论中学英语教学文化意识培养与文化导入技艺

本文论述文化意识在语言学习中的重要性，着力提出了一套旨在培养学生文化意识和文化导入的方法和技巧。探讨如何在语言教学过程中，从不同的层面培养学生的文化意识。论文根据三种不同的文化观提出了调整中学课程的一些方法。首先，文化能造成差异和焦虑，从而推动了学习；第二，文化意识的培养不是掌握一些文化事实，而是在文化学习的过程中获得；第三，文化能在单语言和文化的背景中使用，也能在多语言和文化的背景中使用。这三种文化观的条件|教育论文网|是，语言知识或意义的形成是个人文化和社会文化相互交融的结果。从这点出发，文化不能和个人相分离。这种与时俱进的文化观开创了一种支撑学习的环境，在课程中渗透文化意识的培养并允许我们在教学中依靠突出学生个人介入学习文化的活动、突出学生的社交活动的重要性和突出焦虑在提升文化学习过程中所扮演的角色等方法来调整中学课程。通过展开一系列中学英语学习的活动，使文化意识的培养成为整个教学活动的组成部分，让学生能根据具体的语言环境讲出合适得体的话语，让学生的语言能力更有效地变为交际能力。【关键词】：技巧文化意识文化输入交际能力
【论文提纲】：Abstract3-4Acknowledgements4-8Introduction8-210.1Definingcultureteachingandlearning8-130.2Modernviewsoncultureteachingandlearning13-160.urposeandsignificanceofthepresentpaper16-170.4Scopeofthepresentpaper17-190.5Limitationofthepresentpaper19-21ChapterOne:CulturalmaterialormiddleschoolEnglishteaching21-411.0CortazziandJin'sthreetypesofculturalinformation211.1Targetculturematerials21-221.2Sourceculturematerials22-241.3Internationaltargetculturematerials241.4Teachingmaterialsandthecurriculum24-321.4.1AsurveyofthefunctionalitemsandtopicsofJuniorEnglishforChina24-281.4.2AsurveyofthetextanddailyexpressionsincommunicationofSeniorEnglishforChina28-321.4.3Statisticsanalysisonthestudents'culturalfocus321.5AnalysisoftheKramsch~our-stepapproachtocross-culturalunderstandingofthetextbooks32-351.5.1Caseorthefour-stepapproachtocross-culturalunderstanding:33-351.6SixkeyculturaldifferencesbetweenChinaandtheUnitedStatesinthetextbooks35-361.7Questionorjudgingtheappropriatenessofthetextbooks36-371.8Culturalgoalsofthetextbooks37-391.8.1Seelye'sculturalgoal37-381.8.2Valette'sculturalgoal38-391.8.3Hammerly'sculturalgoal391.9Brown'oursuccessivestagesofcultureacquisition39-41ChapterTwo:Inputofthestudents'cross-culturalawarenesormiddle-schoolEnglishteaching41-522.0Krashen'sInputHypothesis412.1Long'sInteractionHypothesis41-422.2Anewinterpretationofculture42-442.3Creatinganenvironmentthatsupportslearning44-512.3.1IntegrationofcultureinmiddleschoolcurriculuminChina44-452.3.2Activitiesoftheinputofthecross-culturalawarenesormiddleschoolEnglishteaching45-512.4Communicationstrategieortheactivities51-52ChapterThree:TechniquesoftheculturelearningandteachingformiddleschoolEnglishteaching52-873.0Atestforstudents'cross-culturalunderstanding52-563.0.1Aculturetest52-553.0.2Discussionoftheresultofthetest55-563.1TechniquesoftheculturelearningformiddleschoolsEnglishteaching56-593.2Questionnaireforteachers'techniquesofculturelearningandteaching59-623.2.1Questionnaireforteachers59-603.2.2Discussionoftheresponsesofthesubjects60-623.3TechniquesofthecultureteachingformiddleschoolEnglishteaching62-743.3.1Creatinganauthenticclassroomenvironment633.3.2Providingculturalinformation63-693.3.2.1Contrast64-663.3.2.2Culturecapsulesandcultureclusters66-673.3.2.3Culturequizzes67-683.3.2.4Languageandcultureconnection68-693.3.2.5Mediaunits693.3.3Culturalproblemsolving69-743.3.3.1Casestudies70-723.3.3.2Criticalincidents72-733.3.3.3Culturalassimilator73-743.4Behioralandaffectiveapproach74-803.4.1Dialogues74-763.4.2Situationalexercises76-773.4.3Theaudio-motorunit773.4.4Dramatization773.4.5Mini-drama77-783.4.6Role-playandsimulation78-793.4.7Rosenzweigpicturefrustration793.4.8Freeassociation79-803.5Cognitiveapproaches80-823.5.1Area-specificstudies803.5.2Cultureself-awarenesstechniques80-813.5.3Discussions81-823.6Theroleofliteratureandthehumanities82-843.7Real-lifeexposuretothetargetculture84-863.7.1Informantinterviewing/Guestspeakers853.7.2Pen-palsandtape-pals85-863.7.3Visitstothelanguageclassbynativespeakers863.7.4Visitstoothercountriesandregions863.8Makinguseofculturalcommunityresources86-87Conclusions87-96Bibliography96-106Synopsis106-111中文摘要111-113