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1、The Introduction of Culture in Junior High School English Teaching摘 要 随着初中英语基础教育的不断改进和更新，在英语新课程标准的要求下任务型教学模式出现,新的教学目标尤其重视了学习英语的实际操作和运用能力。其实，英语的学习就是对另一种语言的学习，只有在社会历史文化的深层结构中锁定其坐标，才能构建起坚实的语言大厦。但被关注的对象往往还是以大学生为主，对中小学生在此方面培养的研究还十分少见在英语教学中，文化导入我们需要从文化差异、文化背景、语言特性以及风俗习惯四个方面着手。把文化导入和语言知识的习得有机结合起来，才而来提高学生应用
2、语言知识进行交际能力的能力，本文就从初中英语教学的现状入手，阐述一下为什么要培养初中学生的文化意识、如何培养以及培养时有哪些注意点。关键词：英语教学；文化导入；误区；方法；文化教学AbstractWith the primary basic education of English language improving and renewing , it is getting more and more clear to paym more emphasis on learn the practical manipulation and applied ability of English l
3、anguage in junior high schools English course。However , Learning of a foreign language is just learning another one culture. Only in the deeper construction of culture and social history can we build up a solid English language mansion. But people object of concern usually still regard university st
4、udent as principle. The research about primary and high school students are very seldom seen,As far as English teaching is concerned，we should choose cultural difference，culture background，language characteristics and social customs as starting points for the cultural ducts. Combining the cultural i
5、ntroduction and language acquisition, thus improving the students ability to apply target language in communication. The concrete example is demonstrated to prove its feasibility and its superiority. in practise This text will start from the present condition of English teaching. Elaborate that why
6、to develop the cultural consciousness of pupil, how and have which attentions order.Key words:English teaching; cultural introduction；mistake; approaches; cultural teaching; Content摘要iAbstractiiI. Introduction1IILanguageand Culture12.1 The Relationship Between Language and Culture22.2 Culture versus
7、 language teaching2III. Overview and introspect of the Junior high school English teaching23.1 Listening about the teaching objectives are not clear33.2 Outdated and single teaching methods33.3Teaching just as a mere formality43.4 Neglect of basic knowledge, basic ability and learning habit.43.5 Tea
8、chers take too much of students time in the classroom53.6 The junior high school English teacher should have cultural consciousness53.7 The junior high school English teacher should have emotion consciousness5IV. How to teaching culture in the Junior high English classroom64.1 Actively promote an op
9、en environment for teaching junior high school64.1.1There are some of modern technical for us to apply on teaching64.1.2More activity should be introduce to us classroom64.2 Education is not a mandatory but a guide74.2.1 The applications of culture in English teaching74.2.2The application of culture
10、 in English communication74.2.3 The application of culture in English listening84.2.4 The application of culture in English reading comprehension94.2.5 Practical approaches of cultural teaching10V. Conclusion11Bibliography12Acknowledgements13I Introduction As we all know ,Language and culture are cl
11、osely related . In English language education , the definition of culture teaching should include all the human achievements of civilization and the ways of life and the different habits of people . Culture differences are reflected in languages and communicative activities . Furthermore it makes gr
12、eat difference in communication whether learners can understand or know the cultural differences , cultural rules , and even the cultural taboos . However , in traditional approaches to language teaching , the aims of a language teaching course are very often defined with reference to the four langu
13、age skills : understanding speech , speaking , reading and writing. Culture teaching is not taken so important a teaching target as the above mentioned language skills .Because of the lack of cultural knowledge , students often make cultural mistakes when they communicate with native speakers. From
14、years of my experience in Junior English teaching , I gradually realize the importance of culture teaching to Chinese students . English teaching should be aimed at developing students communicative competence so that they would be able to react freely and proper with native speakers of English in v
15、arious social situations . Language should be taught in culture . The two are of the same importance. II. Language and Culture2.1The Relationship Between Language and CultureWhat is the relationship between language and culture? What role does culture play with language? In any culture or region, la
16、nguage is much more than semantics, much more than what the written page or the spoken word can contain. This especially becomes clear when studying a foreign language and learning the ways of a particular culture. For example, the use of introductions, salutations, everyday sayings, etc. This area
17、in particular gives more weight to culture then to the words themselves. Anyone studying a foreign language has to be bicultural as well as bilingual to speak the new language in a way that it is not disparaging to the culture and its origin. Language does not end at the meaning or the use of words
18、associated to a culture words represent beliefs, history, and the culture of their origin and they must be used accordingly. As we all know, language is closely related to culture and can be said as a part of culture. From a dynamic view, language and culture interact with each other and shape each
19、other. Language is the carrier of culture which in turn is the content of language. We can dig out cultural features from language and explain language phenomena with culture. Idioms as a special form of language exist in both of them and carry a large amount of cultural information such as history,
20、 geography, religion, custom, nationality psychology, thought pattern and etc, and therefore are closely related to culture. They are the heritage of history and product of cultural evolvement. Consequently, we can know much about culture through studying idioms and in turn get better understanding
21、of idioms by learning the cultural background behind them.2.2 Culture versus language teaching Since culture has such a close relation with language, it is necessary to teach culture in language teaching process. Culture awareness and learning of a second culture can only aid the attaining of second
22、 language proficiency. Teaching of culture implicitly or explicitly permeates the teaching of social interaction, the spoken and written language. For a long time in language teaching history, foreign language teaching is predicted on the conviction that since we are all human beings, we share the s
23、ame code of language; therefore, all that language teachers have to do is to help students to understand that code. (This conviction leads to the emergence of functional and pragmatic approach of language teaching.) However, when it comes to the teaching of culture, it encounters difficulties, as cu
24、lture is different from one country (area) to another. German linguist Kramsch believes: “Culture is not an independent aspect of language learning or teaching, it is a feature of language, it is always in the background, right from day one, ready to unsettle the good language learners proficiency w
25、hen they expect it least, making evident the limitations of their hard-won communicative competence, challenging their ability to make sense of the world around them.” (Context and Culture in Language Teaching) However, as we know, culture covers so many aspects that it is impossible to teach everyt
26、hing in limited classroom. Teachers should make a proper teaching plan and teach different kinds of culture step by step according to the students current level and the curriculum. III Overview and introspect of the Junior high school English teaching2.1 Listening about the teaching objectives are n
27、ot clear, the focus is not prominent Sometimes, when an English class after the end of not only the students do not know what lesson learned what, and even the teachers themselves are also unclear speaking teaching objectives of this lesson and teaching focus on what. Sees the trees but not the fore
28、st, in a specific classroom teaching, often leads to the teaching objectives are not clear, teaching is not about conspicuous phenomenon.2.2 Outdated and single teaching methods Junior high school English teaching, especially the grade 1 or 2 students, I heard that the proportion of training should
29、be significant. While some of our classes, teachers and students are all throughout the book leave their hands, their teaching activities, that is, at best, around read playing around in circles: Read after the tape. Read after the teacher. Read together. Read individually. Even so Pair work and Gro
30、up work, or according to this reading, totally not see down in books speak and talk training. Over time, the students from the books and as long as a sentence, they will not say anything, what can not talk about it. 2.3 Teaching just as a mere formality.In sharp contrast with the above, some classes
31、 are very lively, activities one after another. However, whether these activities contribute to the achievement of teaching objectives, whether the input has attracted the majority of students, the students the correct level of exports, there are more can be questioned. Common situation is: Teachers
32、 demonstration, students do look at a mere formality of the pair or group activities to prepare and ask individual students to speak up, no matter how put it, were all to a Very good! And then began the next activity a. This touched activities for students in the end how much help, not to consider t
33、he matter. Also some of the so-called task is completely divorced from the reality of life or ability level of students in practical. 2.4 Neglect of basic knowledge, basic ability and learning habitSome of classroom teaching, for New Words in spelling, pronunciation were a band before, or simply to
34、teach it. This is also part of the students will read, will not fight an important reason for New Words. As students listen to recording whether we should open a book, or He Shangshu this, the collective reading books when you actually take in your hand, or spread on the table, do not have clear req
35、uirements. These seemingly insignificant details, but for the students study habits, improve academic performance and learning ability plays a significant role in influencing. 2.5 Teachers take too much of students time in the classroomSome of the language teachers themselves have good quality, beau
36、tiful voice, tone, fluent, giving lectures teachers left a deep impression on him. But sometimes some teachers also said too much, and that should have been very limited, leaving the students in the exercise of this opportunity to occupy. One extreme example of this is: some teachers to read a clean
37、 sweep of the sentence tasks, leaving the students only said one word True or False opportunity.2.6 The junior high school English teacher should have cultural consciousness In the teaching of Junior high school English, because text of simple easy understand, the amount of information little cause
38、contain, a lot of junior high school English teacher neglected culture to language of influence, but cause some language scene of not true, with deceitful of language of creation. The development of the cross-cultural social intercourse consciousness is English teaching of an importance constitute p
39、art.The vocabulary is a cultural information of main concentrated.To English vocabulary of accurate comprehension, with to language environment of understanding with establish with confidence, demand to culture of deeper of comprehension.The foreign tribe cultural knowledge acquire, main is pass a r
40、ightness that clan culture history of research and study, pass a rightness that a study of the clan language literature work, pass rightness should clan culture life habit, life style of understanding.But read the study of the classic work of source version English, attain this three shortcut. 2.7 T
41、he junior high school English teacher should have emotion consciousness See from the angle of education psychology, in the learning process influence study one of the biggest factors of effect be the emotion of the learner control.In the last several decades, people more and more be aware of in Engl
42、ish the learning process, the emotion factor of learner, the effect which include motive and attitude etc. a study to Englishs ising to the success or failure be equal big of function.How lead the education for all-round development theories into foreign language teaching is current big topic of fro
43、nt of the foreign language teaching.In English study successful factor, in addition to intelligence factor, more important those non- intelligence function of factors.According to the text make collective report carry:(1993, 11, 19)Shanghai City education science graduate school ten to whole city ju
44、nior high high school with 1480 area prepare half and grade six student of three county to carry on to investigate test and statistics analysis, detection study difficulty have 57.8% in the student is belong to a motive type difficulty of student, it concrete performance in the learning motive, inte
45、restIV. How to teaching culture in the Junior high English classroom4.1 Actively promote an open environment for teaching junior high school English 4.1.1 There are some of modern technical for us to apply on teaching. In English teaching, teacher should introduce some more related cultural backgrou
46、nd knowledge is very important by taking modern technical such as the application of multimedia to express a certain understanding of cultural background knowledge, in this way students can grasp the language faster and more accurately the nature and ideological content, it also can be more accurate
47、 learning and use of English, thus greatly improving the teaching, learning efficiency. What is more , We should continually update our maind and knowledge from internet4.1.2 More activity should be introduce to us classroom.Our goal is to bring up a get-up-and-go and healthy characteristic student,
48、 Discussion and Brainstorming activity will contribution to build a strong team player strong leadership and solution skills . Discussion ,Talk with a partner about these questions:What do you think of the idea of April Fools Day? Have you ever played a trick on somebody? Share a trick with your partner. What do you think “white lie” means? Brainstorming Before learning the text about Europe, two questio