Culture oriented English teaching mode
This pattern is standing at the cultural level, regard language as the carrier of culture, like the table or materialized; intercultural communicative ability both as means and as the new foreign language teaching. Therefore, it requires teachers to re-examine the relationship between culture and English Teaching: (1) the English teaching is to teach students the another language and culture system, and the system of cognition, feeling, interpretation of the same material world; (2) culture to the students systematic, step-by-step to teach, but not simple let the accidentally, no destination contact; (3) the language teaching cannot be culturally disjointed; (4) the target language culture is the foreign language learning at each stage of the elements.
Teachers should be well versed in Chinese culture and English represents the western culture in the language, nonverbal communication, thinking way and the narrative structure and language in society four levels of significance. At the same time, the teachers should also be aware of, English is not a simple representative of British and American culture, but the western world cultural synthesis. From the macro cultural perspective, the two languages of English and Chinese culture reflected in the same than different. Therefore, we should eliminate the foreign culture invasion. Chinese culture is not a feudal isolated, closed, conservative form it has become an open multi component system. From the perspective of teaching Chinese to foreign students, cultural exclusion, hostility psychology has been recognized, compassion, tolerance to replace. This is in China to teach English psychological superiority of one.
The teacher should master the foreign language teaching strategies and techniques. Tu Bei (1994) the words," for foreign language teachers, the biggest challenge is not in the language and cultural knowledge to explain or open a door culture class, but how the linguistic and cultural fusion in a professor." In view of this, the author thinks that should handle the following four points: (1) the timing: should be in English and Chinese languages and cultures in conflict or performance of phase and time while the debate of and contrast; (2): can stand in the angle between the two different cultural standpoints on seeing the same phenomenon. The initial stage should be more from the perspective of Chinese culture of hands, because it is after all a pre-existing cognitive frame; (3): culture embodied in the language of the different levels, acculturation level should be subject to the training of language skills; (4): progressive, natural, heuristic, association, rather than concentrated, preaching, injection, isolated type.
Teachers should properly handle the native system in the study of the role of. Always think, the interference of mother tongue should be excluded from the outside of the classroom. But the mother tongue culture system is first impressions are strongest system, a new system to replace sb. Is almost impossible. The correct approach is through language and cultural common core portion of the blending and different parts of contrast, make students mother tongue culture this unconscious system, be positive, positive, constructive reference frame, so that the English in contrast to become dominant, easy to feel and understand things. The occurrence of positive transfer.
Culture oriented teaching mode obviously needs corresponding supporting materials. This kind of textbook compilation should be multivariate culture as the guide, to contrast of language and culture, reference method, to multicultural background material, to the cultivation of intercultural communicative competence for the purpose, to the modern language theory. Teaching should be with task as the center and not to practice as the center. The so-called task, refers to the intercultural communication in order to achieve the communicative goals. Teaching language background should not be confined to Britain and the United States, plus, Australia and other English-speaking countries, but should cover the widest possible country and culture. As seen above, English has become an intermediary language, its international status and range of use reflects its intercultural communicative tool property. In addition, junior and senior English teaching material should have a certain amount of background of Chinese culture in the language materials. Xu Guozhang ( English ) in China has maintained for up to 30years of glamour, in part because of its one or two volumes in a considerable number of linguistic content is a reflection of Chinese are familiar with the incident, the scene. Alptekin writes," familiar with the content and the theme to make learners more attention to structural knowledge, their cognitive processes by the target language interference is less." Therefore, teaching should be in accordance with Chinese culture ... ... Human universals culture ... ... The exotic culture sequence progressive schedule language materials. Such as Stewart (198) says," EFL teaching material should be through the use of, or mining cross culture of human experience, and as a reference point for interpretation are not familiar with the corpus, resulting in the known and unknown culture cultural bridge between."
嘻嘻，望采纳！！