseh ostorhoste ss, whowill apologizeforforgivingyou “ nothi