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24Об интеграции преподавания культуры в преподавание английского языка в колледжах
Яо Ли,
профессор, директор Института иностранных языков Шэньянского политехнического университета E-mail: yaolily63@126.com
Лю Сяофэй,
преподаватель кафедры базовых курсов, Шэньянский технологический институт E-mail: 42090878@qq.com
Как всем известно, язык - это не только носитель культуры, накопление культуры и образ культуры, но и важная часть культуры. Следовательно, обучение языку должно включать обучение культуре. Процесс изучения языка - это процесс понимания и усвоения языковых и культурных знаний. Цао Вэнь из Пекинского университета зарубежных исследований однажды заявил, что понимание культуры должно быть целью преподавания культуры в колледжах, где преподают английский язык. Для достижения этой цели содержание преподавания культуры должно включать не только культуру изучаемого языка, но также культуру родного языка и других культур. Президент Си Цзиньпин сказал: «Культура - это душа страны и нации. Когда процветает культура, процветает страна. Когда сильна культура, сильна нация. Без высокой степени культурной уверенности и культурного процветания не будет большого обновления китайской нации». Однако в настоящее время в колледжах преподавание английского языка, осознанное и всестороннее обучение культуре все еще находится в зачаточном состоянии. Большинство колледжей и университетов сосредоточены только на интеграции английской культуры, но игнорируют имплантацию китайской культуры. Этот документ предназначен для ознакомления с важностью интеграции преподавания культуры, особенно преподавания китайской культуры, в преподавание английского языка в колледжах, чтобы развить у студентов навыки межкультурного общения и распространения китайской культуры на английском языке.
Ключевые слова: обучение культуре; межкультурная коммуникация; интеграция; компетентность.
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I. Introduction
Culture teaching is a fundamental part of English teaching. Traditional English teaching mainly concentrates upon language, grammar, vocabulary and rhetoric. They are not only the four elements of English language, but also the central task of college English teaching. Nevertheless, simply mastering these four aspects does not signify a full grasp of all the contents of a language because language and culture are closely integrated and inseparable. A language reflects its culture, and English is no exception. If students only know English grammar, vocabulary, and rhetoric without understanding the culture of English language, it is difficult for students to master English and express themselves correctly. On the other hand, if students understand the culture of the target language and ignore their home culture, they will miss the essence of language learning, namely, the purpose of intercultural communication. The aim of learning English is to understand the outside world and, at the same time, introduce one's home culture to the people from other countries. In a nutshell students learn English to communicate with foreigners as well as to tell foreigners Chinese stories well and spread Chinese culture to the world.
To sum up, language and culture are closely integrated. They influence and interact with each other. Language permeates all levels of culture and is an important part of culture. Therefore, language learning cannot be separated from culture. In a sense, foreign language teaching is culture teaching.
II. Culture teaching is the key to intercultural communication
The ultimate goal of English teaching is to develop students' communicative competence, especially intercultural communicative competence. According to the 2020 edition of College English Teaching Guide, the courses to be offered in colleges and universities are summarized into three major curriculum groups: general English, English for special purposes and intercultural communication [3]. The course description of "intercultural communication" insists that the purpose of the course is to carry out intercultural education, help students understand the differences of world outlook, values and thinking modes between China and foreign countries, cultivate their intercultural awareness, and improve their competence of social language and intercultural communication [4]. In recent years, with the deepening of globalization and the increasingly closer economic and trade relationship between China and other countries, the role of English as an international
common language has become increasingly prominent. The preservation and dissemination of local culture, respect and acceptance of foreign culture have become a major part of international exchanges and unavoidable issues. In this scenario, teachers should not only teach students basic language knowledge and cultivate their skills of listening, speaking, reading, writing, translation, but also introduce them to the background cultural knowledge of English language and Chinese language, including history, geography, customs and habits. So students are guided to understand the differences between Chinese and Western cultures, and finally their intercultural communication competence will be cultivated to meet the needs of the society for intercultural versatile talents.
III. Culture teaching can promote quality education
As the demand for foreign language talents varies depending on times, the requirements of foreign language teaching in different periods will not be identical. In the 21st century, the goal of English teaching is to foster students' comprehensive quality. In a sense, learning a new language is not only to master a new communicative ability, but also to understand the culture of that country. Hu Wenzhong believes that, "One cannot learn English well if he/she does not understand English and American culture. On the contrary, the more profound and detailed understanding of the culture of the language you have, the more accurate understanding and use of the language you can [5] ." Through the comparison and analysis of Chinese and Western culture, students can objectively and comprehensively understand the elements of English culture. Furthermore, they will re-examine and understand their own culture with new insight. By doing so, they will be able to better understand themselves as well as their counterparts in international communication. Only in this way can students have a strong international understanding and competitiveness, and play a bridge role in economic construction, which actively and effectively promote the exchange and cooperation between China and other countries so as to facilitate the development of our society.
IV. Culture teaching can promote the prosperity and development of world culture
College English Teaching Guide says, "through college English teaching, students' ability of listening, speaking, reading, writing and translation should be improved, and students' ability of intercultural communication should be improved. Besides, students' ability of critical thinking should be improved, and especially students' ability to tell Chinese stories and spread Chinese culture in English should be improved..." [3]. Xu Guozhang believes that English teaching should not only focus on the culture of English speaking countries, but also on home culture. In his English teaching plan, both the content of English culture and that of our own culture are involved because our culture is an essential part of developing students' intelligence. Therefore, in cul-
ture teaching, teachers should pay close attention to the balanced introduction of both Chinese culture and foreign culture. They should introduce the excellent human culture in Western culture without ignoring the essence of Chinese culture. Through learning foreign culture, students should have a deeper understanding of their own culture. "In the era of globalization and the background of cultural pluralism, the exchange and integration between different civilizations and cultures are intensifying. We should be soberly aware that the excellent traditional Chinese culture is the foundation of our cultural identity, national identity and country's identity " [6]. Through the integration of Chinese culture into English teaching, students can not only adapt to the foreign cultural environment, but also pass on the excellent culture of their own nation to foreign friends, promote the dual approach in exchange of international culture, and contribute to the prosperity and development of world culture.
V. Conclusion
The purpose of foreign language teaching is to communicate with people from different cultural backgrounds, strengthen communication and promote cooperation between China and other countries. In today's global economy, the integration of cultural fields cannot be neglected. Therefore, enhancing students' intercultural and communicative competence has become an urgent need for China's economic development and educational reform. Foreign language education is an important part of intercultural teaching. Language, culture and society should be regarded as an inseparable whole, which should be reflected in the syllabus, classroom teaching, language testing and extracurricular activities. When students are able to fully understand cultural differences, and apply them to their personal growth, the English education can be considered successful. Moreover, students will benefit from communication between cultures and improvement of critical thinking skills. Hence, only through the dual approach in both English and Chinese cultural teaching will English talents be cultivated with communicative ability, humanistic quality, national identity and international vision [7].
ON THE INTEGRATION OF CULTURE TEACHING INTO COLLEGE ENGLISH TEACHING
Yao Li, Liu Xiaofei
Shenyang Ligong University; Shenyang Institute of Technology
As is known to all, language is not only the carrier of culture, the accumulation of culture and the image of culture, but also an important part of culture. Therefore, language teaching must include culture teaching. The process of language learning is the process of understanding and mastering language and cultural knowledge. Cao Wen from Beijing University of Foreign Studies once put forward that culture understanding should be the goal of culture teaching in college English teaching[1]. In order to achieve this goal, the content of culture teaching should include not only the culture of the target language, but the culture of mother tongue and other cultures as well. President Xi Jinping said, "Culture is the soul of a country and a nation. When culture prospers, the country prospers. When culture is strong, the nation is strong. Without a high degree of cultural confidence and cultural prosperity, there will be no great rejuvenation of the Chinese nation" [2]. However, at present, in college English teaching, conscious and comprehensive culture teaching is still in its
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infancy. Most colleges and universities only focus on the integration of English culture, but ignore the implantation of Chinese culture. This paper is intended to introduce the importance of integrating culture teaching, especially Chinese culture teaching into college English teaching so as to develop students' competence of intercultural communication and spreading Chinese culture in English.
Keywords: culture teaching; intercultural communication; integration; competence.
References
1. Cao Wen. Two levels of English culture teaching. Foreign Language Teaching and Research Press, 1998 (3)
2. Xi Jinping. Report on the Nineteenth National Congress of the Communist Party of China 2017-10-18
3. http://cpc.people.com.cn/n1/2017/1028/c64094-29613660. html
4. College English Teaching Guide. 2020 Edition
5. Xiang Mingyou. Adapting to the new situation and promoting the construction of college English curriculum system. Foreign Language World. No. 4, 2020
6. Hu Wenzhong. Transcending cultural barriers. [M]. Foreign Language Teaching and Research Press, 2004
7. Cai Limin. Culture prospers, the country prospers, culture prospers, the nation prospers. Guangming Daily, June 7, 2018, edition 02
8. Teaching guide for undergraduate foreign language and literature majors in Colleges and universities. 2020 Edition
9. Su Xiangli. Multi interactive language and culture teaching in cross-cultural communication. Journal of Yunnan Normal University, 2005, (4)
10. Gao Yihong, Hu Wenzhong. Foreign language teaching and culture. Hunan Education Press. 1997
11. Chen G M, W.J. Starosta. Intercultural communication competence: A synthesis. Communication Yearbook, 1996 (19)
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