【小學(xué)英語教學(xué)中跨文化意識培養(yǎng)的探究（英語）（論文）】

PAGEiPAGE小學(xué)英語教學(xué)中跨文化意識培養(yǎng)的研究中文摘要文化是語言最重要的屬性之一，語言是文化最重要的載體之一，兩者交叉滲透。語言學(xué)習(xí)必須與社會文化緊密聯(lián)系，在英語教學(xué)中，應(yīng)該滲透有關(guān)國家的政治、文化、風(fēng)土人情、風(fēng)俗習(xí)慣等背景知識，以達到外語教育的最終目標(biāo)：培養(yǎng)學(xué)生的跨文化交際意識，使他們具有與不同文化背景的人進行交際的能力。讓學(xué)生從小掌握和了解與語言使用有密切聯(lián)系的社會文化因素，就能為學(xué)生今后的英語學(xué)習(xí)奠定一個良好的基礎(chǔ)。當(dāng)前在“分?jǐn)?shù)為本”的教育理念影響下，大多數(shù)教師在英語課堂教學(xué)中偏重于語言知識的教學(xué)，卻忽視外語文化的重要性，這極大地降低了外語教育的內(nèi)在價值，導(dǎo)致文化意識的地位與作用在很長的時間內(nèi)沒有得到很好的體現(xiàn)。小學(xué)生剛剛開始接觸英語，語言基礎(chǔ)薄弱，難免對一些語法、單詞的理解和記憶存在障礙。因此教師在教學(xué)過程中不能僅僅停留在知識層面，而是要在訓(xùn)練學(xué)生語言技能的基礎(chǔ)上滲透和培養(yǎng)跨文化交際意識，便于學(xué)生更好地理解和掌握英語。本論文首先介紹了文化和跨文化意識，接著分析了小學(xué)英語教學(xué)中培養(yǎng)學(xué)生跨文化交際意識的現(xiàn)狀，然后分析了在英語教學(xué)過程中培養(yǎng)學(xué)生跨文化交際意識的重要性，最后提出了在小學(xué)英語教學(xué)中培養(yǎng)學(xué)生的跨文化交際意識的具體措施。關(guān)鍵詞：小學(xué)英語跨文化意識文化英語教學(xué)ABSTRACTCultureisoneofthemostimportantattributesoflanguage,andlanguageisoneofthemostimportantcarriersofculture.Languagelearningmustbecloselylinkedwithsocialculture.InEnglishteaching,backgroundknowledgeofpolitics,culture,localconditionsandcustomsofthecountryconcernedshouldbepermeated.Achievingtheultimategoalofforeignlanguageeducationandcultivatingstudents’awarenessofcross-culturalcommunicationcanhelpstudentstohavetheabilitytocommunicatewithpeoplefromdifferentculturalbackgrounds.ToletstudentsgraspandunderstandthesocialandculturalfactorscloselyrelatedtolanguageusefromanearlyagecanmakeagoodfoundationfortheirfutureEnglishlearning.Atpresent,undertheinfluenceoftheeducationalconceptof“Score-based”,mostteachersemphasizetheteachingoflanguageknowledgeinEnglishclassroomteaching,butneglecttheimportanceofforeignlanguageculture,whichgreatlyreducestheintrinsicvalueofforeignlanguageeducation.Asaresult,thestatusandfunctionofculturalconsciousnesshasnotbeenwellreflectedforalongtime.PrimaryschoolstudentsarejustbeginnersofEnglishlearning,andtheirlanguagefoundationisweak,especiallyingrammar,wordunderstandingandmemory.Therefore,intheprocessofteaching,teachersshouldnotonlystayatthelevelofknowledge,butshouldpermeateandcultivatetheawarenessofcross-culturalcommunication.Thispaperfirstintroducescultureandcross-culturalawareness,andthenanalyzesthecurrentsituationofcultivatingcross-culturalcommunicationinprimaryschoolEnglishteaching,thenitanalyzestheimportanceofcultivatingcross-culturalcommunicationinEnglishteaching,andfinallyputsforwardsomeconcretemeasurestocultivatecross-culturalcommunicationinEnglishteachinginprimaryschools.Keywords:PrimaryschoolEnglishinterculturalawarenessEnglishteachingPAGEi1.IntroductionInrecentyears,moreandmoreattentionhasbeenpaidtothecultivationofcross-culturalcommunicativeawarenessinthefieldofforeignlanguagestudies.Teachersrealizethatthecross-culturalcommunicativecompetenceistheultimategoalofforeignlanguageeducation.Cross-culturalcommunicationawarenessistheprerequisiteforthecultivationofcross-culturalcommunicationability.Manyscholarsandteachershavetriedmanymethodsthroughtheresearch,andachievedsomeresults,buttheresultsarenotsatisfactory.Themainreasonisthattheteachingoflanguageknowledgeisrelativelymore,butthecultivationofcross-culturalcommunicationawarenessisnotenough.Althoughstudentscanunderstandwhattheteacherexplains,theycannottranslateitintotheirownthingsthroughlanguageoutput,evenincommunication.Itiseasytomakepragmaticfailure,whichisoneofthemanifestationsofthelackofawarenessofcross-culturalcommunication.Therefore,languagelearningcannotbeseparatedfromculturelearning.Culturalawareness,languageknowledge,languageskills,emotionalattitudesandlearningstrategieshavebecomeanessentialpartoftheformationoftheabilitytouselanguagecomprehensively.Thispaperfirstanalyzestheimportanceofcultivatingstudents’awarenessofcross-culturalcommunicationinEnglishteaching,andthenanalyzesthecurrentsituationofcultivatingstudents’awarenessofcross-culturalcommunicationinprimaryschoolEnglishteaching.Finally,theauthorputsforwardsomeconcretemeasurestocultivatestudents’awarenessofcross-culturalcommunicationinprimaryschoolEnglishteaching.IntheprocessofEnglishteachinginprimaryschools,teachersshouldgivefullplaytotheadvantagesofteachingmaterialsanddigdeeplyintotheculturalfactorsinteachingmaterials.Foralongtime,teachersmainlyregardEnglishlanguageabilityandstudents’EnglishlearningabilityasthemainteachinggoalofEnglishcourse,butneglectthecultivationofstudents’cross-culturalcommunicationawareness.EnglishisaforeignlanguageforChineseprimaryschoolstudents.ItisdifficultforthemtounderstandtheculturalconnotationofEnglish.Therefore,startingfromthepracticeofEnglishteachinginprimaryschoolsandtakingpersonalpracticeasthecornerstone,thispaperprobesintothestrategiesofcultivatingthecross-culturalcommunicativecompetenceofprimaryschoolstudents,helpingthemtoremovetheculturalbarriersincommunication,andcontinuouslyimprovingtheleveloftheirsocialandculturalknowledge,sothattheyareinaninvinciblepositionincross-culturalcommunication.附錄2.CultureandinterculturalcommunicationLanguageisthemaincarrierandmanifestationofculture.Languageexpression,communicationpermeatessocialcustoms,lifestyle,values,thinkinghabits,religiousbeliefs,nationalpsychologyandotherculturalconnotations.Learningalanguageiscloselyrelatedtounderstandingthecultureitcarries.Cross-culturalawarenessreferstothesensitivitytothedifferencesandsimilaritiesbetweenforeignculturesandnativecultures.Interculturalcommunicativecompetencereferstotheabilitytocommunicatewithothersanddealwithculturaldifferencesresultinginconflictsunderdifferentculturalbackgroundsanddifferentlanguagesystems.Cross-culturalawarenessistheprerequisiteofcross-culturalcommunicativeability.2.1ThedefinitionofcultureWhatisculture?Asaconcept,culturehasmanydefinitionsinacademiccircles.Cultureinabroadsense,commonlyreferredtoasthebigculture.Intermsofcontent,itrefersnotonlytothepracticeandprocessofhumanconqueringnature,transformingnatureandhumanizingnature,butalsotoallmaterialandspiritualwealthcreatedbyhumanbeingsthroughmaterialandspiritualproductionpractice.Itsessentialmeaningisthehumanizationandhumanizationofnature,anditistheexistencewayofhumanandsociety.“Humanization”meanstotransformtheworldinahumanwaysothatthingsoutsidetakeonahumanisticcharacter;“Humanization”means,inturn,tousethesehumanisticachievementsintransformingtheworldtoimprove,armandbringuppeople,sothatpeople’sdevelopmentwillbemorecomprehensive,morefree.2.2ThedefinitionofinterculturalcommunicationBeforediscussingtheconsciousnessofcross-culturalcommunication,wemustfirstunderstand“Cross-cultural”and“Cross-culturalcommunication”.Withtherapiddevelopmentofscienceandtechnology,economicglobalizationandthedevelopmentofmulticulturalismhavebroughtopportunitiesforintercommunicationandthepossibilityofintegrationtotheworld,andimmigrantsfromallovertheworldhavepouredinoneafteranother,wehavetoenteraneweraofcross-culturalcommunication.Peoplecankeepabreastofthelatestchangesinvariouspartsoftheworldevenwithoutleavingtheirhomes.Ittakesjust13hourstoflyfromBeijingintheEasternHemispheretoNewYorkintheWestern.Thefrequentexchangesbetweendifferentcountriesandnationshavebroughtabouttheimpactandintegrationofcultures,andtheformationofmultiple,meta-cultures.However,pluralismhasalsoledtothecommunicationbarriersbetweendifferentculturalgroups,howtocrossthecommunicationbarrier,theculturalbarriertosuccessfulcommunicationhasbecometheprimaryproblemtobesolved.“Cross-culture”literallymeansthecrossingandtransitionfromoneculturetoanother.Itreferstoafullandcorrectunderstandingoftheculturalphenomena,customsandsoon,whicharedifferentandinconflictwiththeculture,acceptanceandsuccessinaninclusivemanner,cross-culturaladaptation.Interculturalcommunicationreferstothecommunicationbetweennon-nativespeakersandnativespeakers,andcanalsobeunderstoodasthecommunicationbetweenpeoplewithdifferentculturalandlinguisticbackgrounds.Manyscholarsathomeandabroad,throughthelong-termexplorationofcross-culturalcommunication,haveconcludedthatcross-culturalcommunication,infact,referstothelanguageabilityandexpressionabilityrequiredincommunicationunderdifferentculturalbackgrounds.InthecurrentEnglisheducationsystem,cross-culturalcommunication,thecultivationoftheabilitytoprovideadetailedguidance.2.3TheimportanceofinterculturalawarenessinEnglishlearningCross-culturalawarenessistheabilitytodistinguishbetweenforeignculturesandnativecultures,andstudentswithcross-culturalawareness,canconsciouslyadjusttotheculturewhentheyusetheEnglishlanguage.Inordertomakemoreaccurate,moreauthenticexpressions,intheelementaryEnglishteachingstage,theteachercanpermeatethecross-culturalconsciousness.Theconsciousnessintheteaching,thisishelpfultotheteachingdevelopment,mayletthecross-culturalcommunication.Theinter-culturalseedtakerootinthestudentheart,thismaycausethestudenttoobtainthebetterEnglish,languageLearninganddevelopment.Theexperienceofculturalawarenesshelpstodeepentheculturalunderstandingofprimaryschoolstudents.Onthecontrary,therichculturalexperienceofprimaryschoolstudentsisbasedontheculturalunderstandingofprimaryschoolstudents.Theso-calledunderstandingistheresultofcognitiveandemotionalfactorstogether,istheresultoflearning,learningandunderstandingtogether.“Understandingability”isnotonlyacognitiveability,itisalsoanemotionalability,anabilitytounderstandotherculturesfromtheperspectiveofothers.Culturalunderstandingisoneoftheimportantcontentsofculturalconsciousnessinthecompositionofthenewcurriculumtargetstructure.Therefore,intheteachingprocess,theteachershouldfirstcarryonthein-depthinterpretationtotheculturalteachingcontent,andconstantlygeneratetheself-culturalunderstanding.Onthisbasis,accordingtotheagecharacteristicsandcognitivelevelofstudents,teacherscangraduallyexpandthecontentofculturalknowledgeandimprovethestudents'understandingofculturalknowledge.Inthiswaycanhelpstudentsunderstandculturalknowledge.Thenatureofknowledgeanditsculturalbackground,values,waysofthinking,graduallyenhancestudents’understandingandreflectionofforeignculture.3.ThecommonproblemsincultivatingStudents'interculturalawarenessinprimaryEnglishteachingAsanimportantteachinggoalinprimaryschoolEnglishteaching,thecultivationofcommunicativecompetenceisdirectlyrelatedtothefuturedevelopmentofprimaryschoolstudents.Therefore,inEnglishteachinginprimaryschools,teachersshouldbeawareoftheimportanceofcultivatingstudents’awarenessofculturalcommunication,reasonablysettingcross-culturalteachinggoals,strengtheningstudents’understandingoftheculturalconnotationofvocabulary,andstrengtheningstudents’cross-culturalawareness,integratingEnglishcultureteachingtoprimaryschoolEnglishteachingcanpromotestudents’cross-culturalcommunicativecompetenceandimprovetheefficiencyofEnglishclassroomteaching.Inotherwords,forlearningnewknowledge,theteachercanhelpthestudentstoestablishtheconnectionbetweentheoldknowledgeandthenewknowledgeaccordingtothestudents’priorknowledgeexperienceandtherelevantculturalbackground.IntheprocessofEnglishteaching,teacherscanfollowthe“Top-down”teachingmodel,thatistosay,inEnglishcultureteaching,weshouldfirsthelpstudentstounderstandsomekindofculturalbackgroundknowledge,andthenfurtherstudylanguageknowledge,whichisbeneficialtostudents,toformdeepknowledgecognition,toachieveadeepunderstandingoflanguageknowledge,fromthestudyofbasicknowledgetothestudyofhumanities,knowledgeandculturalattitudesandvalues.Inrecentyears,thecauseoflanguageeducationinourcountryhasdevelopedrapidly,andtherelatedlanguageeducationisalsochangingpeople’sdaily,dailyproductionanddailylife,asthecauseofinternationalcommunicationisbecomingmoreandmorefrequent.AndthestatusofEnglishasacommonlanguageamongcountriesisalsoincreasing.Therefore,English-relatededucationandteachingcoursesinprimaryschools,theeducationandteachingprocessisalsohighlyvalued.Ifwewanttoeffectivelyimprovestudents’languageabilityintheeducationandteachingprocessofEnglishcurriculuminprimaryschools,wemustfirsthelpstudentsovercometheinfluenceofrelevantculturaldifferences,andletstudentsunderstandandlearnfromthelevelofconsciousness,learntherelevantknowledgecontent.Throughtherelevantanalysis,EnglishteachinginprimaryschoolsshouldbepermeatedwiththecorrespondingculturalbackgroundandcustomsofWesterncountriestocultivatestudents’cross-culturalawareness,ratherthansimplylearningvocabularyandgrammar.Then,thispartwillbrieflyintroducetheproblemsincultivatingstudents’cross-culturalawarenessintheprocessofEnglishteachinginprimaryschools.3.1GreatinfluenceofnativecultureonprimaryschoolstudentsPrimaryschoolstudentsarejustbeginningtolearnEnglish,thelanguagefoundationisweak,inevitablysomegrammar,wordunderstandingandmemorybarriers.Therefore,intheprocessofteaching,teachersshouldnotonlystayatthelevelofknowledge,butshouldpermeateandcultivatetheawarenessofcross-culturalcommunicationonthebasisoftrainingstudents’languageskills,sothatstudentscanbetterunderstandandmasterEnglish.Asisknowntoall,themothertongueisalanguagewithitsownnationalcharacteristicsformedinthelong-termnationalcultureandhistory,evenifthesamenationalityhasdifferentwaysofexpressionindifferentregions.Studentsbegintoacceptthebaptismoftheirmothertonguefrombirth,andformafixedwayoflanguageexpressionandlanguagethinkingpattern.IntheprocessoflearningEnglish,itisdifficulttoacceptthecognitivestructureofEnglishculture,Englishlanguageexpressionandtheestablishmentofthemodeofthinkingobstacles,heavy.Indomesticcampuses,studentsdonothaveaccesstoauthenticEnglish,theenvironmentoflanguageexchangeandEnglishculture,theknowledgeinbooksisrelativelysuperficial,coupledwiththeinfluenceofexamination-orientededucation,studentsdonotpayenoughattentiontotheknowledgebeyondthecontentoftheexamination,cannotcarryonthedepthenhancementtothecross-culturalcommunicationability.Differentcountrieshavedifferentculturalpractices.InChina,itisnotsurprisingtoaskastrangerabouthisageandoccupation,suchas“HowOldAreYou?”“Areyoumarried?”“Whatisyourjob?”and“WhereAreyougoing?”TheseeverydayphrasesArecommoninChina,butthesetermsareusedinwesterncountriestocommunicatewithstrangers,peopleisveryimpolite.Westerncountriesaremoreconcernedaboutprivacy,suchissues,oftenpeoplewillbedisgustedandalerttoyou.TheseexpressionsnotonlyreflecttheculturalcustomsoftheWesterncountriesandfamilies,butalsoreflecttheideasheldbywesterners.Asstudentshavebeeninfluencedbytheirmothertonguecultureforalongtime,theyhavefewopportunitiestocomeintocontactwithWesternculture,sotheydonotunderstandthedifferencesbetweenChineseandWesterncultures,itiseasytomisuse,expressioninplace.3.2Students'lackingininterculturalpracticalactivitiesTherelationshipbetweenlanguageandculturehasnotbeenpaidenoughattentioninprimaryschoolEnglishteaching.MostEnglishteachersthinkthatifwestrengthenthetrainingoflistening,speaking,reading,writingandtranslating,andhelpstudentsmasterthebasicknowledgeandskills,theycanhelpstudentsunderstandtheEnglishlanguageanddeepentheirunderstandingoftheEnglishculture.Ithinkthiskindofthinkingisbiased.Anykindoflanguagecontainsrichculturalconnotation,suchastheculturebehindthelanguage,culturalbackground,culturalvalues,culturalcharacteristicsandsoon.Ifthestudentscannotunderstandtheculturalbackground,culturalvaluesandcharacteristicsofthelanguage,thenthestudentscannotformadeepunderstandingoflanguageknowledge,justinEnglishlearning,andEnglishcommunicationprocesswillnothaveculturalawareness.Thatistosay,thecultivationofprimaryschoolstudents,culturalawarenessisconducivetopromotingstudents’understandingoflanguageandculturalknowledge,enrichingself-culturalexperience,thusimprovingself-culturalknowledge.Inotherwords,forlearningnewknowledge,theteachercanhelpthestudentstoestablishtheconnectionbetweentheoldknowledgeandthenewknowledgeaccordingtothestudents’priorknowledgeexperienceandtherelevantculturalbackground.IntheprocessofEnglishteaching,teacherscanfollowthe“Top-down”teachingmodel,thatistosay,inEnglishcultureteaching,weshouldfirsthelpstudentstounderstandsomekindofculturalbackgroundknowledge,andthenfurtherstudylanguageknowledge,whichisbeneficialtostudents,toformdeepknowledgecognition,toachieveadeepunderstandingoflanguageknowledge,fromthestudyofbasicknowledgetothestudyofhumanities,knowledgeandculturalattitudesandvalues.3.3NegativeinfluenceofChinglishoncultivatingstudents'interculturalawarenessThefirstisthedifferenceingrammarhabitsbetweenChinaandtheChinglish.“Iwishyouagoodtrip.”“Atfirstglance,thereisnothingwrongwithaChinesetranslation,butwhat’sbehinditisadifferenceingrammarhabits,whichiswhatmakesthedifferenceinhabitualexpressions.Forexample,studentsandEnglishteachersoftensay“Goodmorning,teacher.”Butinfact,thewayofEnglishexpressionisnotso,westerncountriesoftensay“Goodmorning,Miss....”Andsoonandsoon,whetheritisanameoraday-to-daygreeting,studentsareoftenunabletospeakidiomaticEnglish.Chinglish,thelanguageisstudentsinlearningEnglishontheroadmustgothroughtheprocess.WhyexistChinglish?ThisisbecausethecurrenteducationdoesnotcreateapureEnglishoutputforstudents,theenvironment,teacherstostudents,studentstostudents,suchaChineseexpressioniseasytoaccept,overtime,becomeaccustomedto,moredifficulttocorrect.ThedifferencesbetweenChineseandWesternculturesleadtothedifferencesinthegrammaticalstructuresbetweenEnglishandChinese,whicharemainlyreflectedinthelanguageexpression.Intheaspectoflanguageexpression,Chinesepaysmoreattentiontotheexpressionofform,whileEnglishpaysmoreattentiontotheexpressionoftense.Forprimaryschoolstudents,becauseoftheculturalinfluenceoftheirownenvironment,it’sdifficulttoswitchbetweenthetwo.InordertohelpstudentsbetterunderstandtheculturebehindEnglish,weshouldstartfromtheperspectiveofcross-culturalconsciousnessanddifferences,andletstudentsstudylanguageandlawonthebasisofunderstandingtherelevantculturalbackground,soastoeffectivelyreducethedifficultyofEnglishlearning.ThedifferencesbetweenChineseandWesternculturesnotonlyleadtothedifferencesingrammarandstructurebetweenEnglishandChinese,butalsoinfluencetherelatedthinkinglogicofthetwolanguagestosomeextent.IntheprocessofEnglishteachinginprimaryschools,thestudentsareinfluencedbyage,cultureanddifference,soitisdifficulttotranslatesomesentencepatternsaccordingtothecorrectthinkinglogic.Inmostcases,thetranslationisdoneaccordingtothelogicofChinesetranslation.ThiskindofChineseculturaltranslationmethodoftenleadstothestudents’EnglishandChinesetranslationwordsdonotreachtheirintendedmeaning.Duetothegreatdifferencesinculturalthinking,studentsinprimaryschooloftencannotunderstandthefunctionofconjunctionsandprepositionsinEnglishsentencestructures,letalonebeabletousethemflexibly,itispreciselybecauseofthishugedifferenceinthelogicoflanguage,whichultimatelyleadstothedifficultiesofstudentsinlearningEnglish.4.ThemeasuresofcultivatingtheinterculturalawarenessofprimaryschoolstudentsInEnglishteaching,teachersshouldnotonlypayattentiontolanguageteaching,butalsopayattentiontoculturaldifferencesandtheirinfluenceonlanguage.Accordingtostudents’agecharacteristicsandcognitiveability,teachersshouldgraduallyexpandthecontentandscopeofcross-culturalknowledge,tohelpstudentsbroadentheirhorizons,improvetheirsensitivityandabilitytoidentifyculturalsimilaritiesanddifferencesbetweenChinaandforeigncountries,soastocultivatestudents’cross-culturalawarenessandimprovetheircross-culturalcommunicativecompetence.4.1Strengtheningcultureconnotationthroughdialoguesandwords.Thecultivationofcommunicativecompetence,asanimportantteachinggoalinprimaryschoolEnglishteaching,isdirectlyrelatedtothefuturedevelopmentofprimaryschoolstudents.Therefore,inprimaryschoolEnglishteaching,teachersshouldbeawareoftheimportanceofcultivatingstudents’culturalcommunicationawareness,reasonablysettingcross-culturalteachinggoals,strengtheningstudents’understandingoftheculturalconnotationofvocabulary,andstrengtheningstudents’cross-culturalawareness,integratingEnglishcultureteachingintoprimaryschoolEnglishteachingcanpromotestudents’cross-culturalcommunicativecompetenceandimprovetheefficiencyofEnglishclassroomteaching.Students’fearofmemorizingwordshasbecomeaprominentprobleminEnglishlearning.Excavatethewords,theculturalknowledgecontainedinthem,andtransmitthewordsandtherelatedculturalbackgroundinformationtothestudentsatthesametime,notonlyenablethestudentstomemorizethewordsonthebasisofunderstandingandassociation,butalsoenablethestudentstounderstand,dailyvocabularylearningandunderstandingofdifferentculturalbackgroundknowledge.Forexample,inlearningthewordold,theauthorandstudentstocarryoutexchanges.Chinesepeoplehavealwayshadthetraditionof“Respectingtheoldandrespectingtheaged”.“Old”meansexperiencedandrespected.Ifwewillsay“Oldteacher”,here“Old”isnotprominentisold,butexperience,experience.Inourview,theelderisnotonlytheembodimentofwisdom,butalsoasymbolofprestige.Fewpeopleinthewestwouldcallthemselves“Old.”.Becausewesternersoftenassociate“Old”withwordslike“Useless”.Astheylearnedtheworddog,thestudentsdevelopedvocabularyrelatedtodog,suchas:aLuckyDog,LoveMe,lovemydog.Throughtheseinterestingwords,studentsunderstandthatinthewest,thedogispeople’sfriend,peopledonotmindtobecomparedwiththedog.Onthecontrary,inChina,especiallyinthepast,thedogisnotwelcome,evenbedespised,suchas:DogLeg,DogEyelookdownonpeople,dogbravadoandotherderogatoryterms.Thisway,whenstudentshearforeignpeoplepraisingthemselvesasluckydog,theywillnotfeelangryorconfused.Toextendvocabularyteaching,tointroduceChinesetraditionandcultureintolanguageteachingmaterials,teacherscanintroducewhitetoexpressmourning,redtocelebrate,yellowtosymbolizeimperialpowerandnobility,etc.Whenteachinganimalwords,teacherscanintroduceChinesezodiacintovocabularydiscussion,dragonisthesymbolofevilinwesternculture,andisthesymbolofimperialpowerintraditionalChineseculture,etc..Teacherscannotonlymakeboringvocabularylearningmoreinteresting,butalsostrengthentheconnectionbetweenvocabularyandreallife.WhilereflectingthelanguagefunctionsofEnglish,theycanalsocontrastthedifferencesbetweenChineseandWesterncultures,inthisway,studentscanavoidcross-culturalcommunicationinthefuturepragmaticfailureandcommunication,interruption.GrammarisgenerallyregardedasthemostobscureknowledgeinEnglishteachinginprimaryschools.Itisnotonlydifficultforstudentstolearn,butalsodifficultforteacherstoteach.Then,eveninthemostpainfulpartofgrammarteaching,cross-culturalawarenessandawarenesscanbepermeatedtostudents,andthroughtheinfiltrationofcross-culturalawareness,butalsocaneffectivelyresolvetheproblemofteachingdifficulties,learningdifficulties.Ifyouwanttosay“Apieceofbread”whenyoulearnthegrammarof“Apieceofbread”inEnglish,youshouldtellyourstudentsintheprocessofteaching,eventhoughthereisnochangeinthesingularorpluralinChinese,butconceptually,acountablenounof“Bread”isexpressedwith“Individual”,butinthewesternconception,sincebreadisdivided,intomanysliceswhenitiseaten,eachsliceofbreadisalsotoppedwitheggsandcream,so“Bread”isuncountable.Or“Knifeandforkisonthetable,”inwhich“Knifeandfork”isclearlytwoobjects,buttheentertainmentverbissingular,becauseKnifeandforkare,intheeyesoftheBritish,inseparable,therefore,thepredicatewordsinthesentenceshouldbesingular.Inthecross-culturalgrammarteaching,thestudentshaveabetterunderstandingofthe“Singularandplural”grammaticalknowledge.Vocabularyisthelargestcarrierofculture,withrichculturalconnotation,canfullyreflectacountryoranation’sculturalenvironment,valuesandlivinghabits.InEnglishwords,themeaningsofwordsarevarious.Forexample,redhasthesamemeaninginEnglishandChinese,whichmeans“Festiveandcelebratory.”Redletterdaymeans“Afestival,ananniversary,adayworthcelebrating”;however,thereisabigdifference.InEnglishculture,redalsomeans“Angry,fierce,cruel,bloody”,redflagis“Anattractive,angrything,asignofdanger,”whichisnotfoundinChinese.TheEnglishexpressionfor“Envy”inChineseisgreen-eyed.However,manyprimary