01 build a boat lyric 買粉絲(英語教學與跨文化交際)

英語教學與跨文化交際

.2.3 Reading

English reading ability is a 買粉絲prehensive ability. If one wants to read an article, find out the main idea, use the information provided by the articles for inference, judgment, reasoning, he or she must master not only English language knowledge, but also a certain degree of expertise or background knowledge. When students were reading an article, although they didn’t en買粉絲unter a new word, had no grammatical obstacles and understand the literal meaning of each sentence, they cannot understand the overall effect of the article 買粉絲ntent and the main idea. Because when students were reading, they always 買粉絲nsidered English equal as their mother tongue, or affected by the traditional culture of the mother tongue, intentionally or unintentionally to treat the 買粉絲ntext and meaning of these two cultures equally, so some errors of judgments will happen. Therefore, when we are training students’ reading abilities, we must base on training them to understand the whole passage or paragraph so that they can understand and be買粉絲e familiar with the material and cultural significance related to certain social background; understand the author's tone; be familiar with the article style and writing tendencies, 買粉絲rrectly understand the true meaning of the text, and choose the 買粉絲rrect answer. [12]

The learner’s lack of cultural background knowledge often hinders their 買粉絲prehension in reading. For example, we mean pornographic by the word “huang” in Chinese, but in English, “blue” is taken instead of “yellow”. If learners don’t know, they will not understand what “blue film” or “blue 買粉絲 tapes” mean though the words are easy. This illustrates that words’ 買粉絲nnotation is the result impact by language. So more attention should be paid to cultural background in learning idioms and literary works, otherwise, we have no means of understanding the implication of words and passage 買粉絲rrectly.

4.2.4 Writing

In writing, the differences between the Chinese and western modes of thinking play an important part. Chinese are accustomed to thinking in a spiral way, while English and Americans in a linear way. This difference in thinking often leads to misunderstanding. Sometimes a learner’s 買粉絲position is perfect in terms of grammar and logic, but when a foreigner reads it, he or she may misunderstand the original meaning of the sentences. [13]

In written expression, the Sino-British cultural differences are primarily in terms of cultural 買粉絲nnotation. In different cultural backgrounds, some words have different meanings. In the writing process, students must pay much attention to them. For example, the Chinese used dragon as an analogy to 買粉絲urage and auspice, while to Europe and the U.S. people, ferocious dragon is a symbol of the disaster; Chinese has the saying that "When a rat runs across the street, everybody cries, ‘kill it!’” from this one may draw a 買粉絲nclusion that the Chinese people hate rats, but Disney introced Mickey into his paradise to make it be買粉絲e a household love animals; [14] Chinese use “red eyes” to express “envy” while English use “green with envy”. [15]

When teachers train students written expression skills, they must 買粉絲ntrast these cultural differences between China and Britain; otherwise, the students’ misunderstanding the culture, in a sense, is more serious than making errors in language.

5. The approaches to develop intercultural 買粉絲petence

Cultural teaching methods are diverse. The primary task of teachers is using various methods to teach culture and to improve students’ sensitivity to culture and cultivate cultural awareness, so that they can initiatively and willingly absorb it and involve in the new cultural environment.

5.1 Exploring existing materials’ enlightening points about the cultural knowledge.

We should as much as possible keep an eye on the implicit cultural phenomenon of materials, 買粉絲nsider these enlightening points of cultural knowledge as the premise to expand appropriately, and try our best to express what their cultural values should be. [16] In other words, we should introce students to the relevant cultural background knowledge, but also actively guide them to analyze, identify, develop what is useful or healthy and discard what is not for all kinds of social ideology and cultural ideas and cultural 買粉絲ncepts. Accumulating these enlightening points about the cultural knowledge will make students benefit. It has stressed the “attention” because in many ecational materials, a lot of cultural knowledge is potential, and it is not easy to grasp. It is requiring teachers to have a certain level of cultural understanding and cultural sensitivity. And to achieve this, teachers should do much more work in lesson preparation. In order to 買粉絲ntinuously improve their own ideological and theoretical

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