Teaching culture in the English Classroom.docx
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TeachingcultureintheEnglishClassroom
TeachingcultureintheEnglishClassroom
Abstract:
Thisessayarguesthatcultureandlanguageareinseparableandthereforemustbetaughttogether.Itrecognizesthattherearetwowaysofunderstandingtheworldcultureanditisimportanttobeawareofthisinanydiscussiononthesubject.Asuperficialunderstandingoftheconceptofcultureandadeeperunderstandingofcultureinthelanguageofapeople.Italsoarguesthatstudentsmaylearntospeakwithgrammaticalaccuracybutfailtounderstandthediscoursesystemandsobeculturallyinappropriate.English,asaninternationallanguagechallengestheneedforteachingspecificculturalinformationofasuperficialkindandstillneedstoexpoundthedeeperandmoresubtlelinguacultureofthelanguage.Finally,theessayputsforwardthevalueofmoviestudiesasacomprehensiblemeansofteachinglanguagewithitsculture.
KeyWords:
linguaculturelanguageteachinglanguagelearning
Cultureplaysanimportantroleinlanguageteachingandlearning,whilelanguageisalsothecarrierofculture,whenlanguagelearnersexpecttomasteraforeignlanguage(theirtargetlanguage),theyneedtogetagoodcommandofitsculturesoastousethetargtelanguageefficientlyangeffectively.Thispaperdiscussesthesignificanceofcultureinlanguageteachingandlearningbypresentingsomeexamplesinsomeaspects.
Ⅰ.Languageandlinguaculture
WhenthePepsiColacompanybegantoselltheirproductinChinatheyadvertisedthemselveswiththearrestingslogan:
ComealivewiththePepsigeneration!
"Comealive"heremeans"berejuvenated"or"refreshed","reawakened","reanimated","reactivated".Theimageisofapersonwhoselifeiscolourless,bland,insipid,boring,jadedandirrelevant,whoisnot"withit".ThispersonisencouragedtodrinkaPepsiandbydoingsotoidentifythemselveswithotherPepsidrinkerswhoarepicturedasawake,alive,vital,engaged,vibrant,successful,dynamicandvigorous.Pepsiistheagency,mediumorinstrumenttochangeaperson,tobringaboutametamorphosis,aconversionfromdullness,irrelevancy,frombeinga"stuffedshirt",anold"fuddyduddy"astick-in-the-mudtobeingcool,chic,trendy,up-to-the-minute,sophisticated,groovyandhip.WhenitwastranslatedintoChineseitcameoutas:
Pepsibringsyourancestorsbackfromthegrave!
ThisamusingstoryillustratesthedifficultiesofunderstandingEnglishwhenoneisunawareoftheculturalcontextinwhichitexists.Whatbecomesstartlinglyclearisthecomplexinterpenetrationoflanguageandculture."ComealivewiththePepsigeneration!
"whenisolatedfromitsculturally-specificbedofmeanings,becomesanabsurdstatement.Thesloganispackedwithmetaphoricalconnotations,implicationsandnuances.Itexistswithinalinguaculturewhichisthelargersocial,culturalandpsycholinguisticstructureinwhichalllanguagesareembedded.
Ⅱ.Definitionofculture
Whatthenisculture?
PetersonandColtraneofferthefollowingdefinition:
“anintegratedpatternofhumanbehaviourthatincludesthoughts,communications,languages,practices,beliefs,values,customs,courtesies,rituals,mannersofinteractingandroles,relationshipsandexpectedbehavioursofaracial,ethnic,religiousorsocialgroup;andtheabilitytotransmittheabovetosucceedinggenerations."Theyare:
Thoughts,Communications,Languages.Practices,Beliefs,Values,Customs,Courtesies,Rituals.Mannersofinteractingandroles,Relationshipsandexpectedbehaviours.
Ⅲ.CourtesiesandRituals
Thecourtesiesandritualsofaculturepresentanimmediateandparticularproblemforstrangers.
AnAmericanwasvisitingaChinesehome.ThehostintroducedtheAmericantohiswife.TheAmericanturnedtohishostandsaid,‘Yourwifeisverybeautiful.’Thehostsmiledanddemurredpolitely.Where!
Where!
(Nali!
Nali!
)TheAmerican,somewhatpuzzled,tookthistobeaquestionandproceededtodetailtheoutstandingfeaturesofthewife'sbeauty.Herhair,hersmile,hereyes!
"hesaid.ThehostwasconfusedandembarrassedaswastheAmericanvisitorwhenherealizedthatWhere!
Where!
'wasnotaquestioninthisinstancebutaritualisticresponse,acourtesyspecifictotheChineseculture.TheAmericanwaslinguisticallycorrectinrespondingto“Where!
Where!
”asaquestion.Buthisresponsewasnotculturallyappropriate.
Ⅳ.Linguisticcompetenceandculturalawareness
Herewemakethedistinctionbetweenlinguisticcompetenceonitsownandlinguisticcompetencewithinaframeworkofculturalawareness.
PetersonandColtraneputitlikethis:
"Linguisticcompetencealoneisnotenoughforlearnersofalanguagetobecompetentinthatlanguage.Languagelearnersneedtobeaware,forexample,oftheculturallyappropriatewaystoaddresspeople,expressgratitude,makerequests,andagreeordisagreewithsomeone.Theyshouldknowthatbehavioursandintonationpatternsthatareappropriateintheirownspeechcommunitymaybeperceiveddifferentlybythemembersofthetargetlanguagespeechcommunity.Theyhavetounderstandthat,inorderforcommunicationtobesuccessful,languageusemustbeassociatedwithotherculturallyappropriatebehaviour."
Heretheyidentifyculturallyappropriatewaysof:
addressingpeople,expressinggratitude,makingrequests,agreeingordisagreeingwithsomeone.
Ⅴ.Behavioursandintonationpatterns
Theyalsopointto“behavioursandintonationpatterns”asbeingsignificantareasofculturaldifference.
“Heyyou!
Comehere!
”asaformofaddressislinguisticallycorrectbutisonlyculturallyappropriateatcertaintimes.
Youwouldnotaddressyourgrandfatherinthismanner.Itwouldbeculturallyinappropriate.
“Excuseme,granddad,wouldyoupleasecomeoverhere?
Iwanttoshowyousomething.”wouldbeappropriate.
AgoodexampleofthesubtletiesofintonationinEnglishmaybeseeninthefollowingexample:
“You'refromAustralia,aren’tyou?
”Thismaybesaidwithtwodifferentintonationswhichalterthemeaningsignificantly.Ifitissaidwitharisingintonationonthewords“aren’tyou?
”thenitmeansthatthespeakerisgenuinelyunsureofwherethepersoncomesfrom.Theyareaskingaquestion.IfitissaidwithadownwardintonationonthesamewordsitmeansthatthespeakerknowsthatthepersonisfromAustraliaandismerelyseekingconfirmationofthatfact.
Ⅵ.Distinctionbetweenagrammaticalsystemandadiscoursesystem
KrasnerquotesfromMichaelAgarwhosays:
“themainproblemininterethniccommunicationisnotcausebygrammar.Althoughlanguagesusegrammarasthesystemofexpressingideas,itisthediscoursesystemthatproducesthegreatestdifficultythegrammaticalsystemsendsthemessagewhilethediscoursesystemtellshowtointerpretthemessage.”
Thisdistinctionbetweena“grammaticalsystem”anda“discoursesystem”isusefulwhenconsideringthequestionofteachingcultureintheEnglishlanguageclassroom.
Goodgrammarsendsthemessagebuttheinterpretationofthemessagecanonlybegainedthroughunderstandingthediscoursesystem.
Adiscoursesystemmaybeunderstoodinthesamesenseasthelinguacultureinwhicheachandeverylanguagehasitsexistence.
Ⅶ.Languageproficiencyandcommunicativeproficiency
KrasnergivesaverygoodexamplefromherownexperienceasamigrantfromRussiatoAmerica.OnherarrivalinAmericasheattendedEnglishclasses.Ononeoccasiontheteachergavealessonontheculturallyappropriatewayofpresentingoneselfatajobinterview.
TheteachersaidthatinAmericawhenpresentingforajobinterviewoneshould:
1.Shakehandsfirmlywiththeinterviewer.
2.Smilealot
3.Keepeyecontactwiththeotherperson
4.Bepositiveaboutyourself
ThisadvicecontradictedKrasner'sRussianculturalupbringingwhichhadtaughtherthat:
1.Itwasimpoliteforamantoshakeawoman'shand.
2.Smilingallthetimewasamarkofinsincerity,ofpersonalphoniness.
3.Itwasindiscretetomaintaineyecontactwithaperson.
4.Beingpositiveaboutoneselfwasakindofbraggingorshowing-off.
ThisexamplemaywellapplytoChineseaswell.
Krasnersumsup:
“languageproficiencyandcommunicativeproficiencyaretwodifferentthings.”
Ⅷ.CulturalFrames
Thefactisthatwealllivewithinculturalframes.Thenotionofa“culturalframe”isapatternofbehaviourwhichstarteddevelopingwithinus,unconsciously,asachild.Thegoaloflanguageteachingistohelpstudentstounderstandthattherearedifferentculturalframes.Ourculturalframesconsistofcertainculturalconventions.
Krasnerdescribesculturalconventions“asinformationabouthowpeoplebehavebothlinguisticallyandextra-linguisticallyincommoneverydayandcrisissituations.”
Ⅸ.Connotation
Connotationtakesastepdeeperintotherelationshipbetweenlanguageandculture.Connotationisthepointatwhichlanguageandculturecometogethertoformmeaning.
Anexampleofconnotationisthedifferentsetofassociationsconnectedtothewordprivacy.PrivacyisaverypositiveconceptinWesternculture.Toseekprivacyisregardedasessentialfromtimetotimeandbasictoone'smentalandphysicalwell-being.
InChinesethereisnowordthatpreciselycapturestheWesternconceptofprivacy.TheChinesewordforprivacyisembracestheideasofsecrecy,selfishnessanddeceitfulness.ToseekprivacyinChinaistoraisedoubtsaboutyourintegrityasaperson.SoitbecomescriticallyimportantthattheconnotationsofprivacyinEnglishspeakingcountriesbeclearlyexplainedintheforeignlanguageclassroom.
HereisawordthathasconnotationsintheWesternculturethataremisunders