Cultural Background Knowledge and English Teaching
时间:2022-08-23 04:36:00
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Outline:
I.Problemsarousedbydifferentculturalbackgrounds
A.Somedifficultiesincommunicationcausedbydifferentculturalbackgrounds
B.Briefillustrationofrelationshipbetweenlanguageandculture
C.ProblemsinEnglishteachingandteachingmaterialcausedbyneglectofculturalbackgroundknowledge
II.Importanceofculturalbackgroundknowledgeinlanguageteaching
A.Necessityofculturalbackgroundknowledgeinauralcomprehension
B.NecessityofculturalbackgroundknowledgeinoralEnglish
C.Necessityofculturalbackgroundknowledgeinreading
1.Fromtherespectofallusionsasillustration
a)Oldallusionsfromhistory,religionandliterature
b)Newallusions
2.Fromtherespectofidiomsasillustration
D.Necessityofculturalbackgroundknowledgeinwritingandtranslation
1.Intranslation
2.Inwriting
a)DifferencesinChineseandEnglishwritingstyles
b)Necessityofknowingthesedifferences
III.Howtocarryouttheteachingofculturalbackgroundknowledge
A.Selectingproperteachingmaterial
B.Encouragingwidereading
C.Payingattentiontoproperwordingintheclassroom
D.UsingnativeEnglishvideotapesandfilms
E.EncouragingcommunicationwithnativespeakersofEnglish
F.Holdinglecturesaboutculture
IV.Conclusion:Itisnecessaryforteacherstopassonculturalbackgroundknowledgetostudents.
OnceanAmericanwasvisitingthehomeofaChinese.Asthevisitorsawthehost’swife,hesaid,“Yourwifeisverybeautiful.”Thehostsmiledandsaid:“Where?Where?”—whichcausedtheAmerican’ssurprise,butstillheanswered:“Eyes,hair,nose…”—ananswerthatthehostfoundabitpuzzling.Thesurprisingwascausedbydifferentcultures.“Where?Where?”meaning“哪里!哪里!”inChineseisakindofhumblesaying.ButtheAmericanunderstooditas“WhichpartsofthebodyEventslikethesearefairlycommonwhenpeopleofdifferentlanguagesandculturescommunicate.Becauseofculturaldifferences,misunderstandingsmayarise,althoughthelanguageusedincommunicationmaybefaultless.Thesamewordsorexpressionsmaynotmeanthesamethingtodifferentpeoples.Becauseofculturaldifferences,aseriousquestionmaycauseamusementorlaughter;aharmlessstatementmaycausedispleasureoranger.Becauseofculturaldifferences,jokesbyaforeignspeakermaybereceivedwithblankfacesandstonysilence.Yetthesamestoriesinthespeaker’sowncountrywouldleaveaudiencesholdingtheirsideswithlaughter.
Languageisapartofcultureandplaysaveryimportantroleinit.Ontheonehand,withoutlanguage,culturewouldnotbepossible.Ontheotherhand,languageisinfluencedandshapedbyculture;itreflectsculture.Inthebroadestsense,languageisthesymbolicrepresentationofapeople,anditcomprisestheirhistoricalandculturalbackgroundsaswellastheirapproachtolifeandtheirwaysoflivingandthinking.Languageandcultureinteractandunderstandingofonerequiresunderstandingoftheother.
Culturesdifferfromoneanother.Eachcultureisunique.Learningaforeignlanguagewellmeansmorethanmerelymasteringthepronunciation,grammar,wordsandidioms.Itmeanslearningalsotoseetheworldasnativespeakersofthatlanguageseeit,learningthewaysinwhichtheirlanguagereflectstheideas,customs,andbehavioroftheirsociety,learningtounderstandtheir“languageofthemind”.Learningalanguage,infact,isinseparablefromlearningitsculture.
However,ithasbeengivennotenoughcaretoinourteachingforalongtime.Althoughmanystudentshaveacquiredfourskills—listening,speaking,readingandwritingaccordingtothedemandofourtraditionalsyllabus,they1.A:What’syourname?
B:MynameisLiHong.
A:Howoldareyou?
B:I’mtwenty.
A:Wheredoyoucomefrom?
B:IcomefromNanjing.
2.A:Whereareyougoing?
B:I’mgoingtothelibrary.
3.A:Areyouwritingalettertoyourparents?
B:Yes,Iam.
A:Howoftendoyouwritetoyourparents?
B:Aboutonceaweek.
AlltheabovedialoguesareroughlythecombinationofChinesethinkingandEnglishform.Althoughsuchformsarecorrect,theyarenotappropriate.Exceptforhospitals,immigrationofficesandsuchplaces,it’sunimaginableforsomeonetoaskastringofquestionslike:“What’syourname?”“Howoldareyou?”“Wheredoyoucomefrom?”ThenaturalreactionofEnglish-speakingpeopletothegreetingslike:“Whereareyougoing?”wouldmostlylikelybe“Whydoyouask?”or“It’snoneofyourbusiness.”Questionslike“Areyouwritingtoyourparents?”wouldbethoughtointrudeonone’sprivacy.Ourteachingmaterialseldompaysattentiontodifferencesbetweencultures,soourstudentsareusuallyignorantofthefactorofcultureandtheycanonlymechanicallycopywhattheyhavelearned.
Soinlanguageteaching,weshouldnotonlypassonknowledgeoflanguageandtrainlearners’competenceofutilizinglanguage,butalsoenhanceteachingofrelativeculturalbackgroundknowledge.
Inteachingofauralcomprehension,wefindmanystudentscomplainthatmuchtimehasbeenusedinlistening,butlittleachievementhasbeenacquired.Inordertoimprovecompetenceoflisteningcomprehension,somestudentsspeciallybuytaperecordersforlisteningandspendquiteafewhourseverydayonit,butoncetheymeetnewmaterials,still,theyfailtounderstand.Whatisthereason?Ontheonehand,maybesomestudents’Englishisverypoorandtheyhaven’tgraspedenoughvocabularies,cleargrammarorcorrectpronunciation,ormaybethematerialisratherdifficult,etc.Ontheotherhand,animportantreasonisthattheyareunfamiliarwithculturalbackgroundoftheUSAandEngland.Auralcomprehension,whichiscloselyrelatedtotheknowledgeofAmericanandBritishculture,politicsandeconomy,infact,isanexaminationofone’scomprehensivecompetencewhichincludesone’sEnglishlevel,rangeofknowledge,competenceofanalysisandimaginativepower.Maybewehavethisexperience:whenwearelisteningtosomethingfamiliartous,nomatterwhatisconcerned,usuallyweareeasytounderstand.Eveniftherearesomenewwordsinthematerial,weareabletoguesstheirmeaningsaccordingtoitscontext.However,whenweencountersomeunfamiliarmaterialorsomethingcloselyrelatedtoculturalbackground,wemayfeelratherdifficult.Evenifthematerialiseasy,weonlyknowtheliteralmeaning,butcan’tunderstandtheconnotation,becausewelackknowledgeofculturalbackground.
Hereisasentencefromareport:“ThepathtoNovemberisuphillalltheway.”“November”literallymeans“theeleventhmonthofyear”.Buthererefersto“thePresidentialelectiontobeheldinNovember”.Anotherexampleis“red–letterdays”—whichisasimplephraseandiseasytohear,meaningholidayssuchasChristmasandotherspecialdays.Butstudentsareoftenunabletounderstandthemwithoutteacher’sexplanation.
BelowaretwojokesoftentalkedaboutbyAmericans:
1.A:Whereareyoufrom?
B:I’llaskher.(Alaska)
A:Whydoyouaskher?
2.A:Whereareyoufrom?
B:Howareyou.(Hawaii)
AmaythinkBhasgivenanirrelevantanswer.ButifAknewsomethingaboutgeographicalknowledgeoftheUSA,andthenamesoftwostatesoftheUSA—AlaskaandHawaii,hewouldnotregard“Alaska”as“I’llaskher”,or“Hawaii”as“Howareyou”.
Inviewofthis,theintroductionofculturalbackgroundisnecessaryintheteachingofEnglishlistening.
Likewise,speakingisnotmerelyconcernedwithpronunciationandintonation.StudentscanonlyimprovetheiroralEnglishandreachtheaimofcommunicationbymeansofenormousreading,masteringrichlanguagematerialandacquaintanceofwesternculture.Therefore,inoraltraining,teachersshouldlaystressonfactualityoflanguageandadoptsomematerialapproachingtodailylife,suchasdailydialogueswithtape,magazines,newspapersandreportetc.,becausethematerialisfromreallife,andithelpsstudentstobewellacquaintedwithstandardpronunciationandintonation,tospeakEnglishappropriatetotheoccasion,tounderstandwesternwayoflifeandcustomsetc.Otherwise,misunderstandinganddispleasureareinevitablyaroused.Let’slookatsomeexamples.ManyfixedEnglishwaysofexpressioncannotbechangedrandomly.Forexample,theanswerto“Howdoyoudo?”is“Howdoyoudo?”Whenaskingprice,peopleusuallysay,“Howmuch,please?”insteadof:“Howmuchdoyouchargeme?Or“HowmuchdoIoweyou”;Whenpayingbill,“Waiter,billplease.”Insteadof“Excuseme,sir.We’refinishedeating.Howmuchisit,please?”Whenaskingtheotherone’snameonthetelephone,“Who’sspeaking,please?”or“Whoisit,please?”insteadof“Whoareyou?”“Whereareyou?”“What’syoursurname?”or“Whatisyourunit?”
InEnglish,therearesomanyeuphemismsthatsometimesit’shardtoknowtheotherone’sactualmood.Soweshouldpayattentiontoouranswer.Forexample,whenoneask:“Howdoyoulikethefilm?”andtheotheranswer:“Ithinkit’sveryinteresting”,itshowshedoesn’tlikeitverymuchinsteadoftheliteralmeaning“veryinteresting”.Whenoneasks:“Whatdoyouthinkofmynewcoat?”andtheotheranswers:“Ithinkthepocketisverynice”,italsoshowshisdislike.InAmericaandEngland,usuallypeopledon’tsayunpleasantwordstoone’sface,theyalwayssaypleasantwordstothefullorevadedirectanswering,saying“Idon’tknow.”Forexample,whenoneasks,“Doyoulikeourteacher”,youmayanswer:“Well,Idon’tknowhimverywell.”Sometimesoutofhispoliteness,whenmeetingunfamiliarpeople,hemayconcealhistruefeelings.Forexample,AaskedB:“Howareyou?”AlthoughBhadgotabadcold,hisanswerwas“Fine,thankyou”,butnot“Notverywell,I’mafraid”,orothersimilaranswers.Duringoralcommunication,speakersneedstandardpronunciationandintonation,aswellasthesuitableuseoflanguagefortheoccasion.Therearenumerousexamplesthatwecouldciteofexpressionsthatarecorrectaccordingtogrammaticalrules,butunsuitablefortheoccasion.
Once,afterastudentgavealecture,heaskedaforeignvisitorforhisadvice.Hesaidlikethis,“Iamdesirousofexploringyourfeelingonthelecture”—whichcausedtheforeignvisitor’ssurprise.Hesaid:“YouEnglishistoobeautifultobetrue.”Butthestudentrefusedtoacceptthecomment.Hesaidthesentencewasextractedfromthebook.Thevisitorexplainedthatphraseslike“desirousofexploringyourfeelings”werenotfitforspokenlanguage,whichshouldbereplacedby“I’dliketohearyourviewsonthelecture”or“MayIhaveyourviewsonthelecture?”
Apersoncomfortedabereavedyoungwife,“I’mterriblysorrytohearthatyourhusbandhasjustdied,butdon’tletitupsetyoutoomuch.You’reanattractiveyoungwoman.I’msureyou’llfindsomeoneelsesoon.”Althoughthewordsaccordwithgrammaticalrules,theycannotbeappliedincommunication,andatthesametime,theybetraythesocialcustoms.
Aspeoplesarediverse,customsarediverse.Itisonlynaturalthenthatwithdifferencesincustoms,differencesoftenariseinusingoflanguage.Forexample,whensomeonepraiseyourEnglishisverygood,AmericanandChineserepliestocomplimentsaredifferent.AccordingtoChinesecustoms,theygenerallymurmursomereplyaboutnotbeingworthyofthepraise,whileaccordingtoAmericancustoms,theytendtoacceptthecomplimentwiththepleasure.Thereplylike“No,Idon’tspeakgoodEnglish”—Americansthinkwhichseemstocriticizetheotherside,isimpolite.ReadingEnglisharticlesrequiresacertainlanguagebasis,butthecompetenceofreadingcomprehensionisnotentirelyrelatedtoone’slanguagelevel.Knowledgeofculturalbackgroundisalsoimportant.Readingisaprocessaffectedbyintegrationofone’slanguageknowledge,culturalbackgroundknowledgeandotherprofessionalknowledge,andaprocessofcontinuousguessesandcorrectionsaccordingtoavailablelanguagematerial,culturalbackgroundandlogicalreasoning.Generallyspeaking,ChinesepeoplestudyChinesewithoutthedifficultiesarousedbyculturalbackground.Chineseproverbslike“只许州官放火,不许百姓点灯”,“平时不烧香,临时抱佛脚”,“差之毫厘,失之千里”willnotinfluenceourunderstandingofarticle.Theconnotationofsuchnewwordsas“改革开放”“大腕”“追星族”areeasilyunderstood,too.However,whenwereadEnglisharticles,differencesbetweenChineseandwesternculturesoftenbringusmanydifficulties.
Following,effectofculturalbackgroundonreadingwillbediscussed,withsomecommontermsorexpressionsinreadingmaterial,whichisoftennotunderstoodbyChineselearnersunfamiliarwithwesternculture,asillustration.
Manyallusionsdrawnfromhistory,religion,literatureetc.,oftenappearinEnglishworksandhavebecomecommonhouseholdterms.Butwithouttheknowledgeofwesterncultureandhistory,suchallusionsarenotalwayseasytounderstand,andwithoutunderstandingtherecanbelittleappreciation.Forexample:
aHerculeantask—taskrequiringgreatpowerofbodyormind.HerculeswasapowerfullybuiltheroofancientGreekDavidandGoliath(fromBible)—Davidwasashepherdboy;hekilledthePhilistinegiantGoliathwithashotfromhisslingandlaterbecamekingoftheHebrews;inmetaphoricaluse,DavidandGoliathstandforacontestbetweentwopersons,enterprises,countries,etc.,inwhichoneismuchsmallerand/orweaker,butinwhichthesmaller/weakeronewinsout.
aHoratioAlgerstory—any“successstory”,oftenconsideredamyth,ofapoorboywhoworkshardandfinallyrisestothetop,becomingrich,successful,famous;HoratioAlgerwasawriterwhosestoriesgenerallyhadthesamesuchplot.Hisbest-knownbooksaretheRaggedDickseriesandtheTatteredTomseries.
Someoftheseallusionsmaybelookedupinthedictionary,butwiththecontinuousdevelopmentofsocietyandlanguage,newallusionshaveappeared.Unlessoneiswellacquaintedwithdevelopmentsofacertaincountry,onewouldbeatalossaboutthemeaningandconnotationsoftermsorexpressionssuchasthosebelow:
aRambo—RamboisthecharactermadefamousbyAmericanmoviesaroundthemid-1980s.HeisatoughsoldieroftheVietnamWar,resourceful,taciturn,lonely,somewhat“odd”.Rambogetsinvolvedinnumerousriskyadventuresorinoneviolentsituationafteranother.Hemakesmiraculousescapesfromimpossiblesituationsbyshooting,knifing,bombingorburninghiswayout.Unbelievableashisfeatsmayseem,andrepugnantassomeofhisviolentactionsmayappear,heisthecurrentheroofmanyAmericanboysandyoungmen.
aPepsodentsmile—Asmileshowingbeautifulwhiteteeth;fromadvertisementsforPepsodenttoothpaste,oneofthebetter-knownbrandsintheUSA.Idiomisanimportantpartofthelanguageandcultureofasociety.Theyareoftenhardtounderstandandhardtousecorrectly.Theyarealmostimpossibletounderstandfromthemeaningsoftheindividualwords.AndwithEnglishidioms,eventhesamewordsmayhavedifferentmeaningsasintheexamplesblow:
So,firstofall,astudentshouldlearnnottolookdownonsuchidiomsjustbecausethey’remadeupofsuchsimpleandeasywords.Heshouldlookoutforidenticalphraseswithdifferentmeaningsandlookthemupinadictionaryifhe’snotsure.He’sboundtorunintoalotoftroublewhenhefirstusesthem,butheshouldn’tgivein,muchlessgiveup.Ifhekeepstryingandkeepsatitlongenoughhe’llmakeoutandthingswillturnoutwellintheend.
Thoughthepassageisshort,itincludestenidioms:lookdown,madeupof,lookoutfor,lookup,runinto,givein,giveup,keepatit,makeoutandturnout(well).
Itisthusclearthatdifficultiesinreadingcannotbecompletelysolvedbyone’slanguageknowledge,becauseworksofapeoplecannotbeseparatedfromthepeople’sculturaltradition.So,inteachingreading,ateachershouldexplaingrammaticaldifficultiesaswellasexpoundculturalbackground.
Similarly,writingandtranslatingcannotbeseparatedfromculturalbackgroundknowledge.
Intranslation,eventheverysimpleexpressionscannotbedealtwithwithoutanyconsiderationofspecificcontextandcustoms.
Weshalltaketheword“dog”asanexample.
ToEnglish-speakingpeople,thedogdoesnotcarrythesameassociationsasitdoestoChinese.Thedogisconsideredtobederogatory,forexample,“癩皮狗”“丧家之犬”“走狗”“狗急跳墙”“狗头军师”etc.areoftenusedtodescribedisgustingpeople.ButdoginEnglish,especiallyinproverbs
1.Everydoghashisday.
2.Youare,indeed,aluckydog.,
3.Lastnightmyfathercamehomedog-tired.
Becausesomelearnersarenotwellawareoftheculturaldifferences,theytakeitforgrantedthatthethreesentencesshouldbetranslatedintothefollowing:
1.每条狗都有自己的节日。
2.你真是一条幸运的狗。
3.昨晚我爸爸回到家中像狗一样得累。
Infact,therighttranslationsareasfollows:
1.人人皆有得意时。
2.你真是个幸运儿。
3.昨晚我父亲回到家中非常累。
Inwriting,culturalbackgroundknowledgeisalsoimportant.WhyisitthattheEnglishwritingofChinesestudentsreadsomuchliketranslationsofChinese?WhyisitthatonecanfairlyeasilytellwhetheranarticlewaswrittenbyaChineseorbyanativespeakerofEnglish?Ontheonehand,itisprobablybecausemostChinesestudentshavenotyetmasteredthelanguage;Ontheotherhand,itisprobablybecauseofdifferencesinChineseandEnglishwritingstylesthatreflectculturaldifferences.
NarrationanddescriptioninChineseseemtobeabitmoreornate,or“flowery”,thaninEnglish.Thefollowingpassagefromastudent’scompositionistypicalofthiskindoffaultywritinginEnglish:
“Iwalkedjoyfullyalongthepaththatwaslitupbythegoldenraysofthemorningsun.Beautifulflowersofmanycolorswereblooming.Howfragranttheysmelled!Littlebirdsweresinginginthetrees,asifgreetingme‘Goodmorning!Goodmorning!’…myheartwasburstingwithhappiness…”
OneofthecommonfaultsinthismatteristhetendencyofChinesestudentstousetoomanyadjectives.Adjectives,ofcourse,arenecessaryingoodwriting.Butifnotusedwithcare,theycanhavetheoppositeeffect—quicklykillinterestandproduceboredom.
ChineseandEnglish-speakingpeopleseemtolookdifferentlyontheuseofsetphrasesandexpressions.GoodEnglishwritingdiscourageswhatarecalled“clichés”or“triteexpressions”.Chinesewriting,ontheotherhand,givesitsapprovaltowell-chosen“four-characterexpressions.”ToanativeEnglish-speaker,thefollowingsentencewouldbefrownedonasanexampleofpoorwriting:Hesleptlikealogandwokeupatthecrackofdawn,freshasadaisy.
Triteexpressionsandclichésoriginallycaughtpeople’sattentionpreciselybecausetheywereandaresocolorfulandexpressanideasowell.Butoverusecausedthemtolosetheircharmandfreshness.
Inpersuasivewritingsuchassocialorpoliticalessaysandeditorials,English-speakingwriterstendtobelessmilitantintoneandlanguagethanmostChinese.Theideaistoletthefactsspeakforthemselves.Inotherwords,thefactsthemselvesshouldbeabletoconvincethereader.Thusinsuchtypesofwriting,onefindsrathersparinguseofsuchphrasesaswemust,weshouldnot,itiswrongto,itisabsurd,cannotbedenied,resolutelydemand.Thetoneisusuallyrestrained;thelanguageidgenerallymoderate.Inpresent-dayChinesesocialandpoliticalwritings,factsareofprimaryimportance,ofcourse,butconsiderablestressisalsolaidonmilitancy,onmakingone’sstandclear.Thisdifferenceinattitudesisanimportantone.Experiencehasshownthatahard-hittingessayoreditorialinChinesedoesnotalwayshavetheeffectintendedwhentranslatedintoBesidesthethreepointsofdifferencesmentionedabove,thereareothers.Ifwecouldn’tbeacquaintedwiththesedifferences,wewouldnotwriteastandardEnglishcomposition.
Fromwhathadbeensaid,itisclearthatculturalbackgroundknowledgeisnecessaryinlanguageteaching.Teachersshouldhelpstudentstosolvethedifficultiesinlanguageaswellasinculture.Thus,furtherimproveourqualityofteaching.
Itisnoteasytoteachculturalbackgroundknowledge.Firstly,teachersmustbeacquaintedwiththedifferencesbetweenthetwolinguisticcultures.Teacherscanprovideculturalinformation,aswellasmakestudentsexpressthemselvescorrectlyindifferentoccasions,andthelatterismoreimportant.
Firstlyteachingmaterialisimportant.Aproportionofforeignmaterialandauthenticmaterialshouldbeused,especiallydialogues,becauseit’smoreauthenticandreflectsculturalbehaviorfollowedbyspeakers.Authenticmaterialreferstomaterialselectedfromauthenticactivitiesconcerningsocialfactors.Next,teachersshouldexplainculturalfactorsinvolvedinthematerialwithpurpose.BelowisadialoguebetweentwoEnglishpersons:
Helen:Hello,Susan.
Susan:Hello.I’mgoingtogetamagazineandsomechocolate.Wouldyouliketogowithme?
Helen:OK.Let’sgotothatnewsagentinthecorner.Iwantsomecigarettes.
Susan:Iwanttogototheonedowntheroad.I’vegottosendoffthisparcelandthereisapost-officeinthatone.
ThisdialoguetellsusinEnglandsomenewsagent’sshopsnotonlysellsweetsandcigarettes,butalsoinstallpostofficewherepeoplecansendofflettersandparcels.ButinChina,therearenotsuchshops.Ifteachersdon’tgivetheexplanations,studentsmayfeelpuzzled.Secondly,encouragestudentstoreadextensively,includingnovels,magazines,andnewspapersetc.TomostChineselearners,acquisitionofknowledgeofwesternculture,mainlydependonreadingmaterial,whileliteralworksisthemostrichmaterialthroughwhichwecanknowsomethingaboutapeople’spsychology,culturalcharacters,customsandhabits,socialrelationsetc.Teachersshouldguidestudentstoaccumulaterelativeculturalbackgroundknowledgewhenreadingmaterial.Throughenormousreading,students’understandingofculturewillbecomeripeandcomplete.
Thirdly,intheclassroom,teachershouldpayattentiontoproperlanguageformsaswellassuitableuseoflanguage.Onewayofclassroomteachingistoaskstudentstomakesimilardialoguestothetext.Astudentinevitablyneedstoplayaroleandcarryonaconversationaccordingtoacertainrole.Teachershouldattractthestudent’sattentiontohisroleandpointouthisexpressionswhichareimproperforhischaracterortheoccasion.Furthermore,remindstudentstopayattentiontodetailssuchaspronunciation,intonation,countenancewording,gestureetc.
Fourthly,usegoodnativeEnglishvideotapesandfilmsinteaching,andthenorganizediscussions.Whenwatchingvideotapesorseeingafilm,studentsandteachersshouldpaymuchattentiontothesceneofdailylife,suchasconversationsbetweenshopkeepersandclients,dialoguesonthetelephone,chatinthestreet,etc.Afterthat,teachersandstudentsmayexchangeviewsandreplenisheachother.
Fifthly,encouragestudentstocommunicatewithnativeEnglishspeakers.Butsofar,wehaven’tcarriedoutsuchactivitiesenough.Incontactwithnativespeakers,studentscanbedeeplyimpressed
Sixthly,holdsomelecturesaboutculturesandcustoms,comparingChineseculturewithwesternculture.
Inteaching,teachersshouldattachimportancetoculturaldifferencesandstudythesedifferences.AsEnglishteachers,weshouldnotonlyhelpstudentstolearnaforeignlanguage,butalsotolearnsocialandculturalbackgroundknowledge.Onlyso,studentscanwidentheirknowledgeandthusfurtherlearnEnglishwell.(4,168)
Bibliography
I.BooksinEnglish:
DengYanchang,andLiuRunqing,LanguageandCulture,ForeignLanguageTeaching&ResearchPress,Beijing,1989
LiuDaoyi,andN.J.H.Grant,JuniorEnglishforChina,People’sEducationPress,Beijing,1994
II.BooksinChinese:
胡文仲《文化与交际》,外语教学与研究出版社,北京,1994
贾冠杰《外语教育心理学》,广西教育出版社,广西,1996
王才仁《英语教学交际论》,广西教育出版社,广西,1996
王福祥、吴汗樱《文化与语言》,外语教学与研究出版社,北京,1994
III.Dictionaries:
OxfordAdvancedLearner’sDictionaryofCurrentEnglishwithChineseTranslation,3rdedition,OxfordUniversityPress,London,1984
TheOxfordDictionaryofEnglishProverbs,OxfordUniversityPress,London,1970
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