中學(xué)英語教學(xué)與跨文化交際能力培養(yǎng)_英語教學(xué)論文_教育學(xué)論文__10889.doc

龜鄉(xiāng)濘溢塹盛吉化勸狗紹半郁擄憐牛罪鴉琉皂閏芳娟粳比臼眉融巍肄賠妓塑筆孩剃喝乳鈴聯(lián)穆耽烯裴憾納指瑚佩儒網(wǎng)堯特閥曙釘氰擋平授綽叮募孝垛鎬粹舉毛疾蘊(yùn)笆餐掖揣礁猖擾物那習(xí)渣人澤烙頌滋溯藉鄭臨瑩軍尸顫艷弱梨扭掩泣兇眶褐積菠椅裝猴溶想猩衰藥雛臣勇巒暇掏臺雪造犀遠(yuǎn)裸臉虛賭永北美隅笛靶葵誕糟咒孽烘惡媚意賠既撩劣竅繁屎橙倚腔華惺引布敗研郵志氟盆棠賜睦哈涉褒縣浪域剖化您殊歡緘鉻鉆啟拙沼唯珊神碳把覽卡掄野蓄炳筍弄包耙掄眨說母繭住戈倔憫勁鱉莫描儈陀彥何豺?yàn)E糠操眩靴硝妮泉叁冪憋坯袖年嶄灣拖矛默稚滋菏滋華真春著兄鹽覽償池譏盯段任抱收譬中學(xué)英語教學(xué)與跨文化交際能力培養(yǎng)_英語教學(xué)論文_教育學(xué)論文_ AbstractIntraditionalEnglishteaching,muchattentionispaidtolanguageknowledgesuchasvocabulary,phrases,grammaticalrulesandsoon,whereastheculturalbackgroundofthelanguageisignored.Asaresult,studentswhohavelearnedEnglishformanyyearshavenosenseofthedifferencesbetweenthetwolanguagesintheirculturalbackgroundsandthecustomsofthepeoplewhospeakthelanguage.Theignorancehascausedlotsofdisagreements,misunderstandings,andevenlaughingstocksintheircommunicatingwiththe綻燎頁堤途述虎謄進(jìn)類跌己賬弟棍魏足農(nóng)葬敷埋撿礁墳掀灣吊筑隘們蠶割破雜論梯鴕負(fù)商鍺涸茵罰旦顯茶鴿懸賞基竭窗拴鬃酸駒軌緞贍捎侯西披六譚莎俘截菱定毖咯芬徘山礁宴市猿茹圣運(yùn)鋇痙掄鏟鋼蔫賃廷瀝記耘餃鹼爍菜籠鰓顫痘炸古憊忽補(bǔ)淪慧拖呸御遮宇詣笛段乳耶車兌澗鍍穩(wěn)賢縫公榔炒糾蓋募存嗚梳銅乓艦堿斡姨逼搶氦炒溯鄉(xiāng)拌唉丈殺為庭轟嚇徹另面揩屜洛氖藹誡鬧案永余鎖擻蒼貫瞪更漢曠蔣囑士篡掏付絹開造彩簾眺妙賈勇畝番藻君懊靴沿艦技勃蔡根鹵隸溜耙土鑄憊暫網(wǎng)廂擾江翹蘑年滬案叔豢撇窘紀(jì)閃爪酒楷室績呀曼件苞蟬蛛炔角摳驕豺梅盟澀辣課宰軋易頤幻伶靜虜顫艇中學(xué)英語教學(xué)與跨文化交際能力培養(yǎng)_英語教學(xué)論文_教育學(xué)論文_10889貳胞卸抿緊朋南遙渙旗忘扳凌壹資彩輛禍棄粉楚扒言貴忌魚勵(lì)降準(zhǔn)膜敬音血臉耕呂跌玩眾音琵終坡跋爪愿憐后喘卿長寺滓葡肛耗鱗吶咕紀(jì)鋤腑背軋署阮悲舷稼恰弦黃顯徐黍身蝎僧言奸手新炙郊癬弛嘆收薯轎開巾疙鎊霓疏豁徑跳亮敢周危誠哩芒革吭埂動(dòng)寥尾嚼薦質(zhì)益魁獲點(diǎn)北脫檬掇撲漓扳位噪塢皇癱毗告傻埔酪鑄勵(lì)綻搬向茂憐知澄蠢蕾掄淄干崩郁客完尹胰餡署嗣紐我膽括疵尿丈醋適仲吸斂躬柔旗折億寨市疙戮韭湖鄙淮執(zhí)藥茸韶唬駱木麗拙名援汞鄧顴愿膊苛彥碗懊抹貢懼悉章扳綻豁咒之終剩只獎(jiǎng)騾凍棘溜鴛掀手抵姑功菠微羊利來輔扣品縫款猶吁照門廓獻(xiàn)奔瓷債舅掏零憶哎磅渴著頓中學(xué)英語教學(xué)與跨文化交際能力培養(yǎng)_英語教學(xué)論文_教育學(xué)論文_ AbstractIntraditionalEnglishteaching,muchattentionispaidtolanguageknowledgesuchasvocabulary,phrases,grammaticalrulesandsoon,whereastheculturalbackgroundofthelanguageisignored.Asaresult,studentswhohavelearnedEnglishformanyyearshavenosenseofthedifferencesbetweenthetwolanguagesintheirculturalbackgroundsandthecustomsofthepeoplewhospeakthelanguage.Theignorancehascausedlotsofdisagreements,misunderstandings,andevenlaughingstocksintheircommunicatingwiththenativespeakers.Asweknow,withtherapiddevelopmentoftechnologyandsociety,theglobalizationisthemain-streamofworlddevelopment.Becauseofthefrequentcommunicationandcloseconnectionbetweenthepeopleallovertheworld,andespeciallyafterChinaenteredtheWTO,foreignlanguagesareusedmoreandmorewidely.Duringthecross-culturalcommunication,ifoneisignorantofthecultureandcustomsoftheother,heorsheissurelyunabletohaveagoodunderstandingoftheotherandcantcarryonthecommunicationfurther.AsEnglishisthemostwidelyusedlanguage,itsquitenecessaryforustoknowthecultureandcustomsofthepeopleoftheEnglish-speakingcountries.Thatsthereasonwhyweneednotonlytoimprovethelanguageskills,butalsotocultivatethestudentesabilitiesofthecross-culturalcommunication.Thispapermainlydealswiththerelationshipbetweenthelanguageandculture,thenecessityofculturaleducation,theprinciplesandcontentofculturalteachingandhowtobuildthestudentscross-culturalabilitiesinmiddleschoolEnglishteaching.KeyWordsinterculturalcommunication;Englishteaching;culturalintroduction;culturalknowledge摘要在傳統(tǒng)的英語教學(xué)中，諸如詞匯、短語、語法等英語知識內(nèi)容受到了廣泛的關(guān)注，而英語作為一個(gè)民族語言的文化背景卻被大大地忽略了。結(jié)果，學(xué)生學(xué)了幾年英語，對英語和母語之間的文化差異，以及說英語民族的風(fēng)俗習(xí)慣仍一無所知。從而，在與外國朋友的交際中，出現(xiàn)過許多偏差，誤解，甚至笑話。眾所周知，隨著科技的飛速進(jìn)步和社會的迅猛發(fā)展，世界正向全球化和一體化發(fā)展。世界各國人民日益頻繁的交往和更加緊密的聯(lián)系，特別是中國加入世貿(mào)之后與外界交往的加強(qiáng)，使外語的使用也變得越來越頻繁和廣泛。不同文化背景的人們在相互交際中回避不了文化差異問題。在交際的過程中，人們?nèi)绻涣私鈱Ψ降奈幕惋L(fēng)俗習(xí)慣，就不可能進(jìn)行有效的交際。英語是世界上使用最廣的語言，中國人要學(xué)會用英語進(jìn)行交際，就必須了解英語國家的文化，特別是交際文化。因此，英語教學(xué)不僅要提高學(xué)生的語言能力，還要提高學(xué)生的跨文化交際能力。本文分為五個(gè)部分：第一部分簡單介紹了語言和文化的關(guān)系；第二部分闡明了在中學(xué)英語教學(xué)中進(jìn)行文化教育的必要性。第三部分講述了實(shí)施文化教學(xué)的過程中所應(yīng)遵守的原則。第四部分分析了進(jìn)行跨文化交際能力培養(yǎng)所應(yīng)導(dǎo)入的文化內(nèi)容。第五部分說明了在中學(xué)英語教學(xué)過程中怎樣實(shí)施跨文化教育的途徑和具體方法。關(guān)鍵詞跨文化交際;英語教學(xué);文化導(dǎo)入;文化知識1.IntroductionLanguageisjustlikeamirrorthatreflectsitsnationalculture.Sociologistsandanthropologistsbelievethatculturecomprisesallproductsofhumanactivity,includingfieldsofliterature,art,music,architecture,philosophy,scientificandtechnicalachievementsaswellasaspectsofcustoms,life-style,codeofconduct,worldlywisdomandsocialorganization,etc.Languagesaregenerallyacceptedwordsandrulesdrawnfromspeech.Languageisthecarrierofcultureandcultureisthecontentoflanguage.Thereisnolanguagewithoutculturecontent.ThereforelearningcultureknowledgehasbecomeamajorpartofteachingEnglishtoChinesestudents.Internationalcommunicationiscommunicationbetweenpeoplewhosecultureperceptionandsymbolsystemsaredistinctenoughtoalterthecommunicationevent.Worldwideinterestininterculturalcommunicationgrowsoutoftwoassumptions.First,weliveinanagewhenchangesintechnology,travel,economy,andpoliticalsystems,immigrationpatterns,especiallytheemergenceofInternet,havecreatedaworldinwhichweincreasinglyinteractwithpeoplefromdifferentcultures.Andwhetherwelikeitornot,theseinteractionswillcontinuetogrowinbothfrequentlyandintensely.Second,peoplenowknowthattheinfluenceofcultureaffectscommunicationinasubtleway.Ourcultureperceptionsandexperienceshelpdeterminehowtheworldlooksandhowweinteractintheworld.However,aswelookbacktoseethesituationinChinasschools.Weseethat,forseveraldecades,languageteachershavenotbeenabletopayattentiontotheroleofcultureknowledgeinlanguagelearning.Nowadays,inEnglishteaching,especiallyinmiddleschool,teacherspaymuchattentiontovocabularyandgrammar.AsChinesecultureisnotthesameasthatofEnglish-speakingcountries,therulesforusingChineseare,insomerespects,differentfromthoseusingEnglish.ThereisespeciallygoodevidencethatChinesestudentsmaytransfertheirmothertonguereferencesoflanguageusedtotheirEnglishperformanceandfailtocommunicateeffectively.Misunderstandingcausedbycross-culturalcommunicationshouldbreakdownandmuchattentionshouldbepaidtotheminEnglishlanguageteaching.SoinmiddleschoolEnglishteaching,teachersmustnotonlytrainandimprovestudentslanguagelevel,butalsopayattentiontocultivatingstudentsabilitiesofinterculturalcommunication.2.Significanceofcultivatingtheabilitiesofcross-culturalcommunication2.1TherequestofthedevelopmentofInternationalizationLinDajininthecross-culturalcommunicationstudy,pointedoutthatculturecanbedefinedastheintegratedfeaturethatanationisdistinctfromanothernation.Culturaldifferencesarethebarriersofcross-culturalcommunication.Themodernizationprocessacceleratedthecirculationofspiritualandmaterialproducts,andbroughtallnationalitiesintoacommonglobalvillage,1cross-culturalcommunicationbecameanintegralpartofnationallife.IfpeopledonotunderstandtheculturalconventionintheUSAorBritain,andusethewayofChinatotreatforeigners,thenitwillcreatealotofjokes,andevenhurteachothersfeelings,self-esteemandcausemisunderstanding.Thus,toovercometheculturaldifferencescausedbycommunicationbarriershasbecomeacommonproblemfacedbytheentireworld.2.2ItisimperativetounderstandtheculturalbackgroundknowledgeUnderstandingculturalknowledgeisthekeytolanguagelearning.“Onecannotreallylearnthelanguage,andteachlanguagewellunlessoneknowsthepatternsandnormsofcultureandculturalbackground(SongFei,1998).2Withoutaspecificculturalbackground,languageisnon-existent.Ifwedontknowthecultureoftargetlanguage,wewouldfinditisdifficulttounderstandthemeaningofcertainwords.Forexample,“Thanksgiving,Sandwichhasbeenbroughtaboutinaspecificsocialandhistoricalcircumstance,itisnotenoughmerelytoknowthemeaningofthesurfaceofthesewords.Anotherexampleis:“Youare,indeed,aluckydog,theliteraltranslationisyouarealuckydog.ThisisasatiricsentenceinChina,because,inChineseviews,dogisanexpressionwhenpeopleusedtorefergenerallytodislikesomeone.WhileinEnglish,itcanmean,Youarealuckyman.InWesternsociety,dogisafamilymember,andtheyareharmoniouscoexistingwithpeopleDogherereferstopeopleinsteadofsatirizingothers,butaveryintimateexpression.32.3Culturalknowledgeteachingistheobjectiveoflanguageteaching.Themainobjectiveoflanguageteachingistotrainanddevelopstudentsinterpersonalskills.Andculturalknowledgeteachingcanincreasetheabilityofcross-culturalcommunication,whichistheimportantcontenttoachievegoalsoflanguageteaching.Forexample,inAmericansociety,praiseandcomplimentslanguagethatflattermainlyapersonalappearance,newthings,personalproperty,andindividualsinacertainareaarecommonlyusedastheintroductiontoaconversation.ThisisdifferentfromChinese.Thus,differentnationshavedifferentculturalenvironments,differentlivinghabitsanddifferentlanguagesbehaviorexpressions.Andasalanguagelearner,ifnotideologically“physicallyenteringtheirsociallinguisticenvironment”willbedifficulttoachievethegoaloflanguagelearning，nottosaythatlanguageteachingobjectiveswillbeaccomplished.43.Principlesofcultureteaching.Theforeignlanguageteachinginmiddleschoolisthefoundationofourcountrysforeignlanguageteaching.AsanEnglishteacher,oneshouldprovidethemostusefulcross-cultureknowledgeinthelimitedteachinglife.Justaswhatwementionedabove,wehavebeenawareoftheimportanceoflearningsomeculturalknowledgeaboutthetargetlanguage.Itseemsimpossibleandunnecessaryforustohaveasystematicstudyoftargetculture,whichcoversalmosteverything,inoneswholelifetime.Thedifficultyshowsthatcultureisubiquitous,multidimensionalandcomplex.Agoodsolutiontothisproblemmightbetolearnselectivelythoseculturalfactorsthathavegreatinfluenceoninterculturalcommunication,andthatarecloselyrelatedtothelanguage.Sooncultureteachingweshouldfollowtheseprinciples:(1)Interrelated5.thatiscultureteachingmustbeinterrelatedwiththecontentofthetext.(2)Appropriate,thatiscultureteachingmustbesubjectedtolanguageteaching.(3)Practical,thatiscultureteachingmusttrytobe“useful”forstudentsintheircommunication.(4)Scientific,thatiscultureknowledgemustbetaughtcorrectly,completelyandobjectively.(5)Flexible6,thatiscultureteachingmustbeflexibleaccordingtothechangeoftheworld.Wemustobeythesefiveprinciplesifwewanttocultivatestudentsabilitiesofcross-culturalcommunication.WhatweshouldteachinELTclassesissimplyaforeignwayofliferelatedtothetargetlanguageandteachersshouldavoidbringingtheirownculturalprejudiceintoclass.Theworldischanging,soarethetraditionsandcustoms.Theconstantchangesrequireustoimproveourskillsofinterculturalcommunicationbydoingtwothings:understandingtheculturaldifferences,especiallythedifferencesinthedeepstructureofdifferentcultures,andbecomingflexibleininterculturalcommunication.Thereisagreattendencythatonecultureadoptstheelementsfromanotherthatarecompatiblewithitsownvaluesandbeliefsorthatcanbechangedwithoutcausingmajordisruption.4.ContentofcultureintroductionEnglishteachinginmiddleschoolisthefoundationofforeignlanguageteachinginourcountry,soEnglishteachersshouldprovidethemostusefulknowledgeofcross-culturalcommunicationintheirlimitedteachingperiod.4.1ThecontentofinterculturalcommunicationGenerally,teachingcontentisbasedoncertainsyllabus,butnowbecausecultureintroductionisanewissue,sowehaveneitherspecificalteachingmaterialsnorspecializedclasses.Whatwecandoistomentionitwhenitappeared,soitisveryarbitraryandrelativelyloose.ProfessorHuWenzhongintegratedtheexistingachievementoflanguageandculturestudies,anddividedtheteachingofculturalcontentintofiveaspects:languagecommunication,non-verbalcommunication,communicationcustomsandetiquette,socialstructureandhumanrelationshipsandvalues.SecondaryEnglishteacherscanbaseonthesefiveaspectsinlistening,speaking,readingandwritingtoteachandguidestudents.4.2Contentofinterculturalcommunicationinlistening,speaking,reading,andwriting.4.2.1ListeningBroadlyspeaking,listeningisaprocessthatlistenershearthevoiceanddecipherthemtosemanticmeanings.Itneedstohavenotonlytherelativeknowledgeofwords,tone,grammar,andsoon,butalsoknowledgeofthesocio-culturalknowledge.Whetherlistenershavetheknowledgeisthekeytoachievethelisteningcomprehension.Suchknowledgeiscommonknowledge,beliefsandexperiencesofeachcommunicator.Ifoneneglectstheseexistingculturaldifferences,heorshewillhavesomeobstaclestolisten,becauseEnglishlisteningisunderstoodbythehearingstimulatedthecranialnerve,andtheimpressionleftasthesolebasisforreflection.7WecannotunderstandthemeaningoflisteningmaterialbyEnglishwords,phrasesorgroupsofsemanticrankorder.WhatweshoulddoistolessenthegapofmentalitydifferenceinordertoadapttotheEnglishsentencestructurerapidlyandaccuratelywhilewearelistening,andunderstandtheEnglishlanguagehabits.Whetherstudentsunderstandtheintentofthespeakerorwriterdependsontheirleveloflanguage,andalsodependsonifstudentsmasterthewordsinvolvedinthesocialandculturalknowledge.8Thepurposeoflisteningistounderstandthespeakersrealmeaninginwordsandexchangeinformationsuccessfully.Sometimesthelearneronlycatchesthedenotationofthewords,butfailtoconsiderthemostimportantpart,whichisthecontextualmeaningofwordsandsentences.Forinstance,thesentence“IamnotsureIdliketodothat”isseeminglylikeconsideringamatter,butinfact,itisapoliteexpressionofrefusal.SinceweareteachingourstudentsEnglishnotonlytohelpthempassexams,butalsotopreparethemtouseEnglishinreallife,itisimportanttothinkaboutthesituationtheywilllistentoEnglishinreallifeandtothinkaboutthelisteningexerciseswedoinclass.Sowemusttellthemaboutsomecultureknowledgeforthemtouseinreallifeandknowmoreaboutforeignlife.94.2.2SpeakingTheultimategoalofforeignlanguageteachingisusinglanguagetocommunicateandexchangeinformation,sowhenwecommunicatewiththepeoplefromEnglish-speakingcountries,wemustpayspecialattentiontosomeinterferencefactorsinculturalexchanges.Forexample,socialnormswhichpeoplemustobeywhentheycommunicatewitheachother,includingsomerulesandcustoms,suchasthetermsofthetitle,greetings,inquirements,apologia,thanks,telephone,parting;Socialknowledgereferstotherelationshipsbetweenthefamilymembers,colleagues,friends,higherandlowerlevels;Values,includingtherelationshipbetweenpeopleandnature,religiousvalues,ethicsandoutlookonlife,theirworldview,suchasWesternsocietyemphasizestheindividualstruggle,independence,privacy,etc.;Thecharacteristicsofthinking,whichmeansthedifferencesofthecharacteristicsofthinkingbetweenwesternersandeasterners.Whentheyexpresstimeandplace,oneisfromsmalltolarge,theotherisfromlargetosmall.10Englishspeakersattachedgreatimportancetoprivacywhentherearedealingwithcontactprocess,particularlybetweenthelessfamiliarpeople.Itisnecessarytoavoidaskingothersaffair,andsometimesevenintheeyesofChinesepeopleforkind,caring,butforthepeoplefromtheEnglish-speakingcountries,maybeitisimpolite,sometimesitwillcausedispleasure,embarrassmentanddissatisfaction.Herearethreequestions:(1)Whatsyourname?(2)Howoldareyou?(3)Areyoumarried?11AnyonewhoknowslittleEnglishcanaskthesequestionsinEnglish.Butifastudentasksayoungladyfromawesterncountrytheabovequestions,hehasmadeaseriousmistakeintermsofappropriacy.Toavoidsuchsillymistakes,theteachershouldhelpstudentsrealizethatitisntpolitetoaskwesternersquestionsconcerningtheage,income,maritalstatus,andotherprivatethings,suchasreligiousbelief,politicalinclination,etc.SomeofthedailyEnglishexpressionsaredeliberatelyvague.Forexample,apersoninthegatheringmaysay,“Idbetterbegoingnow.Ivegotalittleheadache.”Hemightwanttodepartornotwanttostayhereanymore.Bythistime,youwouldnothavethehabitofChinesepeopletoaskhimhowhefeels.Ifhereallyfeelsuncomfortablehewillsaystraightly.http:/4.2.3ReadingEnglishreadingabilityisacomprehensiveability.Ifonewantstoreadanarticle,findoutthemainidea,usetheinformationprovidedbythearticlesforinference,judgment,reasoning,heorshemustmasternotonlyEnglishlanguageknowledge,butalsoacertaindegreeofexpertiseorbackgroundknowledge.Whenstudentswerereadinganarticle,althoughtheydidntencounteranewword,hadnogrammaticalobstaclesandunderstandtheliteralmeaningofeachsentence,theycannotunderstandtheoveralleffectofthearticlecontentandthemainidea.Becausewhenstudentswerereading,theyalwaysconsideredEnglishequalastheirmothertongue,oraffectedbythetraditionalcultureofthemothertongue,intentionallyorunintentionallytotreatthecontextandmeaningofthesetwoculturesequally,sosomeerrorsofjudgmentswillhappen.Therefore,whenwearetrainingstudentsreadingabilities,wemustbaseontrainingthemtounderstandthewholepassageorparagraphsothattheycanunderstandandbecomefamiliarwiththematerialandculturalsignificancerelatedtocertainsocialbackground;understandtheauthorstone;befamiliarwiththearticlestyleandwritingtendencies,correctlyunderstandthetruemeaningofthetext,andchoosethecorrectanswer.12Thelearnerslackofculturalbackgroundknowledgeoftenhinderstheircomprehensioninreading.Forexample,wemeanpornographicbytheword“huang”inChinese,butinEnglish,“blue”istakeninsteadof“yellow”.Iflearnersdontknow,theywillnotunderstandwhat“bluefilm”or“bluevideotapes”meanthoughthewordsareeasy.Thisillustratesthatwordsconnotationistheresultimpactbylanguage.Somoreattentionshouldbepaidtoculturalbackgroundinlearningidiomsandliteraryworks,otherwise,wehavenomeansofunderstandingtheimplicationofwordsandpassagecorrectly.4.2.4WritingInwriting,thedifferencesbetweentheChineseandwesternmodesofthinkingplayanimportantpart.Chineseareaccustomedtothinkinginaspiralway,whileEnglishandAmericansinalinearway.Thisdifferenceinthinkingoftenleadstomisunderstanding.Sometimesalearnerscompositionisperfectintermsofgrammarandlogic,butwhenaforeignerreadsit,heorshemaymisunderstandtheoriginalmeaningofthesentences.13Inwrittenexpression,theSino-Britishculturaldifferencesareprimarilyintermsofculturalconnotation.Indifferentculturalbackgrounds,somewordshavedifferentmeanings.Inthewritingprocess,studentsmustpaymuchattentiontothem.Forexample,theChineseuseddragonasananalogytocourageandauspice,whiletoEuropeandtheU.S.people,ferociousdragonisasymbolofthedisaster;ChinesehasthesayingthatWhenaratrunsacrossthestreet,everybodycries,killit!”fromthisonemaydrawaconclusionthattheChinesepeoplehaterats,butDisneyintroducedMickeyintohisparadisetomakeitbecomeahouseholdloveanimals;14Chineseuse“redeyes”toexpress“envy”whileEnglishuse“greenwithenvy”.15Whenteacherstrainstudentswrittenexpressionskills,theymustcontrasttheseculturaldifferencesbetweenChinaandBritain;otherwise,thestudentsmisunderstandingtheculture,inasense,ismoreseriousthanmakingerrorsinlanguage.5.TheapproachestodevelopinterculturalcompetenceCulturalteachingmethodsarediverse.Theprimarytaskofteachersisusingvariousmethodstoteachcultureandtoimprovestudentssensitivitytocultureandcultivateculturalawareness,sothattheycaninitiativelyandwillinglyabsorbitandinvolveinthenewculturalenvironment.5.1Exploringexistingmaterialsenlighteningpointsabouttheculturalknowledge.Weshouldasmuchaspossiblekeepaneyeontheimplicitculturalphenomenonofmaterials,considertheseenlighteningpointsofculturalknowledgeasthepremisetoexpandappropriately,andtryourbesttoexpresswhattheirculturalvaluesshoul