Cultural teaching strategies in high school English teaching3.docx

1、Cultural teaching strategies in high school English teaching3Cultural Teaching Strategiesin High School English TeachingbyYe XiaoqingUnder the Supervision of Wu YanSubmitted in Partial Fulfillmrnt of the Requirementsfor the Degree of Bachelor of ArtsSchool for Foreign LanguageAnqing Teachers College

2、May 2015Cultural Teaching Strategies in High School English TeachingAbstract: With the rapid development of intercourse and communication all over the world, most people are keeping contact with or will get in touch with foreign people frequently, especially businessmen in foreign companies or stude

3、nts in schools. On the other hand, world-wild use and fast improvement, English has been one of the most popular and world-recognized languages. So, in most of countries in the world such as China, learning and teaching English is as important as that of native languages. Although a lot of improveme

4、nt has been achieved these years at home and abroad, there are still many problems too difficult to solve and have been discussed over the years, one of which is relations between language teaching and culture teaching, as more and more teachers, scholars and linguists find that traditional English

5、teaching methods cannot meet the demands of the changing situation and that the role of culture in English teaching should receive more stress due to the cultural diversity. Teachers, scholars and linguists also begin to study the contents, principles, methods and concrete implementation of cultural

6、 factor in English teaching. As a result, there comes some cultural teaching strategies in English teaching, mostly in college English instruction and a small part for high school English teaching. This thesis writes briefly about the cultural teaching strategies in high school English teaching thro

7、ugh the researches and investigations of relations and conflicts between culture and language, between culture teaching and language teaching, which has been made. After an introduction of background and theories of cultural teaching strategies, the thesis try to describe its implementation in high

8、school English teaching according to some successful teaching cases.Key words: cultural teaching strategies, high school English, languageCultural Teaching Strategies in High School English TeachingThesis statement: Cultural teaching strategies, with its special teaching functions plays a more and m

9、ore important role in high school English teaching, which can help not only students to learn, but also teachers to teach.OutlineI. IntroductionII. A general introduction of cultural teaching strategiesA. The significance of cultural teaching in language teachingB. The characteristics of cultural te

10、aching strategies.Application of cultural teaching strategies in high school English teachingA. Introducing the target culture in a variety of waysB. Creating an authentic classroom environmentC. Introducing culture by comparisonD. Introducing culture by supplying post-class activitiesE. Incorporati

11、ng culture into daily English teachingIII. ConclusionCultural Teaching Strategies in High School English Teaching. Introduction In traditional English teaching, which is test-oriented, teachers always judge students level of English skills and degree of proficiency from their test performance, that

12、is, how much grade they have got. Teachers and students parents think that marks can tell them accurately how well students are. So the main aims of traditional English teaching often fixes on what we call “four language skills”: listening, speaking, reading and writing, sometimes plus translating a

13、s “five language skills”. Teachers teach basic pronunciation, meaning of words, grammars of sentences, structrue of text in order to meet these language skills and guarantee students to pass certain types of English examinations. But in real life, it is not hard to find that some students who are ex

14、cellent in speaking English is hard to have a fluent conversation when meet foreign people from any other countries in English; who are outstanding in English listening exercises is hard to understand foreigners real meaning even they listen every word clearly; who are first-class in pronouncing, re

15、ading and reciting is hard to distinguish English pronunciation from sentences with accent; who are great in writing composition is hard to get comprehended by English-native speakers; and who are brilliant in translation training is hard to translate some sentences in special situation.For any lang

16、uage learners, one of their most important purposes is to use languages to communicate with others without obstruct, to understand or be understood. And it is commonplace that people can reach this goal by not also using the same language but also have the similar cultural background. So learning la

17、nguage involves both skills that ensure correctness of sentences grammatically and cultural aweness that makes sentences appropriate in any contexts. Lacking either of the two, learners fail the goal. For exemple, when English-speakers ask “Do you have a watch?” the simple answer “Yes” or “No” sound

18、s ridiculous and impolite. That is to say, we are generally called up to produce instances of language use: we do not simple manifest the abstract system of the language, we at the same time realize it as meaningful communicative behavior (Widdowson, 1978 ).The famous linguist Dell Hymes had put for

19、ward the theory “communicative competence” in 1972, which was opposite to the Chomskys “linguistic competence”. Dell Hymes approached language from a socio-cultural viewpoint with the aim of students learn the varieties of the ways of speaking on the part of the individual and the community. After t

20、he systematic studies and researches of “communicative competence”, in 1990s, Lyle.F.Bacham came up with “communicative language ability”, which had been confirmed in academic field.In sum, language learning and teaching should pay attention to students communicative competence, which means that mak

21、e students be aware of situation and context of target language so that they are able to respond and answer freely and properly to foreign speakers. English teachers should not only provide students with linguist forms and grammar structures of English, but also make students be interested in and be

22、 familiar with English culture. However, the latter still has a long way to go. It is time for both teachers and students to value cultural teaching and cultural teaching strategies. A General Introduction of Cultural Teaching Stratrgies The earliest systematic study of the relationship between lang

23、uage and culture could be traced to anthropology in the early years of the twentieth century. Boas epoch-making Hangbook of American Indian was published in 1911, which inspired a generation of anthropologists and socio-linguists to take up the subject on how culture is related to language (Zhang Ho

24、ngling, 2001). Experts from different fields have worked on this relationship, but they still cant reach an agreement on this issue. Whatever perspective is taken, they all hold the opinion that language and culture is inseparable (Hu Wenzhong, 1994). Discussion on this issue affects the practice of

25、 the foreign language and culture teaching a lot. On the one hand, language influences culture. Certain language carries and reflects certain culture. The emergence of language brings about the opportunity of passing culture from generation to generation. On the other hand, culture influences langua

26、ge. Culture is one of the most basic and important attributes of language. The development of language is dependent largely on the culture. All these indicate that language and culture cannot separate from each other. Thus, teaching language should teaching culture at the same time. In English teach

27、ing, cultural teaching strategies have received more and more attention due to the cross-influence between language and culture. With lots of researches and practices, cultural teaching strategies take a place in English teaching.A. The Significance of Cultural Teaching in Language Teaching Language

28、 as a communicative tool conveys cultural through many forms such as speaking and writing, abundant and colorful culture precipitates in a language. The learning of language cannot depart from the learning of culture. The well-known Ameician linguist Swinger had described this relationship like this

29、, “language cant leave culture, cant escape from the society, the way of doing and conviction decide the property of our life. Be subjected to the cultures influence, the language also turning over and exerting certain influence to the culture. Language and cultures are all dynamic, being developing

30、 variety continuously; the language develops with the development race. The development of language influences the development of culture, and the development of culture enriches and expends language. Different race has different culture, history and customs and habits, culture and social custom of

31、each race show in the language, as we all know, the language and the culture equal the flesh and blood, they cant live without each other. The essence of the different of language is just the cultural difference.” If someone just knows the structrue and grammar of the target language, he can make co

32、rrect sentences grammatically, but may not be understood; but if someone has learned the culture of the target language, he can get right comprehension and make full use of the target language. At present, some high school students go to the college to have further learning of English find they cant communicate with foreign teachers who from English-speaking country and teach them oral English easily and fluently. For example, they may dont know why foreigners always say “interesting” when they are talking about something that is not interesting at all. In fact, they dont