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英语教学中的跨文化交际(1)(4)

2017-02-05 01:04
3. Problems of culture teaching nowadays
3.1 The present situation of culture instruction
Among the teachers, 75% develop cultural awareness and cultural competence by means of adding background knowledge in English lessons, while only 33% of the of the students approve this practice. This shows that most teachers prefer the transmission knowledge of cultural when dealing with the teaching of culture. And they control what contents to be added and when to be added, whereas, learners become the passive recipients of the knowledge. But the statistics also show that this practice isn’t popular with the students. Another 33%of them think the way of teaching culture is to engage in classroom activities, which they will gain culture experience. They are expected to learn cultural knowledge by doing from the perspective of pragmatics. And in the process of carrying out various kinds of activities, they learn how to behave in a specific situation. In this way the focus of classroom practice shifts from the teacher to the students. The students become the center and active participants. However, there is a lower rate (20%) of the teachers who hold this belief.[5]
Nowadays, there are some flaws about ways of culture teaching. As it is known to us, some pupils’ communicative competence is far behind their linguistic competence. The reason is that teachers put great emphasis on the teaching of English phonetics, vocabulary and grammar and make English learning purely training of languages skills, but take little notice on culture backgrounds. They overlook the culture teaching.
Even though some teachers recognize the importance of teaching culture, the common way they deal with culture teaching is to add some cultural background knowledge or reference to its relative dialogues or texts in order to make the classes interesting and expand the students’ vision of the culture. For example, when teacher deal with a certain passage, they will give some information about the author, the works or its main characters and his/her lifetime, introducing some of his or her other famous works, or talking about the general idea or the theme of the passage, especially when it was an adaptation or simplification of a novel. Sometimes those kinds of knowledge are transmitted in Chinese either by the teacher or the students. （科教作文网http://zw.ΝsΕAc.Com编辑整理）
Besides, in the process of learning and practicing, learners have just cognitively known about the differences and tried to memorize and reproduce similar dialogues. They seldom asked to find the reasons for these differences and discuss the similarities between the two cultures.
3.2 Problems with teacher
As we have mentioned above, there are many problems during the process of cross-cultural leaning and teaching. Teacher should pay enough attention to them. But there are some problems about teachers themselves.
3.2.1 Objective problems
(ⅰ) Traditional concepts
China is a country with thousands of year civilization. It has a certain concept of education. For examples, the teachers’ responsibility is to pass on knowledge, to explain texts and to give answers to controversial questions. The right way of learning is to review. Recitation is one of the most correct ways of reviewing. Learning means the accumulation of knowledge. These concepts of education still have a strong influence on the modern styles of teaching and learning language, including English. In fact, we must learn how to use the language in its social context, for every nation has its own unique culture patter and a language is a carrier of a culture. On this problem, teachers ought to change the view about teaching. The reason we have mentioned above, in present day, it is not enough to have just knowledge of the language learned. We must learn how to use the language in its social context. In a word, teachers should realize the importance of culture teaching and practice.(ⅱ)Time limitation