文化意识与语言教学 （毕业论文17页、5547字）
摘 要：本文重点阐述高校英语教学中，文化意识与语言教学的关系。论文先从定义方面阐述“文化”的内涵，并简要分析文化与语言、文化意识与跨文化意识、文化教学与语言教学的关系，进而阐明文化意识与语言教学两者之间的关系。本文通过对淮海工学院98名英语专业学生的访谈及问卷调查,考察了学生对语言学习中文化学习的认知情况,以及影响被调查者形成文化意识的原因。调查结果表明,文化输入的不足成为受调查者在过的语言学习中未能形成有意识地文化认知的主要原因之一；此外，学生们也希望现有的课堂学习环境更加开放和互动。本文还就语言教学过程中的文化认知意识的培养提出了一些可行性建议。
关键词：文化意识 语言教学 问卷调查
Cultural Awareness and Language Teaching
Abstract: This paper mainly discusses the relationship between cultural awareness and language teaching in college English teaching. It explains the definition of culture first, then briefly analyzes the interrelationships between culture and language, cultural awareness and cross-cultural awareness, culture teaching and language teaching, and finally states the relationship between cultural awareness and language teaching. It analyzes a survey of 98 English majors in Huai Hai Institute of Technology, focusing on students’ attitudes towards cultural learning, and the causes that may have hindered the acquisition of cultural awareness of those students participating in the survey. The findings of this survey has shown that being lack of sufficient cultural input may be one of the main reasons why most participants have not obtained conscious cultural awareness in the process of language learning, and that most students hope to have a more communicative and interactive classroom learning environment to learn culture. Several suggestions are also provided for future application of cultural awareness in language teaching.
Keywords: cultural awareness; language teaching; questionnaire
Contents
1 Introduction ………………………………………………………………………… 1
2 Culture Review …………………………………………………………………… 1
2.1 The Definition of Culture …………………………………………………………… 1
2.2 The Relationship between Culture and Language ……………………………… 1
2.3 Cultural and Cross-cultural Awareness ……………………………………………… 2
2.4 Culture Teaching and Language Teaching …………………………………………… 2
3 The Study of a Survey ………………………………………………………………… 2
3.1 The Analysis of Interviews …………………………………………………………… 3
3.2 The Analysis of a Questionnaire ……………………………………………………… 3
3.2.1 Data Analysis on the Questionnaire (1) ……………………………………………… 4
3.2.2 Data Analysis on the Questionnaire (2) ……………………………………………… 5
3.2.3 Data Analysis on Cultural Curriculum ………………………………………………… 6
4 The Possible Ways to Develop Cultural Awareness ……………………………………… 7
4.1 The Necessary Cross-cultural Awareness Skills to Acquire ……………………………… 8
4.2 Instructional Strategies …………………………………………………………………… 8
5 Conclusion ………………………………………………………………………………… 9
Appendix ………………………………………………………………………………… 11
Bibliography ……………………………………………………………………………… 12
1 Introduction
With the development of the communications between people from different cultural backgrounds, more and more scholars or laymen have realized the importance of cross-cultural communication. How to cultivate English language learners’ cultural awareness and cross-cultural communicating competence has being warmly discussed in China’s foreign language teaching world. Changes have been seen in the newest edition of syllabus for both English major and non-English major, for the first time, stating clearly the close relationship between culture and language, and the importance to cultivate language learners’ cultural awareness. Unavoidably these changes would have great influence on the traditional way of language teaching. For English majors who are on the advance position of cross-cultural communication, they are supposed to experience the new teaching methods and prepare themselves to be a cross-cultural communicator in the future. Though abundant essays on cultural and/or cross-cultural communication have been published, many of them focus on introducing western theory, and less of them have directed to learner-centered topics such as what china’s foreign language learners’ current learning situation is, or if they have not done well with it, what the possible causes that influence their cultural learning are. This paper may have a try on the above mentioned topic.
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