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在外语教学中,注重文化差异处理、实施文化教学是当今世界外语教育界共同关注的一大课题。在英语教学中实施文化差异处理,有利于学生对英语词汇和语言的更好理解和运用。而在最新的《英语课程标准》中,也提出学生要了解英语交际中的体态语,如手势、表情等;恰当使用英语中的称谓语、问候语和告别语;了解英语国家的饮食习俗;初步了解英语国家的地位位置、气候特点和历史发展等;了解英语国家人际交往习俗;关注中外文化异同;等等。这些规定都体现了国家教育对部分学生在英语学习时的文化意识培养。可是虽然课标是如此规定的,但现实教学中却很少有教师能够切实履行文化教育的职责,以至于学生对学习英语的兴趣不高,学到的英语知识没有实际用处等问题。为此针对这一客观现实展开研究,希望对培养中学生的英语文化意识,提升跨文化交际能力提供一定的帮助。
In foreign language teaching, paying attention to the handling of cultural differences and implementing cultural teaching are the common topics of concern to foreign language teaching in today’s world. The implementation of cultural differences in English teaching is conducive to students’ better understanding and application of English vocabulary and language. In the latest “English Curriculum Standards”, students are also suggested to understand the body language in English communication, such as gestures, facial expressions, etc. Appropriate use of appellations, greetings and farewell words in English, to understand the eating habits of English-speaking countries, A preliminary understanding of the status of English-speaking countries, climate characteristics and historical development; understanding of English-speaking countries, customs, attention to similarities and differences between Chinese and foreign cultures; and so on. All these provisions reflect the national education to some students in English learning culture awareness training. However, although the curriculum standard is so stipulated, few teachers actually carry out the duties of culture and education in the real teaching so that the students are not very interested in learning English and have no practical use of English knowledge. To this end, this objective reality research, hoping to cultivate secondary school students in English cultural awareness, enhance intercultural communication ability to provide some help.