跨文化交際意識(shí)和能力的培養(yǎng)Native Culture and Foreign Culture, Cultural Awareness
近年來(lái)，語(yǔ)言和文化的關(guān)系已然成為英語(yǔ)教學(xué)中的重要課題之一。語(yǔ)言中包含有豐富的文化內(nèi)涵。英語(yǔ)學(xué)習(xí)中，需要了解英語(yǔ)國(guó)家的歷史、地理、風(fēng)土人情、傳統(tǒng)習(xí)俗、生活方式、文學(xué)藝術(shù)、行為規(guī)范、價(jià)值觀念等。接觸和了解英語(yǔ)過(guò)節(jié)的文化有利于對(duì)英語(yǔ)的理解，有利于加深對(duì)本國(guó)文化的理解與認(rèn)識(shí)，有利于培養(yǎng)世界意識(shí)，有利于形成跨文化交際能力。因此，了解英語(yǔ)文化對(duì)于學(xué)習(xí)英語(yǔ)來(lái)說(shuō)是至關(guān)重要的。教師要根據(jù)學(xué)生的年齡特點(diǎn)和認(rèn)知能力，逐步擴(kuò)展文化知識(shí)的內(nèi)容和范圍。在其實(shí)階段要使學(xué)生對(duì)英語(yǔ)文化以及中外文化的異同有個(gè)粗略的了解。在教學(xué)中涉及的有關(guān)英語(yǔ)國(guó)家的文化知識(shí)應(yīng)與學(xué)生的日常生活、只是結(jié)構(gòu)和認(rèn)知水平等密切相關(guān)，而且能激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)文化的興趣。要擴(kuò)大學(xué)生接觸異國(guó)文化的范圍，幫助學(xué)生擴(kuò)展視野，發(fā)展跨文化交際的意識(shí)和能力。
In recent years, the relationship between language and culture has become one of the important subject in English teaching. Language contains rich cultural connotation. In learning English, need to understand the English national history, geography, local customs and practices, traditions and customs, way of life, literature and art, code of conduct, values, etc.. Contact and understand the English festival culture is conducive to the understanding of the English language, is conducive to enhance mutual understanding and knowledge of their own culture, to cultivate the consciousness of the world, is conducive to the formation of intercultural communicative competence. Therefore, to understand the English culture is crucial for learning english. The teacher according to the age characteristic and the cognitive ability of the students, and gradually expand the cultural knowledge of the content and scope. In its stage to make students on English culture and the similarities and differences between Chinese and foreign cultures have a rough understanding. The English speaking countries involved in the teaching of cultural knowledge should be closely related to students' daily life, simply structure and cognitive level, but also to stimulate students interest in learning English culture. To expand the scope of students access to an exotic culture, help students to expand the field of vision, awareness and ability of cross culture communication.#p#分頁(yè)標(biāo)題#e#
初中英語(yǔ)的教學(xué)不僅要幫助學(xué)生了解英語(yǔ)國(guó)家的文化，也要引領(lǐng)學(xué)生更深入地了解中國(guó)文化，使他們提高對(duì)中外文化異同的敏感性和鑒別力，為發(fā)展跨文化交際能力打下良好的基礎(chǔ)。
Junior middle school English teaching is not only to help students understand the culture of English speaking countries, to lead the students to deeply understand Chinese culture, to improve their cultural similarities and differences of sensitivity and discrimination, for the development of intercultural communicative competence and lay a good foundation.
那么教師應(yīng)該如何引導(dǎo)啟發(fā)學(xué)生擴(kuò)展文化視野，發(fā)展跨文化意識(shí)和交際的能力呢？
So teachers should guide students to broaden the cultural vision, development of cross cultural awareness and communicative competence?
要正確理解本國(guó)文化和外國(guó)文化，培養(yǎng)文化意識(shí)。
must have a correct understanding of native culture and foreign culture, cultural awareness.
有人認(rèn)為外語(yǔ)學(xué)習(xí)和本國(guó)文化學(xué)習(xí)沒(méi)有什么關(guān)系。其實(shí)二者關(guān)系很密切。新課標(biāo)所說(shuō)的“文化意識(shí)”指對(duì)社會(huì)文化的認(rèn)識(shí)，尤其是對(duì)西方文化的認(rèn)識(shí)，包括文化知識(shí)、文化理解以及跨文化交際意識(shí)和能力。
Some people think that foreign language learning and cultural learning is not what relation. In fact, the relationship between the two is very close. The new curriculum that "cultural consciousness" refers to the understanding of the social culture, especially the knowledge of western culture, including cultural knowledge, cultural understanding and intercultural communicative awareness and competence.
由于中國(guó)傳統(tǒng)教育模式的影響，英語(yǔ)教育往往重成績(jī)輕能力。因此而導(dǎo)致了文化沖突、文化休克，而交際失誤也時(shí)常出現(xiàn)。
Due to the influence of traditional education mode China, English education often heavy result light ability. It leads to the cultural conflict, cultural shock, and the communication failure is often.
在日常教學(xué)中，要讓學(xué)生充分理解本國(guó)文化和外國(guó)文化，尤其要深刻準(zhǔn)確地認(rèn)識(shí)兩種文化的異同。
In the daily teaching, to enable students to fully understand their own culture and foreign culture, especially to deeply recognize the similarities and differences between the two cultures.
教學(xué)中培養(yǎng)學(xué)生跨文化交際意識(shí)的能力和方法：
To cultivate the ability and methods of students' intercultural communicative awareness in teaching:
要培養(yǎng)學(xué)生的跨文化交際意識(shí)。
First of all, to cultivate the students' awareness of cross-cultural communication.
"Intercultural Communication" English name is "cross-cultural communication (or inter-cultural communication)". It refers to between native speakers and non-native speakers communicative, also refers to any people have differences in language and culture background of communication. If you are popular with foreigners (due to the differences in language and culture background), what problem should note, should be appropriate to communicate.#p#分頁(yè)標(biāo)題#e#
The English culture is full of respect for privacy. For example: with English speaking foreigners, should try to avoid such as age, occupation, income, religion, marital status and other related to personal privacy, because Chinese and English speakers attitude to privacy differences. In China, asking about age, marriage, income, body weight did not seem to what is wrong, but in the Anglo American countries, these are "personal privacy" problem, this problem should not intervene, otherwise it is impolite. Moreover Chinese habits greeting "stem what go to?" (What are you going to do?) And "what are you doing?" (What are you doing?) In English will become spying on the privacy of others questioned the words of others, will make each other feel resentment and even anger. Therefore, communicate with people in English culture, it is necessary to understand the scope of personal privacy and understanding of their culture, do not involve violations of privacy in communication.
Politeness principle in English speaking countries and China have very big difference. In English speaking countries such as: please, thank you, sorry (please, thank you, sorry) is the use of several words with highest frequency. The Anglo Americans to accept help from others, say thank you, even among family members would like to. In China, close people always say thank you will seem strange, frequency of use of these words is not high. Chinese culture stresses humility, tactful and implicit, Anglo American culture which advocates individuality, frank and honest. For example, Chinese holiday gift will help yourself, not to open the gift. British and American people received a holiday gift will face open, and said: "praise and thanks to Very beautiful! Wow!", "What a wonderful gift it is!", "Thank you for your present.," for instance, modest is a traditional virtue of the Chinese, Chinese in compliments, although the heart is very identity also very happy, but still want to praise a negative or humility. The English people will use "Thank you" to accept the praise and encouragement, let others share is praised in happiness.
English teachers can demonstrate culture in vocabulary teaching. For example: if two people have different traditional views on the dog. Chinese generally dislike despise this animal, often use dogs to describe and figurative bad people and bad things, such as "gouzhangrenshi, dog, look down upon everybody else bottom" etc.. But the British people are fond of the dog, that dog is a loyal and reliable friend. Therefore, there are many dog idioms in English, such as lucky dog (lucky dog), a metaphor of "lucky man"; big dog (dog), signifying "hum, to people, the bodyguard"; love me, love my dog (love) etc..
English teachers can penetrate culture in the teaching of reading. For example: in the study of food, the teacher can a Western diet, diet culture appropriate comparison; in terms of Christmas, can use the cyber source, collecting a lot of pictures, comparative study of Chinese and western festivals, improve students' learning interest in the culture.#p#分頁(yè)標(biāo)題#e#
English teachers can enhance the students' intercultural awareness in English grammar teaching. For example: the Chinese say "a loaf of bread," said a piece of bread and English noun plural, although no change in Chinese, but in the concept of "bread" is a countable noun. In western countries, people use bread as the staple food, eating the bread cut into several pieces, sometimes with butter on the bread, and then served with fried egg or a glass of milk, and in the bread in English is an uncountable noun.
English teachers can enrich students' extracurricular activities of English culture. For example: the teachers can organize the students to take part in the English corner, regularly hold English speech contest, to cultivate students' ability to speak. Such as the use of English corner, on Christmas day in the classroom to put the Christmas tree, and in the windows, doors are pasted on Merry Christmas greetings, create a festive atmosphere; let students used to decorate Christmas trees, lights and other stars, and in a tree on the use of long socks, tell students it. The teacher plays Father Christmas, give students send gifts and greetings of the season. At the same time, the teacher to the students Father the origin of Christmas and the English speaking people observe christmas.
In a word, English teachers should be in the daily teaching process, using various methods of infiltration to the students the cultural differences between Chinese and English, let the students are learning the language at the same time, learn about foreign cultures.