teaching - in - English - class

How to carry on culture teaching in the English class

Introduction

Because of the influence of the structural linguistics teacher mainly adopt Audio-Visual Method and Grammar-Translation Method, which over-emphasize the language phenomenon but neglect the culture knowledge. The lately-revised “English Syllabus” states that Language is closely related to culture, so student’s sensitivity to tolerance of the cultural differences, as well as their ability to deal with these cultural differences should be developed in the English teaching. Culture teaching can satisfy students’ curiosity about the totally different environment of the other country. What English learners want to learn about is not just the sign of the language, but the people and the nation in which the language is used. Increasing learners’ sensibility to cultural factor, educators can make use of their curiosity and motive to achieve the goal of language teaching.

Thus, how to increase students’ cultural awareness becomes more and more important in English teaching, and it is quite important for teachers to carry on culture teaching appropriately in addition to the teaching of language knowledge. As an English of five years, the author decides to find some useful ways in carrying on culture teaching in English teaching.

Methodology

In our office，seven English teachers who are interested in the topic of How to carry on culture teaching in the English class are involved in this one-hour ideation. The technique of brainwriting is used. The author writes down the first idea, then the

sheet is passed to the immediate neighbor who uses this idea to trigger an entirely new idea. Sheets are passed and passed again until each “idea sheet” arrives back at its original. The following steps are adopted

Step 1: Pass out 8.5 x 11 inch paper and markers to all participants. Step 2: Instruct each participant to write legibly.

Step 3: Have each participant write down one idea for the assigned topic how to carry on culture teaching in English class..

Step 4: Pass this idea sheet (have everyone pass in the same direction) to the immediate neighbor and have them—either evolve the idea written on the paper —or create an entirely new one. Record this idea on the paper and then pass it to the immediate neighbor once again.

Step 5: Continue passing until each idea sheet has eight ideas on it.

Step 6: Pass the sheets back to the original owner. (My handwriting will be at the top) and circle one or more “Best Ideas.”

Step 7: Have each participant read the best idea(s) from his paper to the group as a whole. Results

First, teacher can apply explanation through the teaching of vocabulary and context, which contain cultural factors. For example, “it was packed like sardines” Chinese learners might not imagine such an expression. The key word “sardine” should be given more explanation. Sardine is a kind of finger-sized fish, which is often tightly preserved in neat rows in cans. As to text, such as historical text, teacher

should add certain cultural background, such as time, place, and political situation.

Second, Cultural differences exist everywhere. Identifying the differences is a manner to understand the culture. When teaching the name for instance, teacher can compare the western addressing with the Chinese addressing. Students can immediately get a deep impression of the differences between the two customs. By comparing the differences between the western and Chinese culture, such as the different response to compliment, students can strengthen their impression of the target culture. However, one thing should keep in mind, comparing cannot be used too often, especially in the case of younger leaner, because they may even understand their own culture.

Third, Displaying of pictures can demonstrate a cultural phenomenon. For some unfamiliar objects, for instance, sledge, pelota, Christmas and so on, students can directly perceive the new things at once. No only picture, film, book can also be the best materials for students to get audiovisual sense of a new concept.

Fourth, Collection of the culture is also important. One has to know the historical background, religion and some big events in the society of the target language. Once you know the culture, understanding by heart is the most important thing. As long as you understand, everything will turn to be easier.

Fifth, according to the text, teacher can assign student to make role-playing. Role-playing combines trains of students’ language competence and communicative competence. In such a text, “my first job”, we can adjust it into a play. Students play all the roles appear in the text and imitate the plot. By simulating greeting,

interviewing and other converse, students can feel the true cultural atmosphere and feel the language by themselves.

Sixth, teacher should use authentic materials as the teaching materials. It is practical to make good use film scripts, plays, newspaper articles and internet to film scripts, plays, newspaper articles and internet to provide relevant cultural information so as to broaden the students’ cultural knowledge. It is useful to compare and contrast parallel social situations in China and the English-speaking countries, talk about the differences and similarities of meaning and appropriateness in these scenarios. In addition, it is possible to develop their ability to identify areas of possible misunderstanding so as to avoid such miscommunication.

Seventh, both students and teachers should know some knowledge of pragmatics. Pragmatics is the study of meaning in context. It deals with particular utterances in particular situation and is especially concerned with the various ways in which the many social contexts of language performance can influence interpretation. English teachers should provide students with explicit teaching on pragmatic knowledge, exposing learners to the pragmatic aspects of language.

Of all these seven methods, the second, fifth, and sixth are considered the most useful ways of carrying on culture in English class. Hence, we should put more emphasis on the importance of the learning of cultural background knowledge in the teaching of foreign languages. Language teaching should be carried on with the introduction of cultures, and teachers should teach the students both language and culture so as to improve the students’ target language and thus get the best results in

teaching. Discussion

In summary, the close relations of culture and language determine the inseparability of culture teaching and English language teaching. A high level foreign language teaching should be composed of developing students’ skill of listening, speaking, reading and translating on one side; and cultivating their communicative ability in intercultural communication through combining linguistic knowledge and cultural knowledge on the other. Many successful experiences prove that combining language learning and culture learning is a shortcut to master a foreign language. As to teachers, who play an important role in foreign language teaching, should enhance their cultural awareness in the first place. Except for preparing sufficient teaching aids, teacher should be aware of the latest information of the western world.

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