The introduction of Culture in Junior high School English Teaching
A Thesis Presented to the College of English Central South University By Yang Liu
In Impartial Fulfillment of the Requirements For the Degree of Bachelor of Arts with Honors October 2009 Thesis Supervisor: Yang Yujie
摘 要
随着初中英语基础教育的不断改进和更新, 在英语新课程标准的要求下任务型教学模式出 现,新的教学目标尤其重视了学习英语的实际操作和运用能力.其实,英语的学习就是对另一 种语言的学习,只有在社会历史文化的深层结构中锁定其坐标,才能构建起坚实的语言大厦. 但被关注的对象往往还是以大学生为主, 对中小学生在此方面培养的研究还十分少见在英语教 学中,文化导入我们需要从文化差异,文化背景,语言特性以及风俗习惯四个方面着手.把文 化导入和语言知识的习得有机结合起来,才而来提高学生应用语言知识进行交际能力的能力, 本文就从初中英语教学的现状入手, 阐述一下为什么要培养初中学生的文化意识, 如何培养以 及培养时有哪些注意点.
关键词:英语教学;文化导入;误区;方法;文化教学
Abstract
With the primary basic education of English language improving and renewing , it is getting more and more clear to paym more emphasis on learn the practical manipulation and applied ability of English language in junior high school's English course.However , Learning of a foreign language is just learning another one culture. Only in the deeper construction of culture and social history can we build up a solid English language mansion. But people object of concern usually still regard university student as principle. The research about primary and high school students are very
seldom seen,As far as English teaching is concerned,we should choose cultural difference,culture background,language characteristics and social customs as starting points for the cultural ducts. Combining the cultural introduction and language acquisition, thus improving the students' ability to apply target language in communication. The concrete example is demonstrated to prove its feasibility and its superiority. in practise This text will start from the present condition of
English teaching. Elaborate that why to develop the cultural consciousness of pupil, how and have which attentions order.
Key words:
English teaching; cultural introduction;mistake; approaches; cultural teaching;
Content
摘要 i Abstract ii I. Introduction 1 and Culture 1
II.Language .

  2.1 The Relationship Between Language and Culture2
  2.2 Culture versus language teaching 2 III. Overview and introspect of the Junior high school English teaching 2
  3.1 Listening about the teaching objectives are not clear 3
  3.2 Outdated and single teaching methods 3
  3.3Teaching just as a mere formality 4
  3.4 Neglect of basic knowledge, basic ability and learning habit. 4
  3.5 Teachers take too much of student's time in the classroom 5
  3.6 The junior high school English teacher should have cultural consciousness 5
  3.7 The junior high school English teacher should have emotion consciousness 5 IV. How to teaching culture in the Junior high English classroom 6
  4.1 Actively promote an open environment for teaching junior high school6
  4.
  1.1There are some of modern technical for us to apply on teaching 6
  4.
  1.2More activity should be introduce to us classroom 6
  4.2 Education is not a mandatory but a guide 7
  4.
  2.1 The applications of culture in English teaching 7
  4.
  2.2The application of culture in English communication 7
  4.
  2.3 The application of culture in English listening 8
  4.
  2.4 The application of culture in English reading comprehension 9
  4.
  2.5 Practical approaches of cultural teaching 10 V. Conclusion 11 Bibliography 12 Acknowledgements 13
I
Introduction
As we all know ,Language and culture are closely related . In English language education , the definition of culture teaching should include all the human achievements of civilization and the ways of life and the different habits of people . Culture differences are reflected in languages and communicative activities . Furthermore it makes great difference in communication whether learners can understand or know the cultural differences , cultural rules , and even the cultural taboos . However , in traditional approaches to language teaching , the aims of a language teaching course are very often defined with reference to the four " language skills " : understanding speech , speaking , reading and writing. Culture teaching is not taken so important a teaching target as the above mentioned language skills .Because of the lack of cultural knowledge , students often make cultural mistakes when they communicate with native speakers. .
From years of my experience in Junior English teaching , I gradually realize the importance of culture teaching to Chinese students . English teaching should be aimed at developing students' communicative competence so that they would be able to react freely and proper with native speakers of English in various social situations . Language should be taught in culture . The two are of the same importance.
1
II. Language and Culture

  2.1 The Relationship Between Language and Culture
What is the relationship between language and culture? What role does culture play with language? In any culture or region, language is much more than semantics, much more than what the written page or the spoken word can contain. This especially becomes clear when studying a foreign language and learning the ways of a particular culture. For example, the use of introductions, salutations, everyday sayings, etc. This area in particular gives more weight to culture then to the words themselves. Anyone studying a foreign language has to be bicultural as well as bilingual to speak the new language in a way that it is not disparaging to the culture and its origin. Language does not end at the meaning or the use of words associated to a culture" words represent beliefs, history, and the culture of their origin and they must be used accordingly. As we all know, language is closely related to culture and can be said as a part of culture. From a dynamic view, language and culture interact with each other and shape each other. Language is the carrier of culture which in turn is the content of language. We can dig out cultural features from language and explain language phenomena with culture. Idioms as a special form of language exist in both of them and carry a large amount of cultural information such as history, geography, religion, custom, nationality psychology, thought pattern and etc, and therefore are closely related to culture. They are the heritage of history and product of cultural evolvement. Consequently, we can know much about culture through studying idioms and in turn get better understanding of idioms by learning the cultural background behind them.

  2.2
Culture versus language teaching
Since culture has such a close relation with language, it is necessary to teach culture in
language teaching process. Culture awareness and learning of a second culture can only aid the
2
attaining of second language proficiency. Teaching of culture implicitly or explicitly permeates the teaching of social interaction, the spoken and written language. For a long time in language teaching history, foreign language teaching is predicted on the conviction that since we are all human beings, we share the same code of language; therefore, all that language teachers have to do is to help students to understand that code. (This conviction leads to the emergence of functional and
pragmatic approach of language teaching.) However, when it comes to the teaching of culture, it encounters difficulties, as culture is different from one country (area) to another. German linguist Kramsch believes: "Culture is not an independent aspect of language learning or teaching, it is a feature of language, it is always in the background, right from day one, ready to unsettle the good language learners proficiency when they expect it least, making evident the limitations of their hard-won communicative competence, challenging their ability to make sense of the world around them." (Context and Culture in Language Teaching) However, as we know, culture covers so many aspects that it is impossible to teach everything in limited classroom. Teachers should make a proper teaching plan and teach different kinds of culture step by step according to the students' current level and the curriculum.
III Overview and introspect of the Junior high school English teaching

  2.1 Listening about the teaching objectives are not clear, the focus is not prominent
Sometimes, when an English class after the end of not only the students do not know what lesson learned what, and even the teachers themselves are also unclear speaking teaching objectives of this lesson and teaching focus on what. "Sees the trees but not the forest", in a specific classroom teaching, often leads to the teaching objectives are not clear, teaching is not about conspicuous phenomenon.

  2.2
Outdated and single teaching methods
Junior high school English teaching, especially the grade 1 or 2 students, I heard that the proportion of training should be significant. While some of our classes, teachers and stud ents are all throughout the book leave their hands, their teaching activities, that is, at best,
around "read" playing around in circles: Read after the tape. Read after the teacher. Read t
3
ogether. Read individually. Even so Pair work and Group work, or according to this reading, totally not see down in books speak and talk training. Over time, the students from the bo oks and as long as a sentence, they will not say anything, what can not talk about it.

  2.3 Teaching just as a mere formality. In sharp contrast with the above, some classes are very lively, activities one after another. However, whether these activities contribute to the achievement of teaching objectives, whether the input has attracted the majority of students, the students the correct level of exports, there are more can be questioned. Common situation is: Teachers demonstration, students do look at a mere formality of the pair or group activities to prepare and ask individual students to speak up, no matter how put it, were all to a "Very good!" And then began the next activity a. This "touched" activities for students in the end how much help, not to consider the matter. Also some of the so-called "task" is completely divorced from the reality of life or ability level of students in practical.
  2.4 Neglect of basic knowledge, basic ability and learning habit Some of classroom teaching, for New Words in spelling, pronunciation were a band before, or simply to teach it. This is also part of the students will read, will not fight an important reason for New Words. As students listen to recording whether we should open a book, or He Shangshu this, the collective reading books when you actually take in your hand, or spread on the table, do not have clear requirements. These seemingly insignificant details, but for the students study habits, improve academic performance and learning ability plays a significant role in influencing.
  2.5 Teachers take too much of student's time in the classroom
Some of the language teachers themselves have good quality, beautiful voice, tone, fluent, giving lectures teachers left a deep impression on him. But sometimes some teachers also said too much, and that should have been very limited, leaving the students in the exercise of this opportunity to occupy. One extreme example of this is: some teachers to read a clean sweep of the sentence tasks, leaving the students only said one word True or False opportunity.
  2.6 The junior high school English teacher should have cultural consciousness
4
In the teaching of Junior high school English, because text of simple easy understand, t he amount of information little cause contain, a lot of junior high school English teacher ne glected culture to language of influence, but cause some language scene of not true, with de ceitful of language of creation. The development of the cross-cultural social intercourse consciousness is English teaching of an importance constitute part.The vocabulary is a cultural information of main concentrate d.To English vocabulary of accurate comprehension, with to language environment of underst anding with establish with confidence, demand to culture of deeper of comprehension.The fo reign tribe cultural knowledge acquire, main is pass a rightness that clan culture history of r esearch and study, pass a rightness that a study of the clan language literature work, pass ri ghtness should clan culture life habit, life style of understanding.But read the study of the cl assic work of source version English, attain this three shortcut.

  2.7 The junior high school English teacher should have emotion consciousness See from the angle of education psychology, in the learning process influence study one of the biggest factors of effect be the emotion of the learner control.In the last several decades, people more and more be aware of in English the learning process, the emotion factor of learner, the effect which include motive and attitude etc. a study to English's ising to the success or failure be equal big of function.How lead the ed
 

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