大学英语拓展课 跨文化交际.docx

大学英语拓展课 跨文化交际.docx

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大学英语拓展课跨文化交际

徐州工程学院教案

20　—20学年第学期第周星期　

课题名称（含教材章节）：

EncounterswithWesterners（Unit3SpeakinginaForeignLanguage）

教学目的和要求：

1）graspmistakesinaforeignlanguagelearning

2）understandwesterner’sresponsestocomplimentandtheculturalreasonsbehindthem

3）comprehenddifferencesbetweenChineseandWesternstudents

4）realizemistakeswouldoccuratdifferentlevelsandknowhowtoavoidthem

5）learnaboutegalitarianism

教学重点：

1）understandmistakesinaforeignlanguagelearning

2）comprehendwesterner’sresponsestocomplimentandtheculturalreasonsbehindthem

3）graspthedifferentaspectsofAmericanegalitarianism

教学难点：

Letthestudentskeepinmindandhaveageneralunderstandingofthefollowingparts:

1）understandmistakeswouldoccuratdifferentlevelsandknowhowtoavoidtheminForeignlanguagelearning

2）graspAmericanmiddleclassidentity

3）comprehendAmericanconceptofequality

教学内容（要点）

Unit3SpeakinginaForeignlanguage

1stand2ndperiod

TeachingObjectives:

1）Studentsgraspmistakesinaforeignlanguagelearning;

2）Studentsknowthestressduringspeakinginaforeignlanguage;

3）Studentscomprehendwhywouldspeakinginaforeignlanguagecausestressininterculturalencounters.

TeachingContents:

1.Casestudy:

Mistake　

1）InterpretationQuestions:

WhydoyouthinkMr.SchmidtnevercorrectsHuizhen’sEnglishmistakes?

2）ListasmanypossibleexplanationsthatwhyMr.SchmidtnevercorrectsHuizhen’sEnglishmistakes.

*Huizhenactuallydoesn’tmakemanymistakes,andMr.Schmidtdoesn’tconsiderthefewmistakesshemakesserious.

*Mr.Schmidtdoesn’tnoticeHuizhen’smistakesbecauseheispayingmoreattentiontothecontentofwhatshewassaying.

*Mr.Schmidtdoesn’tcorrectHuizhenbecausehedoesn’twanttointerrupther;hedoesn’twanttodiscourageherfromtalking.

*Mr.SchmidtthinksitwouldberudetocorrectHuizhen’sEnglisherrors.

*Mr.SchmidtdoescorrectHuizhen’serrors,butheonlycorrectshersubtlybyrepeatingcorrectedversionsofwhatshesaidwrong.However,Huizhendoesn’tnoticethis.

*Mr.Schmidtdoesn’tthinkthatcorrectingstudents’errorshelpstheirEnglishverymuch.

*Mr.Schmidtavoidsmakinggrammarcorrectionsbecausehecan’texplainEnglishgrammarverywell.

*Mr.Schmidtdoesn’ttaketeachingveryseriously,especiallygrammar.

3）Somelikelyinterpretations

*ChinesestudentsandAmericanteachersoftenhavequitedifferentbeliefsandexpectationsabouttheroleofthelanguageteacher,andalsoaboutwhatismostimportantinEnglishlearning.Thesedifferencesmayleadtomisunderstanding.　

4）CultureNotes　

*Correctingforeigners’Englishmistakes:

WhilealanguageteachermightbewillingtointerruptastudentofEnglishinordertopointouthis/hererrors,mostwesternerswouldconsiderthisrudeorawkward.Infact,inmostcountriestheaveragepersonwouldprobablynotinterruptalanguagelearnertocorrecthis/hergrammarmistakes.

Whatmanypeoplewilldowhentalkingtoforeignersiscorrectthingstheforeignersaidwrongbyrepeatingthemlatercorrectly,soifthelearnerpaysattentionhe/shemightstilllearnmuch.（Ifalearnerobviouslyappreciateseachoftheselittlecorrectionsandmakesanattempttolearnfromthem,thiswillencourageotherstocontinuecorrecting.If,ontheotherhand,thelearnerseemstoignorecorrectionsorbeannoyedbythem,itisnotlikelythattheotherpersonwillcontinuetocorrectlearnersforverylong.）

*Correctionandlanguagelearning:

ThereisactuallylittleevidencethatactivecorrectionofmistakesinspokenEnglishbyateacherhelpslearnerssignificantlyimprovetheirgrammar.Somecorrectionshelplearnerslearn,butmostcorrectionstendtobeignoredorforgotten.Howmuchalearnerlearnsdependsmoreonhowcarefullyhe/shepaysattentionratherthanonhowmuchtheteachercorrects.

*Westernapproachestolanguagelearning:

Manywesternteacherstakeanapproachtolanguagelearningandteachingwhichemphasizescommunication,sometimesevenattheexpenseofattentiontogrammaticalaccuracy.TheassumptionisthatwhenusingEnglishitismoreimportanttounderstandothersandbeunderstoodbyothersthanitistohaveeverysentencebeperfectlycorrect.Ofcourse,thisdoesnotmeanthatgrammaticalaccuracyisunimportant,butitdoesmeanthatAmericanteachersmaystressgrammarlessthanstudentsfromotherculturesareaccustomedto.

*Nativespeakersandgrammar:

TheaveragenativeEnglishspeakerdoesn’thavemuchexplicitknowledgeoftherulesofEnglishgrammar（althoughsomewhoareEnglishteachersbyprofessionwillknowgrammarverywell）–andmostdon’tespeciallylikegrammar.Thisdoesnotmeanthatnativespeakersspeakungrammatically,anditcertainlydoesn’tmeanthatnativespeakersdon’tknowwhatgrammaticallycorrectandincorrect.However,likethespeakersofanylanguage,nativespeakersofEnglishlearntheirmothertongueatayoungagewithoutanyexplicitinstructioningrammar,sowhiletheycanspeakcorrectlyandknowwhatisrightandwrong,theygenerallydon’tknowhowtoexplainitsrules.OftenEnglishteacherswhoarenotnativespeakersofEnglishhaveabetterexplicitknowledgeofgrammarrulesbecausetheylearnedtheserulesastheylearnedEnglish.

5）DiscussionActivities　

*HowdoyoufeelaboutEnglishteacherscorrectingyourmistakeswhenyouspeakEnglish?

*Howoftendoyouwanttobecorrected?

*Whatkindofcorrectiondoyoufindmosthelpful?

2.SpeakinginaForeignLanguageandStress

1）ComprehensionQuestions

*Whywouldspeakinginaforeignlanguagecausestressininterculturalencounters?

2）Usage　　

*toexperiencestress

e.g.Manypeopleexperiencestresswhentheyhavetomakephonecallsinaforeignlanguage.　　

*tohavetodowith

e.g.Ibetthefactthathewastiredhassomethingtodowithwhyhewasinsuchabadmoodtoday.　

*tofeelmore/lesssureofyourself

e.g.Ifyoupracticebeforegivingapresentationyouwillprobablyfeelmoresureofyourself.　　

*feelingsof（something）

e.g.Whenshereturnedfromabroadandsawherparents,shewasovercomebyfeelingsofexcitementandjoy.

3）SupplementaryNotes　　

*Stressininterculturalencounters:

Ward,Bochner,andFurnham（2001:

16）note:

“…thereisoverwhelmingempiricalevidencethatinteractingwithculturallydifferentindividualsorfunctioninginunfamiliarphysicalandsocialsettingsisinherentlystressful,withoutcomesrangingfrommilddiscomforttosevere,debilitatinganxiety.”

*Foreignlanguageasasourceofstress:

Someofthereasonswhyspeakingaforeignlanguageisstressfularefairlyobvious;forexample,thesheerdifficultyofcomprehendingorexpressingideasinanunfamiliarlanguage.However,stressininterculturalencounterscanalsobecausedbymoresubtlelanguageproblems.Forexample,onesourceofstressininterculturalcommunicationissimplydifferencesinstyleofcommunication.The“foreigner”doesn’tmaintainthenormalflowofverbalandnon-verbalinteractionthatoneexpects–silencesaretoolongortooshort,etc.（Barna1997:

375-6）Thesesubtledifferencestendtobreaktherhythmoftheinteraction,andthiscancausetensionandasenseofdisease.（GundykunstandKim1997:

257）

Theneedtouseaforeignlanguageisespeciallystressfulandtiringfor“sojourners”–peoplewhohavegonetoliveinanothercountryandwhoconsequentlyneedtorelyheavilyontheirforeignlanguageskills.AsPaige（1993:

8）notes:

“Initially,usingalanguageotherthanone’sowndayinanddayoutcanbequitefatiguing,particularlywhenthesojournerisnotyetproficientinit.”Inpart,theproblemisthatitismentallydrainingbecausefunctioninginaforeignlanguageisalsofatiguingbecauseoftheemotionaldrainitinvolves.Forexample,inherstudyofChinesegraduatestudentsintheUS,Chen（1998:

304）foundthatoneoftheirstrongestfeelingswasofbeinguseless,ignorant,foolish,likebigchildren,andtheirmainreasonforthiswastheirimperfectEnglishandcultureskills.TheyalsofounditexhaustingtospeakandlistentoEnglishsomuch,andfeltagreatdealofpressurewhentheyneededtospeakinEnglish.（307）

4）DiscussionActivities　

*Topracticetalkingaboutfeelings;tocallattentiontotheaffectivesideofspeakingEnglishanditspotentialimpactoninterculturalcommunication.

Askstudentstosurveyseveralclassmatesasking:

howdidyoufeelthefirsttimeyouspoketoaforeignerinEnglish?

Bereadytosharewhatyoufindoutwiththerestoftheclass.Besuretousethecorrectpartofspeechwhenyoutalkaboutfeelings.Payspecialattentiontothefollowingfourtermsofeachword:

verb,noun,passiveadjective,andactiveadjective.

3.Assignment:

1）Terms:

mistake,nativespeaker,stress

2）Questions:

*WhataretypicalcharacteristicsofChineselanguagelearners?

*WhataredifferencesbetweenChineseandWesternstudents?

*HowdoyoufeelwhenyouspeakEnglish?

Unit3SpeakinginaForeignLanguage

3rdand4thperiod

TeachingObjectives:

1）Studentsunderstandthecomplimentinwesterncultures;

2）Studentsrealizewesterner’sresponsestocomplimentandtheculturalreasonsbehindthem;

3）StudentsgraspthedifferentaspectsofAmericanegalitarianism.

TeachingContents:

1.Casestudy:

TheCompliment　

1）ComprehensionQuestions　　

*WhydoyouthinktheAmericanwomancomplimentedXiaoFeng’sEnglish?

*WhyistheresomuchdifferencebetweenwhatXiaoFengfeelsandwhatshesays?

2）Listasmanypossibleexplanations　

*Thewomanwasjustbeingpolite;shereallydidn’tthinkXiaoFeng’sEnglishwasverygood.

*T