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1、A Study of Cultural Factors in Foreign Language TeachingCollege English Curriculum Requirements demand that more attention should be paid to the development of studentsintercultural communication competence (ICC). Culture teaching has been introduced into the foreign language teaching classroom as m
2、ore and more teachers and scholars have realized that cultural competence should be the ultimate goal for foreign language teaching, though culture teaching is still in a subordinate position, and the application of the approach is far from being satisfactory.At the present stage, most of the study
3、in culture teaching is greatly focused on target culture (C2). Traditional thought in foreign language teaching has limited the teaching of culture to the transmission of information about the people of the target country, and about their general attitudes and social values. For example, introductio
4、ns to target culture are more plentiful than native culture in textbooks, so the phenomenon of aphasia of Chinese culture appears.Based on philosophy, sociolinguistics, pragmatics, and intercultural communication, this study is developed with intercultural communication as a main framework, discussi
5、ng cultural factors in foreign language teaching. With quantitative and qualitative approaches, a survey has been conducted among students who have the same level of English about target language culture and native culture understandings. This study attempts to emphasize the invisible relationship b
6、etween language teaching and culture instruction, and to formulate a whole set of hypotheses including basic language teaching, culture teaching, and studentsintercultural communication competence.The term“culture”is defined as a set of customs, attitudes, values, and beliefs shared by a group of hu
7、man beings, which is transmitted from generation to generation by a learning process rather than biological inheritance. Language is a part of culture and as the carrier of culture. Language is an important part of communication so it is extremely important to human interaction. Some social scientis
8、ts consider it the key stone 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 the symbolic representation of a people, and it comprises their historical a
9、nd cultural backgrounds as well as their approach to life and their ways of living and thinking. Conventions or norms for language use are far from universal. Different cultures have different sociolinguistic conventions or norms for the use of interaction and discourse conventions and the differenc
10、es in values and conventions exist in great intensity and with a wide variety of language behavior. This is what is called sociolinguistic diversity. The intensity of pragmatic conventions or norms calls for great attention because of this lack of knowledge of the pragmatic diversity, people from di
11、fferent cultural backgrounds often misunderstand each other. They misinterpret and misunderstand the intent of the speakers because they tend to interpret and judge the behavior of people from a different cultural background with their own cultural standard and values.The study analyses the causes o
12、f language differences, and finds that cultural factors in foreign language teaching especially in reading class, writing class, and listening class. The study also finds that communicative failures, and the negative transfer of native culture in foreign language learning.Every nation has its own la
13、nguage that is the representation of its national culture and thinking mode. In the perspective of language we may see the multiple cultural values inevitably reflected by its language in different levels. Vocabulary is one of the most active factors, consisting of language and cultural differences
14、that are manifested most prominently in the lexical level. If students can not understand the culture transformed by target language, lack the basic knowledge about the social cultural values carried in lexical form, only interpret the conception in target language by the conception in their source
15、language and pay no attention to their differences in lexical connotation, the deeper level of comprehension will never be reached and the hindrance in intercultural communication will also be caused.Many of the assumptions, hypotheses, and claims about the interrelationship of language, culture, an
16、d thinking patterns have stemmed from the Sapir-Whorf hypothesis of linguistic relativity, which suggests that different language affect cognition and thought in different ways. Language, culture, and thinking patterns are interwoven and there exist different means of expression and different patter
17、ns of discourse. Western discourse pattern follows a linear development while Chinese discourse pattern follows an indirect approach and come to the point only at the end. The preference for deductive or inductive strategies is a significant area of cultural difference between Chinese and western di
18、scourse. Syntactical aspect comprehension and analytical thinking mode are the key factors leading to these differences. Chinese writing are seen by western readers as distractions. To the western reader, Chinese rhetoric lacks argumentative coherence. Chinese writers seem to avoid free expression o
19、f personal views and tend to present ideas in a roundabout, suggestive, or indirect way. Meanings, intentions, and feelings are implicit, inferred, or implied. Chinese connection is decided by the rational collocation rather than its form. English is the language focused on the harmony between forms
20、. Through the grammatical connection between the words, the sentences are shaped into a whole text whose structure is completed by the subject, predicate, and objective in direct linear order. Logical constitution is another distinctive of English text.The indirect style in Chinese culture and the d
21、irect style in American culture may differ in the extent to which communicators reveal their intention through the implicitness or explicitness of their content messages. The indirect style in Chinese culture may find expression in the implicit statement of the speakers intention while the direct st
22、yle in American culture may find expression in the explicit statement of the speakers intention.Differences in the speech behavior of requests between Chinese and American culture lie in the semantic sequence or order of the components that make up a request or in the use of supportive moves, as wel
23、l as in the way a request is stated. For example, the Chinese very often prefer to embed their requests in the supportive moves, such as lengthy explanations and justifications which are often placed at the beginning while Americans may place requests at the very beginning and if they do use support
24、ive moves, such as reasons or justifications for their request, they are very likely to place them after the request.The implicit request is often used in Chinese culture while the explicit request is often used in American culture. Speakers adopting the implicit style are likely to avoid verbalizin
25、g their intention straightforwardly and hence the interpretation of the intention requires the listeners to discern the cues from the speaker. However, the Americans are inclined to lay more emphasis on verbal performance than Chinese, paying much attention to grammatical structure, lexical and phra
26、sal selection, and the subjunctive mood and conditional moods.The differences between Western and Chinese thinking mode lie in the differences between the subject consciousness and object consciousness. Chinese people stress the harmony between man and nature, so consequently man has great conscious
27、ness of self-participation in everything. In perspective of language, such a connotation is reflected by the sentences whose subject is always“somebody”. While the western people tend to think in logical and analytical way and stress the separation of the subject from the object, so the subject in E
28、nglish sentences can be“somebody”or“something”which depends on the context.Accurately understanding the language styles of mother tongue and target language will help the intercultural communication proceed smoothly. Foreign language teaching should break the limitation of language system and senten
29、ce structure, explore the social background and culture contents reflected by languages and organically combine language teaching and culture teaching, make students understand culture on the basis of understanding language, and vice verse.The study points out that culture teaching does not mean the
30、 mere introduction of English and American cultures and simply exert one culture on another. Instead, we should practice bilateral cultural education, building up equal values on language and culture, adopting comparative principles. Similarly understanding a foreign culture requires putting that cu
31、lture in relation with ones own. In includes a reflection both on the target and on the native culture. The instruction of native culture in FLT can explicitly enhance studentsinterest in learning English and make them more confident because students hope that they are able to learn more English exp
32、ressions to express their native culture. In addition, the use of native culture materials in English classroom stimulates the students learning enthusiasm and improves studentsproficiency, especially in speaking and reading comprehension.Considering college studentspoor knowledge of their native cu
33、lture, it is not only necessary but also urgent that we should involve mother tongue culture in FLT.With the development of cognitive science and psychology, it is generally assumed that as acquired knowledge, mother tongue will serve the reference to learn a new foreign language and will definitely
34、 play an active role during the course of their target language learning. Mother tongue language transfer affects the acquisition of grammar if the learner with a well-organized neurolinguistic system. This means that the learning of target language is highly parasitic on the structure of the native
35、 language at the initial stage. i.e. the learners target language system relies on the structures of their native language. Actually, the common features of languages make mother tongue and native culture the basis of foreign language learning. Using the experience they get from their mother tongue
36、learning, target language learners can think with the help of their mother tongue, which will ease them in their understanding the principles of the target language and bring the positive transfer of the mother tongue into play.In order to avoid the growing“Aphasia of Chinese Culture”in internationa
37、l exchanges, the teaching of Chinese culture should be strengthened in foreign language teaching to make students acquire the appropriate English expressions of Chinese culture and enable English to be a good medium in transmitting and inhering excellent Chinese traditional culture. Although the top
38、ic-based teaching arrangement of existing textbooks is suitable for college students, improvements and revisions are still necessary. Accordingly more cultural contents about mother tongue and more articles written by westerners on evaluating the Chinese culture or those comparative ones involving c
39、omparisons between Chinese culture and foreign ones, or fragments from those excellent literary Chinese works should be added. Secondly, with regard to Chinese students unfamiliarity with Chinese culture and its correspondent English expression, we should add cultural tests by choosing some composit
40、ions involving topics about Chinese culture to improve the studentssensitivity and awareness of Chinese culture.In sum, culture teaching and language are intertwined and that culture teaching is an essential part of language education. We would maintain that foreign teaching involves a comparison be
41、tween target language and studentsmother tongue, and a comparison between target culture and their native culture. Comparison of the two cultures will enhance their understanding of cultural difference, and overcome the culture shock in intercultural communication, and make them become multicultural
42、 men. It is valuable to teach culture in foreign language teaching in order to develop studentsculture awareness and culture tolerance as well.This study is relatively innovative. Guided by the theory of intercultural communication, the study attempts to set a whole assumption of foreign language te
43、aching, that is the pattern of teaching of language( mother tongue and target language ), the pattern of teaching of culture( native culture and target culture ), and the pattern of teaching of intercultural communication competence ( a person with a multi-culture consciousness ). Directed by the no
44、rms of human mind, language and culture, foreign language teaching brings positive transfer of mother tongue into full play. Bilateral culture education in foreign language teaching and the combination of cultures from both mother tongue and target language will help develop the Chinese culture.【中文】
45、英语教学大纲已经明确提出培养跨文化交际能力的要求,外语教学中的文化因素越来越受到重视,并涌现出大量的研究成果。但文化教学在外语教学中真正意义上的实践还在不断探索中,文化教学相对于语言技能教学还处于从属地位,外语教学过程中过多地强调了目的语文化的学习,外语教材“进口多,出口少”,主要介绍目的语国家与文化,忽视了中华民族优秀传统文化的学习,出现了外语教育中的文化“逆差”。长期以来,外语教学过多地强调母语的负迁移,忽视了母语及母语文化对外语教学的积极影响,师生双方关注的焦点均放在目的语输入上,学生患上了“中国文化失语症”。本研究以哲学、社会语言学、语用学、跨文化交际学等为理论基础,以跨文化交际学为统
46、一的理论框架对外语教学中的文化因素进行分析研究。全文运用定性和定量相结合的研究方法,通过问卷调查,了解学生对目的语文化和母语文化的掌握情况;通过教学实践,发现文化因素对外语学习的影响;通过论证,提出语言教学、文化教学、学生跨文化交际能力培养兼容并举。本研究首先阐述了语言与文化的关系,即语言是文化的载体,凝聚着一个民族的文化发展成果。文化是一个民族或群体共有的行为模式和生活方式,是一个群体共享的思想、信仰、情感和行为的总和。语言是一种主要的交际模式,文化构成交际环境,语言和文化有着密切的联系。不同的民族有着不同的文化,不同的文化影响着不同语言的交际。汉语和英语在表达形式、意念理解等方面都存在着巨
47、大的差异,归根到底是中国文化(母语文化)和英美文化(目地语文化)之间的差异。本研究详细分析语言差异的原因,发现文化因素对外语教学的影响,主要表现在阅读课、写作课和听力课等几个方面;发现学生在外语学习中容易出现的交际失误,母语文化在外语学习中的负迁移和“中国文化失语”现象。每一种民族语言都是其民族文化与思维形式的再现,透过一个民族的语言层面,窥见的乃是这个民族绚丽多姿的文化形态,而这种文化形态上的差异不可避免地会呈现在语言系统的不同层面上。在语言的诸要素中词汇是最活跃的因素,文化差异在词汇上的表现最为突出,学生因为不了解目的语文化,缺乏对词汇社会文化内涵意义的了解,只是用母语的概念来解释目的语的
48、概念,不注意它们之间在内涵语义上的差异,常常影响其对篇章的深层理解,甚至导致跨文化交际障碍。英汉语句表达的差异是由于英汉两种语言所属文化差异造成的,中西方综合性与分析性思维差异表现在句法层次上就是汉语是重意合的语言,汉语语段以意念为主轴,以神统形,注重言和意的统一,汉语的结合不受形态的约束,而主要取决于语义上的搭配是否合理。英语是重形合的语言,通过词汇语法的显性衔接,在语言形式上把词语句子结合成语篇整体,结构完整,主、谓、宾齐全,呈直线形展开,逻辑性较强。中西方思维存在主体意识与客体意识的差别,中国人讲“天人合一”,所以凡是凡物都有很强的主体参与意识,语言表现上多以“人”做主语。西方人倾向于理
49、性的分析而执著于主客分离和区别,所以一方面或以“人”这个主体为主语,或以事物这个客体为主语,视需要而定。正确理解母语和目的语的语言风格,有助于跨文化交际的顺利进行。外语教学应该突破语言系统和句子结构本身的局限,发掘语言所反映的社会背景和文化内容,将语言教学和文化教学有机地结合起来,使学生从对语言的理解中去理解文化,又从对文化的理解中去理解语言。本研究提出文化教学并不等于英美文化的导入,简单地把一种文化强加在另一种文化上面,应该实施双向文化教育。树立语言平等观和文化平等观,坚持对比原则、吸收原则、相关性原则和阶段性原则。坚持母语文化和目的语文化兼容并举,树立文化自觉意识,客观认识母语文化的价值观念和行为习惯,正确理解所接触到的目的语文化。随着认知科学和心理学的发展,人们普遍认为学生从已有的知识出发学习新知识,母语是学生已经掌握的知识,将成为学习新知识的参照系数,对目的语学习有积极的促进作用。事实上,语言的共性决定了母语和母语文化是外语学习的基础,目的语学习者可以利用母语的学习经验,并借助母语进行思考,帮助他们理解目的语的规律,发挥母语的正迁移作用。为了避免在国际交往中屡屡出现的“中国文化失语症”,外语教学中应该加强中国文化教学,让学生学会中国文化之英语表达,使英语成为传承中华民族优秀传统文化的媒介。首先,必须调整现有教材内容,增加母语文化,教材中编入有