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21Межкультурный подход в обучении китайских студентов английскому языку
Сюй Ян,
доцент кафедры английского языка института иностранных языков Шэньянского политехнического университета, КНР E-mail: 1846708098@qq.com
Умение студентов правильно пользоваться английским языком во многом зависит от их владения английской культурой. Поэтому при обучении английскому языку учитель должен помогать учащимся в соответствии с их собственными интересами понять обычаи и традиции, социальный этикет, религиозные табу и другие культурные особенности страны изучаемого языка. Преподавание английского языка должно сочетать в себе как непосредственное обучение языку со стороны преподавателя, так и самостоятельное овладение знаниями о культуре изучаемого языка со стороны студентов. Обучение языку позволит студентам овладеть фонетикой, лексикой и грамматикой для необходимой коммуникации. Культурное обучение студентов не только поможет повысить интерес студентов к изучению английского языка, расширить их кругозор, но и воспитать культурное сознание и культурную восприимчивость студентов, что поможет им правильно использовать языковые знания в межкультурной коммуникации, тем самым сформировать способность студентов к межкультурной коммуникации.
Ключевые слова: межкультурная коммуникация, преподавание английского языка, культурное сознание, культурная восприимчивость, глобализация.
Introduction
Cross-cultural communication originated in the United States. Larry A. Samovar and Richard E. Porter defined Cross-cultural communication as follows, in its most general sense, Cross-cultural communication occurs when a member of one culture produces a message for consumption by a member of another culture.More precisely, Cross-cultural communication is communication between people whose cultural perceptions and symbol systems are distinct enough to alter the communication event. Chinese scholars began to pay attention to this problem in the 1980s. Jia Yuxin believes that cross-cultural communication refers to the communication between people of different cultural backgrounds. The close relationship between language and culture has become a consensus. Language is an important part of culture, which records the development of human culture; the development of language is inseparable from culture, which always grows in a certain cultural background and evolves with the development of culture. Chinese linguist Luo Changpei once said that language is the crystallization of a nation's culture. The past culture of this nation depends on it, and the future culture also depends on it. Language is the tool of cultural communication, and culture is the soil of language's survival and development.
Now the world has entered an era of globalization, which requires our students to have some basic international quality, to have the concept of internationalization, to master an international language, to understand the basic professional knowledge. In addition, we should have the ability of cross-cultural communication. Based on the background of globalization, Global trade, global capital has brought global talents, so international talents will become a large, growing group. As far as the current situation of Chinese colleges and universities is concerned, learning international language is equivalent to learning international culture. It is equivalent to having a pair of eyes and contacting a larger social, cultural and international population, which is beneficial for Chinese students to become international talents. The purpose of cross-cultural teaching is not only to understand the grammar and the meaning of the language, but also the culture behind the language. In today's world, with the rapid development of science and technology, the high degree of economic globalization, and the increasingly frequent exchanges among countries, the simple cultivation of language ability in English teaching has been unable to meet the needs of the times. We should change the current teaching mode of emphasizing language form and neglecting cultural factors, into the introduction of cultural information and cultural factors, improving students' sensitivity and adapt-
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ability to the differences between Chinese and Western cultures, so as to cultivate students' cross-cultural communication ability and gradually have the quality of international talents.
Cross-cultural Teaching in College English Course
Language reflects culture, while culture penetrates into language, which makes language and culture interrelated. English teaching is not only the teaching of language knowledge, but also the dissemination of cross-cultural knowledge. The two should be organically combined to help students understand culture and master effective and appropriate English expression in teaching. It should run through the whole process of English teaching and continuously cultivate students' appropriate and effective cross-cultural communication ability. In particular, we should pay attention to the following factors in cross-cultural teaching.
I. Contents of the Course
1. Verbal communication
Among the elements of language, the most closely related to culture is the vocabulary. Many English words have been endowed with rich cultural connotations in the long-term development and use. Without understanding the cultural connotation, they can not fully accept all the language information that a word carries. In cross-cultural communication, the understanding of the cultural connotation of vocabulary helps people to fully and accurately grasp the culture of the language they have learned, so as to achieve the purpose of communication. The differences in the manners and customs of address, greeting, politeness, gift giving, praise and farewell between China and the West are also reflected in language communication. As we all know, the British and American people attach great importance to personal privacy. Many of the topics that can be talked about in China are regarded as privacy and avoided by British and American. For example, age, height, weight, income, marital status, whether there are children, political opinions, etc. belong to personal privacy, which should be avoided by outsiders. Therefore, spying on the privacy of the other party in the process of communication will definitely cause discomfort or harm to the other party and affecting cross-cultural communication.
2. Nonverbal Communication
The nonverbal communication includes gesture, body contact, body distance and time concept, etc. All cultures use certain gestures to convey certain meanings. Sometimes the meanings of body language vary greatly from country to country. British and American are very sensitive to physical contact, especially with strangers. When communicating with each other, the British and Americans have certain requirements for the space field. Therefore, when communicating with the British O and Americans, people should pay attention to keeping a a certain physical distance from each other. If people g are too close, they will feel that their private field has ~ been violated and therefore feel uncomfortable. Many == nonverbal communication behaviors are conventional
and have unique cultural information. If we do not understand the cultural differences, it will bring difficulties to cross-cultural communication, resulting in communication failure. Therefore, learning and understanding the nonverbal behavior of the target country is of great significance to the effective intercultural communication.
II. Method
To introduce cross-cultural awareness into daily foreign language teaching, we can take positive and feasible measures according to the training goal of international talents and the purpose of English teaching. It is not only the cultures of British and American countries, but also ones of Canada, Australia, France, Germany, Italy, etc. The cross-cultural teaching is not the teacher's unilateral explanation, but the students should experience it in person.
This study sets students as the main body of cross-cultural teaching, encourages students to read more English newspapers, magazines, novels, reading not only to learn the language expression, but also pay attention to the rich cultural information contained in these materials; such as the local conditions of English speaking countries, customs, religious beliefs, values, outlook on life, etc.; also encourages students to listen to and read more original English programs or films in order to master the rules people follow in communication, such as address, greetings, apology, farewell and other terms, and deepen the understanding of freedom, independence, struggle and personal privacy that Americans advocate. Students can make use of rich online resources, set their own cultural learning direction, collect information after class, make teaching plans, make PPT, and complete cultural learning in class through their own unique teaching means. This not only improves the students' cultural background knowledge, but also enriches the learning forms, so that students can better carry out cross-cultural communication.
III. Procedure
Like language teaching, cross-cultural teaching should follow the students' cognitive rules, go from the simple to the deep, from easy to difficult, step by step and finally become an orderly whole, and cooperate with the language teaching in each stage. In the primary stage, professors introduce some cultural differences in life customs and communication etiquette, explains the differences between English and Chinese expressions, and the cultural connotations contained in English vocabulary, so as to cultivate students' simple cross-cultural communication ability. In the intermediate stage, students come into contact with the non-native classic novels, historical figures, national leaders, representative painters and writers, etc. In the advanced stage of learning, besides teaching language knowledge, professors should strengthen the teaching of cultural information and knowledge, lead students to form a correct understanding of the thinking mode, behavior mode, personal beliefs, world outlook and values of English
speaking countries, cultivate students' cultural sensitivity, cultural inclusiveness and cultural adaptability, and improve students' awareness and ability of cross-cultural communication, which contribute to students' confidence, success and effectiveness in cross-cultural communication activities. Finally, in the practice stage, students are required to make a comparative study of China and other countries in the aspects of cultural customs, taboos, festivals, etc., and carry out cross-cultural communication practice in the form of speeches, questions, discussions, etc.
Conclusion
The innovation of this study lies in the heuristic and interactive teaching method, with the students as the main body of teaching. While teachers teaching, they are more inspired to inquire and discuss. On the platform of language and cultural exchange, students and teachers are in equal positions, that is, the students are encouraged to lead others to carry out cross-cultural teaching activities independently according to their interests, which will cultivate a large number of students with international knowledge and market concept. At the same time, they master professional knowledge, broaden the scope of knowledge, are familiar with international practices and regulations, and understand the international etiquette, local conditions and customs, human geography, politics and economy, and thus gain good interpersonal communication skills. And the modern educational idea is to train internationalized talents to adapt to the fierce competition under the background of globalization.
CROSS-CULTURAL TEACHING IN COLLEGE ENGLISH COURSE
Xu Yang
Shenyang Ligong University Liaoning, China
Students' ability to use English largely depends on their familiarity with English culture. Therefore, in English teaching, teachers should help students to understand the local conditions, customs, social etiquette, religious taboos etc. of other countries according to their personal interests. English teaching should be the combination of teachers' language teaching and students' autonomous cultural learning. Language teaching enables students to master the necessary knowledge of pronunciation, vocabulary and grammar in communication; students' cultural learning can not only enhance students' interest in learning English and broaden their horizons, but also cultivate students' cultural awareness, cultural sensitivity and adaptability, and make the correct use of language knowledge in practical cross-cultural communication, so as to improve students' cross-cultural communication ability.
Keywords: cross-cultural communication; language teaching; cultural awareness; cultural sensitivity; globalization.
Reference
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