Abstract
A good command of a foreign language not only means mastering the
language itself, but also involves the cultivation of cultural competence which is an
important ingredient of communicative competence as well as the content of
modern language education. This thesis attempts to work out some solutions to two
problems of culture teaching in English language teaching (ELT) at college level,
namely the content of culture teaching and the ways of culture teaching.
To support my viewpoint, the relationship between language and culture is
discussed first. Language is a part of culture and shaped by culture; it is also the
carrier of culture and reflects cultural features of a community in which the
language is spoken. Language and culture are closely related. From the angle of
language teaching and learning, to teach a language is to teach another culture; to
learn a language is also to learn another culture.
The purpose of learning a language is to communicate with it. With the rapid
development of economy, intercultural communication is becoming more and more
important. However, intercultural communication is more than verbal exchange. It
involves cultural traits. Cultural differences are always behind the communication
and ready to spoil it. In order to expound clearly the increasing importance of
culture teaching in English Language Teaching (ELT), this thesis 无忧论文 【http://www.uklunwen.com】looks back the
tradition ELT in China. Because of the influence of structuralism and political
situations, ELT in China then was absolutely divorced with cultural context,
language was taught in a "pure" form. Such a kind of teaching brought obvious
negative consequence-great cultural gap between learners and native speakers,
which is generally reflected勿pragmatic failures. A foreign learner's competence
includes linguistic competence and pragmatic competence. Pragmatic competence is
the competence of using the language appropriately in a given social context.
Foreign language teaching should develop learners' pragmatic competence.
The importance of culture teaching is widely reco脚zed and accepted. In
China, some linguistic scholars and English teachers have been dealing with cultural
interference in intercultural communication and have made some si娜ficant
progresses. Even though, some problems still remain and deserve further study. Far
less attention is attached to culture features in teaching practice; courses and
materials of target culture are very limited and usually considered as secondary;
teaching method is generally to introduce background knowledge. What and how to
teach are still the two problems faced by foreign language teachers. They are more
than problems of teaching method because they are also influenced by political
situations. Culture is all pervasive and complex, it is reflected in |
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