Application of Intercultural Communication in English Teaching

1、跨文化交際在英語(yǔ)教學(xué)中的運(yùn)用application of intercultural communication in english teachingcontentsabstract.1key words.1i. introduction.2ii. importance of the intercultural communication in english teaching.21. the goal of cross-culture.22. problems exist in cross-cultural teaching.3 3. the reasons for the cultura

2、l unawareness.4iii. teachers worries in english teaching and the solutions.71. teachers worries.72. teachers roles.73. possible solutions.9iv. improvements for culture education in english teaching.91. cultivation of culture awareness.92. students culture awareness.103. teachers culture awareness.10

3、v. conclusion.11references.12abstract: as the world undergoing both dramatic internal exchanges and unparalleled degrees of global integration, intercultural communication studies seems uniquely posed to help make sense of these changes. language studying is reflected in specific countries, specific

4、 national culture, values, customs, and act as a mirror of the most important cultural manifestations. since geography, social systems, productivity, cultural traditions, national psychological and personality characteristics in different cultures, these differences often lead the chinese students t

5、o make mistakes in using english. and learn a foreign language, to understand their language of the soul, is the language study goal, that means understand their social culture. but due to the examination-oriented education in china, especially in foreign language teaching, which remains the neglect

6、 of the cross-cultural awareness and unreasonable training methods, students often have a poor understanding of cross-cultural differences in areas, such as the word meaning and the custom abroad, which can eventually lead to ignorance of english language background. according to the aftermath of po

7、or cross-cultural awareness, the cultivation of cross-culture consciousness should be drawn more attention in english teaching. keywords: culture； intercultural communication； cross-culture consciousness摘 要: 隨著世界范圍內(nèi)各個(gè)不同社會(huì)經(jīng)歷著巨大的內(nèi)部變化和前所未有的全球整合，跨文化交際學(xué)應(yīng)運(yùn)而生，合理地解釋了所有這些變化的根源。語(yǔ)言學(xué)習(xí)可以反映在特定的國(guó)家、特定民族文化、價(jià)值觀以及習(xí)俗上是

8、重要文化表征的一面鏡子。由于不同文化在地理環(huán)境、社會(huì)制度、生產(chǎn)力、文化傳統(tǒng)、個(gè)性特征以及民族心理的差異，從而常導(dǎo)致中國(guó)學(xué)生在英語(yǔ)運(yùn)用上出錯(cuò)。而學(xué)好一門外語(yǔ),其目的, 要懂得他們的“心靈之語(yǔ)言”，即了解他們的社會(huì)文化。但當(dāng)今中國(guó)的教育，尤其是中學(xué)的應(yīng)試教育，仍延續(xù)不合理的訓(xùn)練方法，對(duì)學(xué)生的跨文化意識(shí)培養(yǎng)有所忽視，學(xué)生缺乏對(duì)地區(qū)文化差異的了解，包括詞義和風(fēng)俗等的理解，從而最終導(dǎo)致對(duì)英語(yǔ)文化背景的無(wú)知，鑒于這種后果，跨文化意識(shí)的培養(yǎng)應(yīng)給予更高度的重視。關(guān)鍵字: 文化；跨文化交際； 跨文化意識(shí)i. introductionany country or nation has its own unique

9、 traditional culture including values, modes of thinking, moral rules, customs, life styles, etc, which form the difference between different nations on culture. language is the carrier of culture, and culture is the symbol of it. intercultural communication is the communication between people whose

10、 cultural perceptions and symbolic systems are distinct enough to alter the communication event. frequently, the item cross-cultural communication is used when referring to communication between people from different cultures. for this hot issue, the foreign language teaching develop faster and fast

11、er with the international cultural and economic development, intercultural communication is becoming hotter and hotter, we need to learn something international and universal, when the west meets east, north meets south, different cultures and information exchange quickly and affectively, culture co

12、mmunication and personal exchange enforce us to change our own ideas and the ways of thinking. on the way to the information period, we need to advocate and protect our own cultures and values, at the same time, learn to understand and accept the international ones. in english teaching, intercultura

13、l communication in one of the most important parts for the english learners as well as teachers. for the teachers, the requirements are changed; their roles are becoming complicated. there must be obstacles and problems in the way of teaching.most misunderstandings are not very easy to overcome and

14、some of them go beyond superficial differences. there are something deeply rooted in ones history and nation characteristics rather than the superficial phenomenon. in order to avoid the cultural conflicts during the communication between different languages system, we have to learn the background o

15、f the intercultural communication. the language authorities pay their strong attention on this issue. intercultural communication is becoming more and more urgent in english teaching. in short, we are concerned with the similarities that unite us as well as the differences that divide us. ii. import

16、ance of the intercultural communication in english teaching1. the goal of cross-culturethe goal is to make students aware of cultural knowledge, understand not only other countrys social norms, common rules of conduct, values and cultural structures of social positioning, but also the identification

17、s of important facts in the culture and have the capacities to distinguish between acceptable and unacceptable culture by the cultural knowledge in intercultural communication or cross-cultural communication. in china, because of the limited english environment, most foreign languages learning happe

18、n just in school scene, the vast majority of learners rarely have the opportunity to target cultural community learning, work and life, and most teachers can only stay in the classrooms, books, their goal is just export the lifeless language point to students, especially in high school. however, in

19、the new-standard-based teaching, the goal of language teaching is to help students develop the intercultural communication skills, and interpersonal skills on the language forms of words the importation of cultural objectives can insert the language learning process. hammerly (1982) summarized the o

20、bjective of the 10 teaching culture, these goals can become a culture of the objectives: (1) understand the word and phrase of cultural connotations;(2) understand the code under normal circumstances;(3) get the development of cultural interest and objectives ofdeepening understanding of cultural go

21、als; (4) cross-cultural communication to understand the distinction;(5) understand cultural differences and customs;(6) identify and understand similar research topics;(7) institute a comprehensive view of cultural goals;(8) act with the objective of cultural exposition on the assessment capabilitie

22、s;(9) properly treat different views of the other culture; (10) cultivate academic research capacity of the target culture;2. problems exist in cross-cultural teaching the problems in english teaching are that they emphasize on primarily teaching english vocabularies and english grammars; most teach

23、ers focus on the sentence structures and grammars knowledge analysis, and neglect of cross-cultural interpersonal skills training. some teachers think the cross-cultural penetration is a waste of time, the time of one class of is limited, if talking about cultural knowledge in the classroom, and the

24、y can not complete courses on time, and therefore affect the scores of students. the phenomenons most can be seen in high school class-room teaching, and the high-school study period as a basic foundation of second language study play an importance role in further english study. those cause our spec

25、ial attention on high school students study.moreover, foreign language applications will inevitably involve different cultural practices, different world outlooks, and different ways of thinking, different political beliefs and religious beliefs. however, for a long time, the mother tongue always co

26、nsciously or unconsciously involved, because our students live in the mother tongue culture, and china is lack of the environment that everyone could speak english. when we come to the international communication, the united states people often do not understand our culture, chinese either, those re

27、sult in the actual cross-cultural communication in which students often have some “cultural errors”. our teaching material do not pay attention to offer a humanistic content and sentences using, which even mislead our students, so they are still follow the incorrect material and writing or speaking

28、“chinglish”，in this sense，i think，maybe we can say the problems is not made by the students, but the society and educator should take more responsibility for the consequence.in a word, the education method should be renewed, that means the “exam-oriented-education” should be replaced，otherwise the n

29、ew method of teaching will not be a practical reformation3. the reasons for the culture unawareness3.1 the cause of mistakes made by chinese students in cross-cultural communication involves both cultural and communicating knowledge. only knowing different cultural features, and how to get a success

30、ful communicating with members of other cultures with sincerely “desire”, can our students farthest overcome cultural differences caused by different cultural barriers.the mistakes for chinese high-school students made in cross-cultural communication maybe result from the following reasons.3.2 lack

31、of knowledge and understanding of different cultural differences, their teachers and their exam papers seldom tell them how to deal with other cultures.two kinds of them, english language and chinese cultural common differences in which students often make the same mistake. first, the title in engli

32、sh and chinese languages cultural differences exists. in informal occasion, chinese and westerners will directly call people names, to show the close relationship. chinese think it is impolite to call strangers given name. therefore, when chinese people directly called foreigners given names，they wi

33、ll feel sorry for the people with feeling inadequate or immodest, but the fact is different. as helen oatey (1987) said: “if the west does not directly call names, they will not be pleased, because they feel that do not directly call names that do not want to make friends with them”. secondly, diffe

34、rences between cultural greetings which we will explore in the next section. 3.2.1 holding the chinese way of thinking, transplant it to the english expression, commonly known as “chinglish” equate to neglected cultural differences. as a member of cultural observers, another culture, he often used o

35、wn culture model to judge and interpret the observed phenomena. when the two cultures conflict with each other, these students are apt to use native model to understand “greece” culture, thought and expression thus often misleading. (lixingzhong, 2000)for example, regards others morning!good morning

36、, did you have breakfast?what breakfast? indeed, the english-speaking countries will be based on specific environment, people will say “good morning, class! good morning, everybody! good morning, mr. /mars /miss green”.english words are often used in the greetings hi/hello! “how are you? good mornin

37、g! (good afternoon!) good evening (good night!)” above in the chinese language greetings is rarely used, and we chinese people in the party, commonly used are: “have you eaten?”this is the chinese peoples common greetings. in fact, they do not really want to know the experience of the others meals.

38、however, in english, the language is not in such kind of the way in greetings, and invite each other to express the meaning of a piece of dining. another common chinese language regards language is “where are you going?” if ask westerners in this way, they are often unhappy and will consider such is

39、sues in their affair. instead, they talk about the weather. therefore, in the west do not understand cultural differences, is inevitably have many misunderstandings. conscientiously study and the correct use of english greetings differences are particularly important. moreover, the west cross-cultur

40、al communication is usually the way through conversation. “teacher” is the title phrase that can not be used. chinese people often greet their teachers “good morning, teacher”. in fact, it is incorrect, in english language, “teacher” can not be used as a title, they usually use “mr. or miss” in the

41、class.3.2.2 lack of real language environment.as everyone has realized, english is not our first language, the language is restricted to the classroom practice and presentation, due to the lack of practical language environment. because of the traditional teaching methods-law tradition impact on my

42、classroom teaching as a “spoon-fed” education, classroom teachers become the “voice” of teachers reading of prepared statements, the students learn only blind, passively language information. as an international language, english should be dynamic and colorful. not only just in its grammar and fixed

43、 sentence ,but also in the setting of a good topic for students to create the atmosphere of learning english, students wont feel learning english is tasteless, lose interest in learning english. in this way, students communicate with teachers and class-mates more than before, which can improve their

44、 spoken english and correct their mistakes.students with high score, but little ability, divorced from practical application, while their capacity for test even far exceeds the english countries students. 3.2.4 most teachers themselves are lack of the horizon of worldwide, they are accustom to the o

45、ld teaching method of mechanical information export ,they havent realize in current situation they should improve themselves to catch on with the modern society and meet the need of students, which can make the students lose more interest in english study.3.2.5 say stop to exam-oriented-education. c

46、hina today need a person who can contribute himself to unique creations, not a mechanical follower. reform will not work until the old educational style goes to an end.3.2.6 giving a deep culture impression to students by using of teaching tools. teachers who teach cross-cultural knowledge should co

47、llect relevant culture material in the shape of the sound, written file, documentary and so on. powerful multimedia can fully make good use of showing teaching materials to students in three-dimension, it is becoming clear when the united states map presenting its geographical profiles on careen; th

48、e practices are found easily than ever before, and other cultural background will bring the students endless imaginations about exotic culture. in the high-school text unit11 “country music” the author uses multimedia technology for the broadcast of the text referred to the u.s. singer john denver ,

49、showing his image in rural areas, depending the theme by using the western united states and british background images, so that students get a better understanding about the american culture and value of music. (translated by panchangsheng-1987) last, in a text of another unit “charlie chaplin”, use

50、 multimedia equipment for broadcast, if we can use the film starring chaplin, refer to the “gold rush” background, allow students to find out chaplins performance style, and understand what is the “silent movie”, “gold-rush” to understand american history. it gives details of the lives of all of the

51、 united states, so that students learn much about american culture and life through the vivid experience of the united states. multi-media further enhance cultural knowledge accumulation and classroom teaching effectiveness. 3.2.7 the teaching materials should be improved, and taken the culture diff

52、erences into account, let our teaching text to be a real presentation of different cultures. with the advance of new standard, we can see the series books of nse give us a new idea of illuminating students, which aim to cultivate the students ability freely. may be it is the first step to cast off e

53、xam-oriented-education.iii. teachers worries in english teaching and the solutions1. teachers worriesnow that we see a unanimous agreements on the necessity of such a reform, why are there still few real actions taken? of course there might be an addiction, or lets just call it a habit of many teach

54、ers to exercise their “absolute” control over the classroom. lets put these people aside. then who else? some claim that they avoid having students speak out in the class not because they want to take the control, but in the fear of students loss of confidence due to their failure to say anything “d

55、ecent” when given a task to. according to what i know from some famous school so far, even some teachers worry about receiving complaints from students who might argue that they were not actually teaching but wasting, or even worse, killing time. or even if the students themselves do not say so, the

56、ir parents might show up from outside of the classroom after class, pointing out how “irresponsible” the teachers are to one another and threatening to order the school to fire them. this has jeopardized many teachers sense of respect before students and makes them feel they are running a risk for b

57、eing a “maverick” in school because conventionally even innovation in teaching does not mean letting the students dominate a class. 2. teachers rolesit is true that beginners in learning a language must gain a certain amount of knowledge in the form of explicit explanation of grammar, pronunciation, and vocabulary to be able to acquire that language further on in other forms. once these other forms are available, they are, at least assumable, able to teach themselves. many cases have been observed among students in some