論在中學英語閱讀教學中培養(yǎng)學生的跨文化意識

畢業(yè)論文（設(shè)計）PAGEPAGE1OnCultivatingStudents’InterculturalAwarenessinEnglishReadingTeachingatMiddleSchool1.Introduction 22.Therelationbetweencultureteachingandlanguageteaching 32.1Definitionoftheculture 32.2Thenatureoflanguage 42.3Relationbetweencultureandlanguage 52.4Currentsituationofstudents’interculturalawarenessinChinesemiddleschool 62.5Reasonsforthecurrentsituationofstudents’interculturalawareness 72.5.1Traditionalteachingconcepts 72.5.2Timelimitation 82.5.3Limitedexperience 92.5.4Over-confidence 93.TheimportanceofcultureteachinginEnglishreadingteaching 103.1Therequirementsofmodernsociety 103.2Therequirementsofmodernsyllabusandteachingmaterial 103.3Therequirementsofimprovingstudents’communicationability 113.4TherequirementsofimprovingofEnglishteachingandlearning 124.Theexperimentaboutstudents’interculturalawarenessinmiddleschool 134.1Thequestionnairebeforethetest 144.2LiteratureWorks 154.3Culturally-loadedWords 154.4Communicativeculture 164.4.1Addressing. 164.4.2

Introduction. 164.4.3Complimentsandpraises. 174.4.4Otherdifferentcommunicativeculture 174.5Thequestionnaireafterthetest 185.Methodsofimprovingculturalawarenessinmodernreadingtraining 185.1Providingthematerialswithculturebackgroundknowledge 195.2Usingaudio-visualApproach 195.3Makingdiscussionsandcomparisons 205.4Payingattentiontostudents’psychology 216.Conclusion 22Appendix 23References 261.IntroductionInChina,thereexistsacommonphenomenontoourEnglishlearners,thatis,althoughmanystudentshaveacquiredfourskills:listening,speaking,readingandwritingaccordingtothedemandofourtraditionalsyllabus,theyoftenmakemistakesinapplicationoflanguageinreallife.Eventheycanmakeupgrammaticallyandsemanticallycorrectsentences,whicharenotappropriateorfeasibleinthedailycommunication;what’sworse,sometimesitwillviolateculturalprincipleinthetargetlanguagecommunity,andthuscommunicativefailureoccursattimes.ThereasonisthatmodernEnglishteachersoftenignoreculturalteachingandspendalotoftimeinEnglishResearchesabroadonlanguageandcultureinthepastdecadesarevarious.Intheearly1920s,Malinowski(1923)arguesthatthestudyofanylanguage,spokenbyapeoplewholiveunderconditionsdifferentfromourownandpossessdifferentculture,mustbecarriedoutinconjunctionwiththestudyoftheircultureandoftheirenvironment.(ChangZonglin,2004:26)Since1980s,theresearchofrelationbetweenlanguageandculturehasgainedmoreandmoreattention.ThebookCultureandCommunication(HuWenzhong,1994:6)givesusasystematicintroductionofnewoutcomesaboutrelationbetweencultureandlanguage,thecontentandmethodofculturalteaching,etc.Infact,Culturesdifferfromoneanother.Eachcultureisunique.“Learningaforeignlanguagewellmeansmorethanmerelymasteringthepronunciation,grammar,wordsandidioms.Itmeanslearningtoseetheworldasnativespeakersofthatlanguageseeit,learningthewaysinwhichtheirlanguagereflectstheideas,customsandbehavioroftheirsociety,learningtounderstandtheir‘languageofmind’.Learningalanguageisinseparablefromlearningitsculture.”(耿延宏,2000)Theaimsofthepaperaretocultivatestudents’cultureawarenessinEnglishreadingteaching,howtoimprovestudents’interestinEnglish,howtomakethestudentgaintheculturalknowledge.2.Therelationbetweencultureteachingandlanguageteaching2.1DefinitionofthecultureDefinitionsofculturerangefrombroaderonestonarroweronessincecultureisubiquitous,multidimensional,complex,andall-pervasiveandmanydefinitionshavebeensuggestedfromdifferentangles.Thereisagoodexampleofanall-inclusiveanddescriptivedefinitionistheadvancedbyKramsch.Sheoffersthreedefinitions:membershipinadiscoursecommunitythatsharesacommonsocialspaceandhistory,andacommonsystemofstandardsforperceiving,believing,evaluatingandacting;thediscoursecommunityitself;thesystemofstandardsitself.(1999:127)Cultureisdefinedasthedepositofknowledge,experience,beliefs,values,actions,attitudes,meanings,religion,notionsoftime,roles,spatialrelations,conceptsoftheuniverse,andartifactsacquiredbyagroupofpeopleinthecourseofgenerationsthroughindividualandgroupstriving.Therefore,culturecanincludeeverythingfromritesofpassagetoconceptsofthesoul.(TangDegen,2002:90)Lustigandkoester(1999)pointedoutthatculture,inanarrowersense,referstosocialideologyanditsrelevanteverydaysystemsandorganizations.Itincludessocialethicsandmorality,politicalsystems,customs,ethno-psychology,modesofthinking,andhabitsofeverydayinterchange.(ChangZonglin,2004:23)2.2Thenatureoflanguage"Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication."(HuZhuanglin,1988:3)AndProfessorDengYanchang（1989:63）wroteinhisbookLanguageandCulture:Languageisapartofcultureandplaysaveryimportantroleinit.Inthebroadestsense,languageisthesymbolicrepresentationofapeople,anditcomprisestheirhistoricalandculturalbackgroundsaswellastheirapproachtolifeandtheirwaysoflivingandthinking.Language,too,providesthesocialbondingandpredictabilitybecausehumanshaverulesforlanguageandtheserulesleadstudentstocommunicatemoreefficientlyandeffectively.Wesaythisbecauselanguagecanhelpstudentsunderstandhowto"think"inaparticularculture.Inaword,Languageisaspecialsocialandculturalphenomenon,sanctionedthroughsociallifepracticeoveralongtime.Eachlanguagecomesintobeingandgrowsinspecialsocialandhistoricalenvironments.Thenthelanguagereflectstheparticularculturalphenomenonofthenationandpeopleindifferenthistoryperiods2.3RelationbetweencultureandlanguageHallidayconsidersthesocietyasasemanticsystem,asystemofcodesandrules.Languageisapartofthewholesystem.Theinterpretationofthelanguagecodesystemliesintheinterpretationofthesocialandculturalsemanticsystemonwhichtheformerrelies.(ChangZonglin,2004:26)Languageisgenerallyacceptedwordsandrulesdrewfromspeechandspeechistheactionandresultofhumanbeing’sspeaking.Languageisthecarrierofcultureandcultureisthecontentoflanguage.Thereisnolanguagewithoutculturecontent.Sociallinguisticsshowsthatlanguageisasystemofstructurerulesandculture-specificsocialbehaviorrolesthathumansusetointeractwithoneanother.Knowingalanguageistoknowthegrammar,vocabularyanddiscoursepatternsandtheculturerulesofusethattogetherdetermineshowitisappropriatetousethelanguageinaparticularcontext.Soinlanguageteaching,boththelanguageandthecultureshouldbetakenintoaccount,otherwisethelearnerwillfailtocomprehendthelanguageitself.Differentculturesgestatedifferentlanguages.ChineseMandarinonlyexistsinthebackgroundofChineseculture.Thesameistrueinotherlanguages.Asymbolical-abstractlanguageisthedominantsignofanyculture.Thelanguageofanygroupisdirectlyconnectedtotheworldviewofthegroup.Cultureisaconfigurationoflearnedhumanbehavior,resultsofbehaviorandprinciplescontrollingbehaviorthataresharedandtransmittedbypersonsinaparticularsociety.Whenpeoplefromdifferentsocietiesinteract,itisnaturalthatsomeculturaldifferencesmayexist.TheoriginsofChineseandwesternculturaldifferencesmaylie,amongotherfactors,insocialstructureandtraditionaleducation.Societyisabasicgroundonwhichacultureoriginatesanddevelops.Thecloserelationshipbetweenlanguageandcultureisreadilyshownbythefactthatcultureistransmittedfromonegenerationtothenextthroughlanguage.Languagelearningandculturallearningarenotseparable,sotheculturaldifferencesshouldbeinvolvedinEnglishlearning.2.4Currentsituationofstudents’interculturalawarenessinChinesemiddleschoolNowadays,evenChineseeducatorsrecognizetheimportanceofculturalteaching;mostmiddleschoolEnglishteachersstillfollowthetraditionalgrammar-translationmethod.SomeresearcheshaveindicatedagainandagainthattherearealotofproblemsinthepresentEnglishteachingmethod,whichresultsinthehighscoreandlowabilityininterculturalcommunication.EnglishteachinginChinausuallyfocusesongrammar,translationandliteraryteaching,butthedevelopmentofstudents’abilitiesofusinglanguagehasbeenneglected.Teachersarestillpronetothetraditionalwaysandplayaleadingroleintheclass,withtheirendlessandrepetitivedrills.SothewritercanimaginethatintheEnglishpracticeclassroom,studentsareoccupiedintakingnotes.Eventheycangetimprovementinreadingandwriting,butnotinspeakingandlistening.ManyChinesestudentsalwayscangethighscoreinTOFFLEexams,butthetruthisthattheydonotalwayssucceedincommunicatingwithEnglish-speakingpeople.OneofthereasonsisthattheydonotreceiveenoughinterculturalknowledgeintheirEnglishlearning.Therefore,mostofstudentscannotcommunicatewithforeignerseffectively.Forexample,bothChineseandEnglishhavemanyidioms,butinmiddleschool,Englishteachersseldomintroducethisrespect.Consequently,studentsusuallytranslateidiomswithliteralmeaningwhichcausemanymisunderstandings.InChinese“dog”isusuallyusedinaderogatorysensesuchas“走狗”，“狗仗人勢”.ButinEnglish,ithascommendatorysense,e.g.“l(fā)uckydog”means“l(fā)uckyperson”,“aJollydog”means“ahappyman”.ThesymptomofdeafanddumbEnglishcanevenbefoundinmiddleschool.Mostofmiddleschools’teachersalwayscomplainedthatwhentheyputforwardaneasyquestionaboutwesternmanners,thewholeclasscouldnotanswerit.Inaword,thepresentsituationofEnglishteachingisthatthemiddleschoolstudentslackoftheabilitytocommunicatewithforeigner,sotheEnglishteachersshouldtakethissituationseriously.2.5Reasonsforthecurrentsituationofstudents’interculturalawareness2.5.1TraditionalteachingconceptsChinaisacountrythathasfive-thousand-yearcivilization.Ithasacertainconceptionofeducation.Inancienttime,studentslearnedforanofficialposition.Nowadays,thecollegeentranceexaminationseriouslyaffectsteachers’teachingideasinmostseniormiddleschools.Inordertohelpstudentsgethighscoreinlinguisticproficiency,teachersspendalotoftimetothevocabularyandgrammarknowledgeintheclass.Inthiscase,studentshaveimprovedtheirlanguageknowledge,buttheirinterculturalcommunicativecompetencehasnotenhanced.What’smore,someteachersregardculturalteachingastheirextraburden.Usually,thestudentsgettheknowledgeaboutwesterncultureinhistoryclass,butnotinEnglishclass2.5.2TimelimitationInmostmiddleschool,oneperiodjusthas45minutes.Inordertosavetime,teachersonlyteachlanguageknowledgeandneglecttheculturalintroductionintheclassroom.BarriersinEnglishlearningsometimescomefromthelackofculturalknowledge.Someteachershaveattributedtheirstudents’poorreadingandlisteningcomprehensiontolinguisticdeficiencies.Theybelievethatsolongastheirstudentsgraspthemeaningofeveryword,everysentence,andeverytextpassage,theywillhavenodifficultyincomprehendingthewholetext.TeachershavemanyEnglishlessonstotakeandhavemanyexaminationstocorrectinaweek,sotheyaretoobusyandhavenoopportunitytolearnandconductresearch.Studentshavenoenoughtimetolearnwesternculturebythemselves.2.5.3LimitedexperienceTeachersinChinaareusuallyconsideredtohavelimitedexperiencewiththetargetculture,andinfactfewteacherscanoffersomeexperienceinforeignlanguageclasses.Mostofthemarenotqualifiedtodealwithculturalawarenesseffectivelyandconfidentlybecausetheyhaven’tenoughknowledge.Ononehand,mostEnglishteachesaretrainedintheChineseenvironment.Ontheotherhand,theyseldomreadbooksoncultureteachingtheory.Therefore,itisnotsurprisingthattheyarenotcapableofdealingwiththewesterncultureeffectively.Underthiscircumstance,interculturalawarenesscultivationcannotachievetheidealeffect.2.5.4Over-confidenceInmodernsociety,somepeoplestillhavetheopinionthatChinaisoneofthefourcountrieswithanancientcivilization.Wehaverichcultureandwearenotnecessarytolearnothercountries’culture.ThisviewcausesaprevalentphenomenoninourcountrythatagreatnumberofEnglishteacherstendtobeover-confidentabouttheircompetenceandperformance,arguingthattheyalreadyhaveenoughknowledgetoteachEnglish.Thesekindsofreasonsmakethemneglecttheirdevelopment.TheinterculturalknowledgeofEnglishteacherscannotnearlymeettherequirementsofmodernEnglishteaching.Wereallyhaveaverylongwaytogo.3.TheimportanceofcultureteachinginEnglishreadingteaching3.1TherequirementsofmodernsocietySince2001,ChinahasbecomeaformalmemberofWTOandplaysanimportantroleintheworldneweconomicarena.Internationalcontactshavebecomemoreandmorefrequentandmanypeoplegoabroadtogetabetterjoborgetfurthereducation.Inordertoimproveourdailylife,wecannotsimplybyconsumingallthatweproduce.Today,moreandmoreforeigncompaniesandinternationalinvestorsdobusinessinChina.TheChinesenowfindthemselvescompetingforbusinessamidathrongofnewcompetitorsfromdifferentcountrieswemustunderstandtheircultures,andwithwhichwemustcommunicateeffectivelyifwehopetobesuccessfulinthisnewworldeconomy.ThemodernconditionsofChinarequiretheEnglishlearnersshouldhaveagoodcommandofknowledgeandareabletocommunicatewithpeoplefromdifferentcountries.3.2TherequirementsofmodernsyllabusandteachingmaterialThenewEnglishCurriculumStandardforMiddleSchoolshowsthatstudentsofMiddleSchoolshouldnotonlygraspEnglishvocabularies,grammar,anditspronunciation,butalsoproperlygrasptherelationshipbetweenlanguagelearningandcultureunderstanding.Thenewlyorganizedteachingmaterialsofjuniorandseniormiddleschoolinvolvesomewesterncultures,forexample,greeting,westernfestivals,literature,music,bodylanguageandsoon.ThenculturebecomesanimportantpartofEnglishteaching.Forexample,whenweteachChristmasDayorThanksgivingDay,someculturalbackgroundknowledgeofthesefestivalscanhelpstudentsovercomeobstaclesinthetextandgrasplanguageknowledgebetter.Languageandcultureevolvetogetherandinteractwitheachother.AccordingtotheNewEnglishCurriculumStandards,inmiddleschool,teachersshouldnotneglecttheculturalfactorsexistinginEnglishteaching.Definitelytheinterculturalawarenesscan’tbeneglectedinEnglishteachingatmiddleschools.3.3Therequirementsofimprovingstudents’communicationabilitySomepeoplebelievethattolearnEnglishisjusttolearnsound,vocabularyandgrammar,whichmakesusreadandcommunicatewithoutbarrier.Thisopinionisunilateral.Thereisnodoubtthatthebasicskilloflanguageisveryimportant.However,wemustrealizethattolearnalanguageisnotonlytomemorizesomewordsandgrammaticalrules.Languageisthetoolforcommunication.Thepurposeforpeopletolearnlanguageistocommunicate.SothecommunicativeabilityhasbecomeascaletomeasuretheEnglishleveltosomeextent.Therefore,intheeverydayteaching,wemusttrainstudents’communicationabilityandmakestudentshaveanunderstandingofthetargetculture.Thestudentsshoulduselanguageproperlyaccordingtothetopics,contextsandculturalbackgrounds.Itisnotonlythecommandoftheprincipleofcommunicativeteachingofthepresenttextbooks,butalsothecommandofinternationalcommunication.Thevariouscountrieshavedifferentcustom.TherearehugedifferencebetweenChinaandthewestern.Therefore,tocarryoneffectivecommunicationproperlywiththeforeigners,oneshouldknowabouttheculturalbackgroundofthewesternnationasexactlyaspossible,especiallythedifferenceswithChinesebackgroundknowledge.WeknowChinesepeopleliketoaskthesethreequestions:(1)What’syourname?(2)Howoldareyou?(3)Areyoumarried?AnyonewhoknowsalittleEnglishcanaskthesequestionsinEnglish.Butifastudentasksayoungladyfromawesterncountrytheabovequestions,hehasmadeaseriousmistakeintermsofappropriate.However,iftheteacheremphasizesthesephenomenonsinclass,moststudentscanavoidsuchsillymistake.3.4TherequirementsofimprovingofEnglishteachingandlearningThestudentshavecommonopinionthatourforeignlanguagelessonaretooboringtoattend.Everyday,teachersteachlanguagestructure,newwordsandgrammarthatstudentsloosetheirinterestandmotivitytoEnglish.LearningEnglishjustforgettinghighscore,forgoingtofamousuniversity,butnotfortheirinteresting.Presentationofculturalbackgroundcannotonlyhelpstudentsimprovetheirawarenessofculturaldifferencesandhelpthemformgoodstudyhabit,butalsohelpstudentstoknowpolitics,economy,thoughtsandideasofEnglish-speakingcountriesandnationalities.Withgeneralculturalknowledge,theymaygettounderstandthepsychologyandcodeofthinkingofEnglish-speakingpeople.Forexample,inNewSeniorEnglishForChinaStudent‘sBook1,unite1“Friendship”letthestudentknowvariousfriendships,knowthedamageofthewarandknowtheterriblefateoftheJews.Inunite5“NelsonMandelaamordernhero”,theteachershouldintroduceNelsonMandelatostudentsandletthemknowhismaindeedthatfoughtagainstracialoppressioninSouthAfricanandhewontheNobelPeacePrizebecauseofhisgreatcontributions.LetthestudentpeepthehistoricaltruthoftheSouthAfricafreewar.Inbrief,intheteachingprocess,introducingsomewesterncultureintheculturalcontextknowledgetostudentsattherightmomentcanarousethestudents’curiositytotheancientmysticalwesterncultureandtherichandcolorfulwesternsociety,thusstimulatingtheirstudyinterests.Interestisthehalfofsuccess4.Theexperimentaboutstudents’interculturalawarenessinmiddleschoolInordertoprovetheresearchthatcultivatingstudents’interculturalawarenesscanimprovetheirEnglish,thewriterhadatestinsenioronestudentsofDonShanmiddleschoolduringmyperiodofprobation.Thetestincludedtwoclasseswith98students,allofwhomwerejustgraduatedfromjuniormiddleschool.Beforethewriterhadthetest,shedevisedaquestionnaireanddistributedtothestudents.Afterthetest,thewriterstillusedthesequestionnairestochecktheeffectofherteaching.Throughthequestionnairesthewriterfoundsomequestionsandgotsomeinspirationsfromit.4.1Thequestionnairebeforethetest MoststudentscanbeawarethatculturalawarenessisimportantfortheirEnglishstudy,butfewofthemthinkculturalawarenessisveryimportantforEnglishlearning(chart1).StudentsusuallyhavesuchopinionsthatlearningEnglishisjusttolearningnewwords,newgrammarrulesandthengettingahighscoreinexam.Theydonothaveacorrectmotivation.Inthetest,nearly70%studentsrecognizedthattheirmotivationstolearnEnglisharethatgetasatisfiedscoreinuniversityentranceexamandgaintheenrolmentsnotificationfromfamousuniversity.Theydonothaveastrongdesiretocommunicatewithpeopleofthetargetlanguage(chart2).Althoughmajorityofthestudentsareinterestedinwesternculture,suchaswesternliterature,westernmusicandwesternsportstarts(chart3).HistoryclassespaymoreaboutwesterncultureknowledgetostudentsthantheEnglishclass.Only15.31%studentsthinktheywouldgettheinterculturalknowledgeintheirsparetime.Thequestionnairesshowthattheyrelyontheteacherexcessivelyandfailtosearchfordeepunderstandingbythemselves(chart4).Afterthewritergettheinformation,thewriterchangeherteachingmethod,reducethetimetoexplainwordsandgrammars,andintegratethefollowinginterculturalknowledgeinclass.4.2LiteratureWorksLiteratureisamirrorforpeopletounderstandaculture.Theyreflecthabits,mentality,characteristics,customsandsocialrelationship.Teachersshouldteachstudentstounderstandthewesternliteraryworksandtraintheirabilitytoappreciatetheliteratureworks.Teacherscanhelpstudentsanalyzethetypicalcharacterstounderstandwhatthecharacterstellthem.Morecanbeintroducedtostudents,forinstance,somespecialwordsinwesternliteraryworks:enlightenment,allegory,alliteration,anti-hero,villain,classicism,decadence,impressionism,etc;andliterarycharacters:Romeo,Juliet,Shylock,Antonio,Hamlet,Othello(Shakespeare's);Robinson,Friday(Defor's),etc.4.3Culturally-loadedWordsWiththeculturediversity,wordsinChinaaredifferentfromthoseinwesterncountry.Therefore,intheprocessofteachingandlearning,particularattentionshouldbepaidtothefollowingwords:animalwords,colorwords,numberwords,idioms,proverbsandallusions.Forexample,dragon:Chineseuses"龍的傳人"tocallthemselves."Dragon"isatotemoftheChinese.ButinEnglish,adragonisahugelizard,withapairofwings.Itcaneruptfirefromitsmouth.Asamatteroffact,adragoninEnglishandinChinesedoesnotrefertothesamecreature.InChinese“dragon”isthesymbolof“power”and“fullofenergy”,while“dragon”inEnglishdenotes“evil”and“terror”.Chineseuse"yellow"bookstorefertopornographicbooks,butEnglishnativespeakersusebluebooksoradultbooks."Yellowpages"means"telephonebook".Thenumber13,inChristianculturesoftenassociatedwithbadluck.InChristianstory,thenumber13hassomethingtodowiththetraitorJudaswhobetrayedJesusChrist.Westernpeopleusuallyavoidusingthisnumber.Sointhehotel,weusuallycannotfindthe13thfloororRoom13.4.4Communicativeculture4.4.1Addressing.AddressinghabitinChinaisdifferentfromthatinwesterncountries.InEnglishspeakingcountries,Mr.usuallyreferstomenandMiss.4.4.2

Introduction.Introductioncouldbeclassifiedintotwokinds:self-introductionandintroductionofothers.Introductionmayvaryinformalandinformalsituations.Thewordsusedtointroductionshouldbebrief,clearandpolite.Theintroductionisearnestandappropriatetotheoccasion.Whenmakinganintroduction,asequencemustbeasfollows:introducemanfirstandthenthewoman,youngfirstthentheold,theshortsfirstandthenthetall,theguestfirstandthenthehost,theMissfirstandthentheMrs.nearfirstandthenthefarandsoon.Therearesomesentencesforintroducing:—Hi,IamSusan,thisismycallingcard.—MayIintroduceMr.BillClintontoyouall?—Letmeintroduceyoutoothers.4.4.3Complimentsandpraises.TherearesomedifferencesinreplyingtocomplimentsbetweenChinaandwesterncountry.EnglishspeakerstendtoacceptthecomplimentwhileChinesegenerallymurmursomereplythattheyarenotworthyofthepraise.Whenbeingcomplimented,anEnglishspeaker4.4.4OtherdifferentcommunicativecultureStudentsalsoshouldknowaboutgeography,customs,religionandhistoryofwesterncountry,asthesearethebasicknowledgethateveryEnglishlearnersshouldknow.Infact,greeting,furtherchat,telephonecallandnon-verbalcommunicationshavelargedifferencesbetweenChinaandwesterncountries.Theteachershouldtrytheirbesttotellthedifferencestostudentsinclass.Onlythestudentsknowthese,cantheyavoidtheawkwardpositionwhentheymeetforeignguest.4.5ThequestionnaireafterthetestThroughtheteachingmethodchange,Iampleasedtofindthatsomestudentschangetheirattitudestoculturelearning.HalfofthemthinkthatthewesternculturesarequiteimportanttoimprovetheirEnglish(chart5).ThestudentsfeelmoreinterestingandtakemoretimeinEnglishthanbefore.MorethanhalfstudentsstillthinkthattheylearnEnglishfortheaimthattheywanttogotofamousuniversities,buttheyalsoadmitthatlearninterculturalknowledgecanhelpthemimprovetheEnglishlearningandgetahighscoreincollegeentranceexam(chart6).ThehobbiesofstudentsarenotlimitedinEnglishsongsorfamous