Cultural teaching strategies in high school English teaching3.docx

Cultural teaching strategies in high school English teaching3.docx

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CulturalteachingstrategiesinhighschoolEnglishteaching3

CulturalTeachingStrategies

inHighSchoolEnglishTeaching

by

YeXiaoqing

UndertheSupervisionofWuYan

SubmittedinPartialFulfillmrntoftheRequirements

fortheDegreeofBachelorofArts

SchoolforForeignLanguage

AnqingTeachersCollege

May2015

CulturalTeachingStrategiesinHighSchoolEnglishTeaching

Abstract:

Withtherapiddevelopmentofintercourseandcommunicationallovertheworld,mostpeoplearekeepingcontactwithorwillgetintouchwithforeignpeoplefrequently,especiallybusinessmeninforeigncompaniesorstudentsinschools.Ontheotherhand,world-wilduseandfastimprovement,Englishhasbeenoneofthemostpopularandworld-recognizedlanguages.So,inmostofcountriesintheworldsuchasChina,learningandteachingEnglishisasimportantasthatofnativelanguages.Althoughalotofimprovementhasbeenachievedtheseyearsathomeandabroad,therearestillmanyproblemstoodifficulttosolveandhavebeendiscussedovertheyears,oneofwhichisrelationsbetweenlanguageteachingandcultureteaching,asmoreandmoreteachers,scholarsandlinguistsfindthattraditionalEnglishteachingmethodscannotmeetthedemandsofthechangingsituationandthattheroleofcultureinEnglishteachingshouldreceivemorestressduetotheculturaldiversity.Teachers,scholarsandlinguistsalsobegintostudythecontents,principles,methodsandconcreteimplementationofculturalfactorinEnglishteaching.Asaresult,therecomessomeculturalteachingstrategiesinEnglishteaching,mostlyincollegeEnglishinstructionandasmallpartforhighschoolEnglishteaching.ThisthesiswritesbrieflyabouttheculturalteachingstrategiesinhighschoolEnglishteachingthroughtheresearchesandinvestigationsofrelationsandconflictsbetweencultureandlanguage,betweencultureteachingandlanguageteaching,whichhasbeenmade.Afteranintroductionofbackgroundandtheoriesofculturalteachingstrategies,thethesistrytodescribeitsimplementationinhighschoolEnglishteachingaccordingtosomesuccessfulteachingcases.

Keywords:

culturalteachingstrategies,highschoolEnglish,language

CulturalTeachingStrategiesinHighSchoolEnglishTeaching

Thesisstatement:

Culturalteachingstrategies,withitsspecialteachingfunctionsplaysamoreandmoreimportantroleinhighschoolEnglishteaching,whichcanhelpnotonlystudentstolearn,butalsoteacherstoteach.

Outline

I.Introduction

II.Ageneralintroductionofculturalteachingstrategies

A.Thesignificanceofculturalteachinginlanguageteaching

B.Thecharacteristicsofculturalteachingstrategies

Ⅲ.ApplicationofculturalteachingstrategiesinhighschoolEnglishteaching

A.Introducingthetargetcultureinavarietyofways

B.Creatinganauthenticclassroomenvironment

C.Introducingculturebycomparison

D.Introducingculturebysupplyingpost-classactivities

E.IncorporatingcultureintodailyEnglishteaching

III.Conclusion

CulturalTeachingStrategiesinHighSchoolEnglishTeaching

Ⅰ.Introduction

IntraditionalEnglishteaching,whichistest-oriented,teachersalwaysjudgestudents’levelofEnglishskillsanddegreeofproficiencyfromtheirtestperformance,thatis,howmuchgradetheyhavegot.Teachersandstudents’parentsthinkthatmarkscantellthemaccuratelyhowwellstudentsare.SothemainaimsoftraditionalEnglishteachingoftenfixesonwhatwecall“fourlanguageskills”:

listening,speaking,readingandwriting,sometimesplustranslatingas“fivelanguageskills”.Teachersteachbasicpronunciation,meaningofwords,grammarsofsentences,structrueoftextinordertomeettheselanguageskillsandguaranteestudentstopasscertaintypesofEnglishexaminations.Butinreallife,itisnothardtofindthatsomestudentswhoareexcellentinspeakingEnglishishardtohaveafluentconversationwhenmeetforeignpeoplefromanyothercountriesinEnglish;whoareoutstandinginEnglishlisteningexercisesishardtounderstandforeigners’realmeaningeventheylisteneverywordclearly;whoarefirst-classinpronouncing,readingandrecitingishardtodistinguishEnglishpronunciationfromsentenceswithaccent;whoaregreatinwritingcompositionishardtogetcomprehendedbyEnglish-nativespeakers;andwhoarebrilliantintranslationtrainingishardtotranslatesomesentencesinspecialsituation.

Foranylanguagelearners,oneoftheirmostimportantpurposesistouselanguagestocommunicatewithotherswithoutobstruct,tounderstandorbeunderstood.Anditiscommonplacethatpeoplecanreachthisgoalbynotalsousingthesamelanguagebutalsohavethesimilarculturalbackground.Solearninglanguageinvolvesbothskillsthatensurecorrectnessofsentencesgrammaticallyandculturalawenessthatmakessentencesappropriateinanycontexts.Lackingeitherofthetwo,learnersfailthegoal.Forexemple,whenEnglish-speakersask“Doyouhaveawatch?

”thesimpleanswer“Yes”or“No”soundsridiculousandimpolite.Thatistosay,wearegenerallycalleduptoproduceinstancesoflanguageuse:

wedonotsimplemanifesttheabstractsystemofthelanguage,weatthesametimerealizeitasmeaningfulcommunicativebehavior（Widdowson,1978）.

ThefamouslinguistDellHymeshadputforwardthetheory“communicativecompetence”in1972,whichwasoppositetotheChomsky’s“linguisticcompetence”.DellHymesapproachedlanguagefromasocio-culturalviewpointwiththeaimofstudentslearnthevarietiesofthewaysofspeakingonthepartoftheindividualandthecommunity.Afterthesystematicstudiesandresearchesof“communicativecompetence”,in1990s,Lyle.F.Bachamcameupwith“communicativelanguageability”,whichhadbeenconfirmedinacademicfield.

Insum,languagelearningandteachingshouldpayattentiontostudents’communicativecompetence,whichmeansthatmakestudentsbeawareofsituationandcontextoftargetlanguagesothattheyareabletorespondandanswerfreelyandproperlytoforeignspeakers.EnglishteachersshouldnotonlyprovidestudentswithlinguistformsandgrammarstructuresofEnglish,butalsomakestudentsbeinterestedinandbefamiliarwithEnglishculture.However,thelatterstillhasalongwaytogo.Itistimeforbothteachersandstudentstovalueculturalteachingandculturalteachingstrategies.

Ⅱ.AGeneralIntroductionofCulturalTeachingStratrgies

Theearliestsystematicstudyoftherelationshipbetweenlanguageandculturecouldbetracedtoanthropologyintheearlyyearsofthetwentiethcentury.Boas’epoch-makingHangbookofAmericanIndianwaspublishedin1911,whichinspiredagenerationofanthropologistsandsocio-linguiststotakeupthesubjectonhowcultureisrelatedtolanguage（ZhangHongling,2001）.Expertsfromdifferentfieldshaveworkedonthisrelationship,buttheystillcan’treachanagreementonthisissue.Whateverperspectiveistaken,theyallholdtheopinionthatlanguageandcultureisinseparable（HuWenzhong,1994）.Discussiononthisissueaffectsthepracticeoftheforeignlanguageandcultureteachingalot.

Ontheonehand,languageinfluencesculture.Certainlanguagecarriesandreflectscertainculture.Theemergenceoflanguagebringsabouttheopportunityofpassingculturefromgenerationtogeneration.Ontheotherhand,cultureinfluenceslanguage.Cultureisoneofthemostbasicandimportantattributesoflanguage.Thedevelopmentoflanguageisdependentlargelyontheculture.Alltheseindicatethatlanguageandculturecannotseparatefromeachother.Thus,teachinglanguageshouldteachingcultureatthesametime.

InEnglishteaching,culturalteachingstrategieshavereceivedmoreandmoreattentionduetothecross-influencebetweenlanguageandculture.Withlotsofresearchesandpractices,culturalteachingstrategiestakeaplaceinEnglishteaching.

A.TheSignificanceofCulturalTeachinginLanguageTeaching

Languageasacommunicativetoolconveysculturalthroughmanyformssuchasspeakingandwriting,abundantandcolorfulcultureprecipitatesinalanguage.Thelearningoflanguagecannotdepartfromthelearningofculture.Thewell-knownAmeicianlinguistSwingerhaddescribedthisrelationshiplikethis,“languagecan’tleaveculture,can’tescapefromthesociety,thewayofdoingandconvictiondecidethepropertyofourlife.Besubjectedtotheculture’sinfluence,thelanguagealsoturningoverandexertingcertaininfluencetotheculture.Languageandculturesarealldynamic,beingdevelopingvarietycontinuously;thelanguagedevelopswiththedevelopmentrace.Thedevelopmentoflanguageinfluencesthedevelopmentofculture,andthedevelopmentofcultureenrichesandexpendslanguage.Differentracehasdifferentculture,historyandcustomsandhabits,cultureandsocialcustomofeachraceshowinthelanguage,asweallknow,thelanguageandthecultureequalthefleshandblood,theycan’tlivewithouteachother.Theessenceofthedifferentoflanguageisjusttheculturaldifference.”

Ifsomeonejustknowsthestructrueandgrammarofthetargetlanguage,hecanmakecorrectsentencesgrammatically,butmaynotbeunderstood;butifsomeonehaslearnedthecultureofthetargetlanguage,hecangetrightcomprehensionandmakefulluseofthetargetlanguage.Atpresent,somehighschoolstudentsgotothecollegetohavefurtherlearningofEnglishfindtheycan’tcommunicatewithforeignteacherswhofromEnglish-speakingcountryandteachthemoralEnglisheasilyandfluently.Forexample,theymaydon'tknowwhyforeignersalwayssay“interesting”whentheyaretalkingaboutsomethingthatisnotinterestingatall.Infact,theydon't