Intercultural communication and English teaching

1、intercultural communication and english teachingreinforcement of cultural penetration into english teaching in the middle schools摘 要 隨著經(jīng)濟(jì)的飛速發(fā)展，世界變化日新月異?？缥幕浑H越來越普遍，越來越受到人們的關(guān)注。跨文化交際會(huì)影響英語教學(xué)嗎？英語教師又是怎樣進(jìn)行教學(xué)呢？這篇論文探究了跨文化交際和英語教學(xué)之間的關(guān)系，以及怎樣在中學(xué)英語教學(xué)中加強(qiáng)文化滲透教育，增強(qiáng)對(duì)中西文化差異的敏感性。首先，本文分析了跨文化交際的定義，以及文化、語言和交際三者之間的相互依存、相互影

2、響的辨證關(guān)系。語言是文化交流的載體，同時(shí)文化也是交流目的。語言不僅是文化的一部分，它本身也是一種自成體系的文化。其次，本文從理解與運(yùn)用的層次分析了中國(guó)中學(xué)生因中西方文化的差異，就會(huì)引起不必要的誤會(huì)；不對(duì)文化有一定的理解與學(xué)習(xí)，就會(huì)產(chǎn)生交際的障礙。再次，本文通過分析中國(guó)中學(xué)生因?yàn)槲幕町愃傅恼Z言錯(cuò)誤的原因，說明學(xué)習(xí)文化的重要性與必要性，并提供幾種在英語教學(xué)中融入文化信息的方法和途徑。學(xué)習(xí)一門外語，就是學(xué)習(xí)一種新的語言文化符號(hào)和它所承載的交際內(nèi)涵。語言是傳遞文化的媒介，學(xué)習(xí)外語必須學(xué)習(xí)其文化。最后文章指出，文化融入語言，語言體現(xiàn)文化。為了培養(yǎng)學(xué)生的跨文化交際能力與意識(shí)，增強(qiáng)中西文化差異的敏感性，

3、必須在中學(xué)英語教學(xué)中加強(qiáng)文化滲透教育?？傊?，外語教學(xué)應(yīng)與其文化教學(xué)相結(jié)合來理解語言的本質(zhì)。abstractwith the rapid development of economy,intercultural communication becomes more and more popular.does it influence english teaching?how do englih teachers teach english teaching as well as how to reinforce culture penetration into english teaching

4、in middle schools.this article consists of three parts:brief chinese middle school students,and intercultural communiocation infused in english teaching.in the first part ,the article gives definitions of intercultural communicationand culture ,analyzing the relationship among culture ,language and

5、communication.the paper points out that there is a reciprocal relationshipamong them and they influence one another.in the second part,the articleexplains the chinese students mistakes made in their use of english from two levels: on the level of understanding and on the level of applicaion.the expl

6、otation in part two provides evidence for the view presented in part three.intercultural communication should be infused in english teaching.the article analyses the cause of culture mistakes made by chinese middle school students,and then explains the necessity of culture.at last,the article gives

7、some methods of teaching culture in teaching english as a foreign language.at the end of the article,a conclusion is drawn.the english teacher should reiforce cultural penetrtion into english in middle school in order to cultivate the studentsintercultural awareness and competence.intercultural comm

8、unication and english teachingreinforcement of cultural penetration intoenglish teaching in the middle schoolsthesis: with the development of economy ,intercultural communication becomes more and more popular.this article is to discuss how to reinforce cultural penetation into english teaching in th

9、e middle schools so as to help the students cultivate intercultural communicative competence and cultural awareness. outlinei.introductionii.brief analysis of intercultural communicationthe definition of intercultural communicationthe definiion of culturethe close relationship among language,culture

10、and communicationiii.the cultural mistakes often made by many chinese middle school studentson the level of understandingon the level of applicationiv. intercultural communication should be infused in english teachingthe cause of cultural mistakesthe necessity of learning culturethe methodologies of

11、 teaching culturev.conclusion13i.introductioneveryone knows that china has been a member of wto and 2008 olympic games is coming nearer and nearer ,so the world is becoming smaller and intercultural communication plays a very import role in our daily life.as english teachers,how can we help the stud

12、ents cultivate intercultural communicative competence and cultural awareness?this article is to discuss how to reinforce cultural penetration into english teaching in middle school.ii.brief analysis of intercultural communicationthe definition of intercultural communicationthe term “intercultural co

13、mmunication”may also refer to communication betweenpeople from different ethnic,social cultures within the boundaries of the same notional language.in its most general sense,intercultural communication occurs when a member of one culture produces a message for consumption by member of another cultur

14、e. more precisely,intercultural communication,also known as cross-cultural communication,is communication between people whose cultural perceptions and symbols systems are distinct enough to alter the communication event.(samovar larry a.,2003:p48)it is frequently used to refer to communication betw

15、een people from different cultures,implying a comparison between cultures.it centers on significant differences regarding social relations and concept of universe from different perspectives such as language,food,dress,attitude towards time,work habits,social behavior that can frustration in communi

16、cations and contacts. according to larry a. samovar, intercultural commmunication means that people from different cultural backgrounds take up the process of communication. there are two important factors in the social communication; one is communication and culture, the other is the relationship b

17、etween culture and communication language.the definition of culuture. as we have seen, culture is ubiquitous , multidimensional, complex, and all-pervasive. hoebel and frost ,who see culture in nearly all human activity, define culture as an integrated system of learned behavior patterns which are c

18、haracteristic of the members of a society and which are not the result of biological inheritance.(aucff f. l.,1993:p4) from the definition which includes all learned behavior, we can move to a definition that proposes culture with distinct boundaries. bates and ploy propose s descriptive definition:

19、culture is a system of shared beliefs, values, customs, behaviors and artifacts that the member of a society use to cope with their world and with one anther ,and that are transmitted from generation to generation through learning . this definition includes not only patterns of behavior but also pat

20、terns of thought (shared meanings that the members of a society attach to various phenomena , natural and intellectual, including religion and ideologies), artifdcts(tools, pottery, houses, works of art ), and the culturally transmitted skills and techniques used to make the artifacts.(harrismoran,1

21、996:p18) following the definitions of sociologists and anthropologists, the “culture” covers the total pattern of beliefs, customs, institution, objects, and techniques that characterize the life of a human community. culture consists of all the shared products of human society(robertson, 1981:p36).

22、this means not only such material things as cities, organizations and schools, but also non-material things such as ideas , customs, family patterns, language. putting it simply, culture refers to the entire way of life of a society and the ways of a people.the close relationship among language,cult

23、ure and communication.the relationship between culture and communication.hall reminds us that culture is communication and communication is culture.(schorr,1995:p14). the relationship between them is like the voice and the echo. it is hard to distinguish them. as smith pointed out that in modern soc

24、iety different people communicate in different ways, communication practices may also differ. as do people in different societies around the world ;and the way people communicate is the way they live. it is their culture. who talks with whom? and about what? these are questions of communication and

25、culture. a japanese geisha and a new english librarian send and receive different messages on different channels and in different networks. when the elements of culture differ or change, communication and culture are inseparable.(smith. 1966:p1)the relationship between culture and languagelanguage i

26、s a part of culture and plays a very important role in it. some social scientists consider it the keystone of culture. without language,they maintain culture would not be possible. on the other hand, language is influenced and shaped by culture; it reflects culture.in the broadest sense, language is

27、 the symbolic representation of a people, and it comprises their historical and cultural backgrounds as well as their approach to life and their ways of living and thinking. culture and language interact, and understanding of one requires understanding of the other. since the knowledge and beliefs t

28、hat constitute a people,s culture are habitually encoded and transmitted in the language of the peopie, it is extremely difficult to separate the two. on the other hand,language as an integral part of human being, permeates his thinking and way of viewing the world, language both expresses and embod

29、ies cultural reality. on the other hand, language, as a product of culture, helps perpetuate the culture,and the changes in language uses reflect the cultural changes in return.iii.the cultural mistakes often made by many chinese especially for middle school studentsas far as chinese and english is

30、concerned,generally speaking, they differ in social class, history,tradition,family pattern, career and social activity,etc. specifically speaking, there are lots of differences in greeting and farewell, ways of address, lots of social amenities, compliments and praise, privacy and taboo,language of

31、 respect and humility and body language,etc. for the middle school students, the cultural mistakes are often shown on the two levels: on the level of understanding and on the level of application.a. on the level of understanding words which connect with thinking are active and basic elements in lang

32、uage and words are the important cultural-loaded parts. many chinese students meet lots of problems on understanding of word-meaning.1.words and cultural-specific connotation. any linguistic sign may be simultaneously of a denotative, connotative, or ironic kind of meanings. all these types of meani

33、ng are bound with cultural encoding or associations, for the meaning of words cannot be separated from their associations. each language has its own metaphors that provide semantic cohesion within its boundaries, motivated by the need and desire to influence others, people choose to use words which

34、emphasize denotative meaning, connotative meaning of ironic meaning or all of them, during the same process its cultural meaning is created. sometimes, a same word in two differrnt language may have totally different connotations.therefore the middle school students must be careful in assuming that

35、bilingual dictionray definitions give exact equivalents in meaning or that different languages always have words to express the same thing. for example,landlordmay stir up different connotations in chinese and english. in chinese culture,landlordis usually understood as referring to someone who owns

36、 a lot of land and collected money by renting land without working. it used to be associated with exploitation, naturally carrying a negative overtone. in contrast, the term in western countries is different and affectively neutral. the most commonly used meaning of the word is someone who rents hou

37、se for money. the word weekend affords another example. the western weekendconsists of saturday and sunday pius friday evening while for a long time the chinese weekend meant only sunday and saturday evening,and later it extended to one day and a half. only starting on may 1,1995 when the chinese go

38、vernment adopted the new working system did it begin to convey the same meaning as western weekend.2.cultural-related idioms, proverbs and metaphors different languages may reflect different cultures, different cultures entail different language expressions. idioms, proverbs and sayings and metaphor

39、s in different languages, derived form different origins, also demonstrate cultural differences. different language may have different idioms owing to different living environments, social conventions and literature tradition etc.for example, since english people view dog as human beings best friend

40、, we can find more english expressions with dog than in chinese.lucky dog: a lucky personclever dog: a clever boy or smart laddumb dog: silent person or person who keeps secretslead a dogs life: to live an exhausted and unhappy lifeput on the dog: put on air and some proverbs and sayings with dog ar

41、e listed as fellowsevery dog has its daydog does not eat doggive a dog an ill and hang himbarking dogs seldom bitebeware of a silent dog and still waterlove me, love my dogas to metaphor ,we can easily find that in chinese “anger” is compared with liquid as in “我氣死了” while in english “anger” is more

42、 compared with fire . as in “his face turned red with anger” and “she lost her temper”,etc.on the level of applicationlearning a language is to use it freely. however, chinese middle school students often make mistakes when speak engnish. because of cultural difference, misunderstandingmay arise. al

43、though the language used in communication may be faultless. the followings are some illustrations of the cultural differences in language use which chinese middle school students may often come across in their daily life.1. greetings and farewellsit is estimated that in english there are at least a

44、dozen different greetings, from “hi” and “hello” to more specific and longer ones like “how are you getting on?” or “how is everything with you?”.people choose the proper one to greet different people they meet on different occasions. for example,people greet a new acquaintance with “how do you do?”

45、 and expect the same in answer, but they greet an old friend differently. when friends meet, you may find than once they are uttering “how are you?” at the same time to each other, and theyboth answer “fine, thank you.” differently, a chinese speaker may greet his friends or new acquaintance with “您

46、好” or “你好”, whether they meet for the first time or anything in the day.another noticeable difference between the two greeting systeams is that most chinese people tend to greet acquaintances with “你吃了嗎？” “你去哪兒？” or “你在干什么？” the three questions only functions as greetings rather than get clear answe

47、r in chinese culture. but for the foreigners, the meaning has changed. if we greet the native speakers of english in this way, it willcertainlycause misunderstanding. maybe the reaction of some english speaking people would likely be its none of your business, because they think you spry their priva

48、cy. “hi, it is a lovely day ,isnt it?”, “it is a little cold today ,isnt it?” are very popular way of greeting in america and england. when people part, the english-speaking people say “good-bye” or “bye-bye” and the chinese people usually say “再見”.2. ways of address in recent years many english spe

49、aking people has been to address others by using the first name. this is especially common among american , even when people meet for the first time .this applies not only to the same age , but also to different ages. it is not a sign of disrespect .people of different social status do the same ,too

50、. chinese use prefixes to denote honorable, esteemed, respectful,such as 貴，令，尊；and others to denote humble, unworthy,家，敝，etc. however, no such prefixes are used in english.the extension of kinship term is another feature of chinese culture .terms such as “uncle, aunt, grandpa and granny “are used as

51、 honorific titles for senior people or stangers, as in “granny li” and “uncle zhang “. native speakers of english would be puzzled if they addressed in this way by people outside the immediate family, similarly, the use of respectful titles: chairman mao ,premier wen, to indicate peoples influential

52、 status is typical of chinese culture. such practice ,however, is lesss common in english-speaking cultures.thanks and compliments cultural differences are also evident in the ways gratitude and compliments are expressed. it is noted that people in the west tend to verbalize their gratitude and comp

53、liments more than chinese speakers and that the westerners tend to accept thanks and compliments more directly and frankly than we chinese do. when a native english speaker expresses to us his gratitude, a chinese speaker may feel embarrassed and would sometimes say “no, no” to decline whatever expr

54、essions of gratitude .however ,english speakers, in a similar situation ,would say something like “im glad to hear it” or “im glad to be of help” to acknowledge and accept the thanks. to native speakers of chinese, expressions like “you speak excellent english” or “you have acquired a native english

55、 speakers accent”. to show their modesty and they do not deserve a compliment, they tend to use an emphatic “no”. english-speaking people, unlike chinese, will accept compliments by giving a positive response like “thank you”. for they believe that the praise is not unworthy achievement .therefore,

56、they think it is inappropriate to show false humility, or pretended modesty.privacy and taboos although people of different culture have many common areas of privacy or taboos, there are also areas where our culture differs from western culture .as the saying goes “a man s home is his castle”, the w

57、estern people place a high value on privacy. it is not appropriate for us to ask questions like age, family background, salary,marital status, religion or questions on personal activities. it is advisable we should not talk about such things when conversing with english-speaking people unless they i

58、ndicate clearly they do not mind or they talk about them first themselves.thus questions like the following should be avoids when conversing with english-speaking people:how old are you?whats your age?whats your income?how much did that dress cost you?how much did you pay for the car?are you married or single?so youre divorced? what was the reason? couldnt you two get along?are you a republican or a democrat?why did you vote for this party?do you go to church?whats your religion?are you catholic?mor