浅谈新课标下中学生文化意识缺失现象及对策
2023-09-04 08:09
论文总字数：39583字
摘 要
《普通高中英语课程标准》（简称新课标）（2017）明确了文化意识的地位和作用，提出了对高中生文化意识培养的要求，为英语文化教学指明了方向。本文旨在分析高中生文化意识的现状，通过问卷调查和访谈发现：高中英语文化培养虽然引起了一定的重视，但并没有得到很好的实施，甚至从某种程度上说，出现了高中生文化意识缺失的现象。针对目前高中生文化意识缺失的现象，本文提出了一些改进的建议与措施。
关键词：新课标;高中生;文化意识;培养
Contents
1. Introduction 1
2. Literature Review 2
2.1 Research on cultural awareness cultivation abroad 2
2.2 Research on cultural awareness cultivation in China 3
3. The Necessity of Cultural Awareness Cultivation in Senior High School English Teaching 6
3.1 Requirements for cultural learning in the English Curriculum Standards 6
3.2 Requirements for learners to learn a language 6
3.3 Requirements for intercultural communication 7
4. Research Methodology 8
4.1 Subjects 8
4.2 Design of the study 8
4.3 Instruments 9
4.4 Research procedures 9
4.5 Data collection and analysis 9
5. Strategies of English Cultural Awareness Cultivation of Senior High School Students 11
5.1 Experiential learning of English cultural knowledge 11
5.2 Emotional management of cultural awareness cultivation 13
5.3 Roles of senior high school English teachers 14
6.Conclusion 16
Works Cited 17
Appendix 18
1. Introduction
With the rapid development of globalization, it is widely acknowledged that the communication and cooperation among people all over the world are becoming more and more frequent and the cross-cultural communication is becoming more and more urgent. It is mentioned in The Future of Language written by Graddol that more than 1000 million people use English as their second language and foreign language (Graddol 1329). And English teaching is unable to be parted with culture teaching. Therefore, cultivating students’ cultural awareness and making them not only understand their own culture but also absorb and learn from the essence of foreign culture has become the urgent task of English teaching at present.
In recent years, China has paid a lot of attention to students’ cultural awareness cultivation of senior high school students. English Language Teaching Syllabus for Full-Time Senior Middle School (1993) proposes to cultivate students’ awareness of cross-cultural communication for the first time. And the English Curriculum Standards（2003）puts forward the teaching objectives and requirements of improving students’ cultural knowledge and understanding ability, and promoting students’ cross-cultural communicative awareness and intercultural communicative competence. In the Core Competence of English subject of the English Curriculum Standards (2017), cultural awareness refers to the students’ understanding of Chinese and foreign cultures, the students’ cross-cultural cognition, attitude and behavior orientation under the background of globalization. (Mei amp; Wang 21)
2. Literature Review
2.1 Research on cultural awareness cultivation abroad
Cross-cultural communication exerts an important influence to culture teaching in the United States. In 1957, Lado pointed out foreign language teaching should include cultural teaching and put forward the basic framework of cultural contrast—making a comparative analysis of different cultures from form, meaning and distribution in Linguistics Across Culture. In 1953, The American Modern Language Association held an academic seminar on “Developing Cultural Understanding though Language Study” in the University of Michigan and in 1960 the report of the Conference Culture in Language Learning was published. In 1959, Hall put forward the concept of “cross-cultural communication” for the first time, marking the beginning of the development of intercultural communication. In the 1980s, the theory of intercultural Communication began to develop around the world. This subject was closely related to cultural teaching, focusing on the cultural factors that interfere with communication, providing a great deal of information for cultural teaching in foreign language teaching. In 1996, the United States Education Department revised the new foreign Language syllabus, and the teaching objectives can be summarized into five aspects: communication, cultures, connection, comparisons and communities. This marked that the important position of culture teaching was determined by the authoritative Education Department of the United States in the 1990s.
Culture teaching in British is mainly influenced by functional linguistics and cross-cultural pragmatics. The traditional teaching of culture in Britain is mainly carried out by teaching literary works. In 1971, Hymes published the Communicative Approach to Language Teaching. Since the 1980s, English linguists had done a lot of research to find ways to improve the cross-cultural communicative competence of foreign language learners, and the British educational community had begun to pay more attention to cultural teaching. In the 1990s, the British government began to list the development of students’ communicative competence and the mastery of the social-cultural knowledge of countries as the purposes of foreign language teaching.
Cultural connotation of vocabulary plays an important role in the culture teaching in the Soviet Union. Vasilyevich and Kostomarov studied the social and cultural meaning of vocabulary and customs in communication, and discussing detailly the national conditions of language in Language and Culture and Language State Theory of Words. In 1981, the Soviet Union formulated the Syllabus of language national studies.
2.2 Research on cultural awareness cultivation in China
In the early 1980s, cross-cultural communication was introduced into China. And because it was the time of the reform and opening up, Chinese scholars began to pay attention to the relationship between language and culture and cross-cultural differences in foreign language teaching. Cross-cultural communication has been developed rapidly in China. Luo Changpei is the first Chinese scholar to do a systematic study in language and culture. Xu Guozhang (1980) discussed some words which are easy to lead to translation failure because of their different cultural connotations in his book Culturally-loaded words and English Language Teaching. He Daokuan(1983) published Introducing a New Subject—Cross-Cultural Communication and he regarded cross-cultural communication as an applied discipline to study the cultural similarities and differences of different nationalities. In the study of cross-cultural communication in China, Hu Wenzhong has made great contributions. He published many books about cultural awareness cultivation and participated in the editor-in-chief of Intercultural Communication and English Learning (1988), Culture and Communication (1994), Introduction to Intercultural Communication (1999), Cross-cultural Communication Faces (2003), etc. Intercultural Communication and English Learning is the first collection of essays about cross-cultural communication in China, including 11 papers, studying cultural differences and their impact on English teaching and cross-cultural communication from different angles. In 1989，Deng Yanchang and Liu Yunqing put forward the important cultural factors and explains the role of culture in language communication with many examples. Chenshen (1999) published Culture Teaching in Foreign Language Education. Wang Zhenya (2005) introduced that Halliday’s language is the language view of social symbology in his book Foreign Language Teaching for the Purpose of Cross-cultural Communication, and put forward the teaching thought framework of choosing the culture teaching content in foreign language teaching according to the discourse field, discourse will and discourse mode. Zhang Hongling (2007) published Intercultural Foreign Language Teaching, which is our first systematic study of cross-cultural foreign language teaching monograph. This book makes a more comprehensive analysis on Foreign language Teaching and cross-cultural communicative competence training, and puts forward the integration framework of cross-cultural foreign language teaching in China.
However, this intercultural communication education was mainly in universities, and it was not until the 1990s that secondary schools began to attach importance to cultural teaching. English Language Teaching Syllabus for Full-Time Senior Middle School (1993) clearly states that students should gain the knowledge about the foreign language countries, and teachers should handle a relationship well between language teaching and cultural teaching. The English Curriculum Standards (2001) has further elaborated on various aspects of cross-cultural communicative awareness, and talks about the principles of transnational communication and the relationship between language and culture, which requires the cultivation of students’ cross-cultural awareness in teaching and made it an important part of the comprehensive language use. The English Curriculum Standards（2017）puts forward that cultural awareness refers to not only students’ understanding of Chinese and foreign cultures and their recognition of excellent cultures under globalization, but also students’ cross-cultural understanding, attitude and behavior orientation under globalization. Since then, the cultivation of cultural awareness has been paid attention by many scholars, professors and teachers and the cultivation of cultural awareness has become an important task in senior high school foreign language teaching.
3. The Necessity of Cultural Awareness Cultivation in Senior High School English Teaching
3.1 Requirements for cultural learning in the English Curriculum Standards
The English Curriculum Standards (2017) clearly puts forward the educational view of subject based on fostering character and civic virtue and the core competence of English subject, pointing out that the overall goal of English courses is to develop students’ comprehensive language skills.
The formation of comprehensive language skills is based on the overall development of students’ language skills, language knowledge, emotional attitude and cultural awareness of learning strategies, and specially emphasis that cultural awareness is the guarantee of proper use of language, which is a part of the ability of comprehensive language use. In teaching, teachers should gradually increase the content and scope of cultural knowledge and help students broaden their horizons, laying a good foundation for developing their cultural communicative competence. Cultural awareness is one of the elements in the Core Competence in English. Elements of cultural awareness refer to excellent Chinese and foreign cultures, including humanistic knowledge and scientific knowledge. The formation of cultural awareness helps students set up the worldly wisdom, enhance national identity and patriotism.
3.2 Requirements for learners to learn a language
Language is the carrier of culture; it carries the cultural connotation of a country. If someone does not understand the culture of a country or nation, you cannot really understand and master the language. As a high school student, if he only studies the language grammatical structure and does not understand its culture, then he cannot understand the true meaning of the language to be expressed. Therefore, senior high school teaching need to pay attention to the cultivation and penetration of cultural awareness, and it will help students to understand and master the language better.
Lado pointed out that it is impossible for us to teach language well without mastering cultural background knowledge in his book Language Teaching: A Scientific Approach. The propriety of language is closely related to its cultural connotation, and language learners can use language properly only on the premise of understanding the connotation of their culture.
Students in senior high schools think it is difficult to do reading comprehension. In addition to the impact of new words, students cannot correctly and properly understand the meaning of the text. One of the main obstacles is that students lack cultural knowledge and do not have cultural awareness in English, which lead them to be unable to truly understand the author"s intentions. It is the same in listening. Students can understand the meaning of each word, but they just don’t understand what the speaker really means to convey. In most cases, this is also due to cultural differences. Students do not understand the way people speak in English-speaking countries and the habits of communication, so that they cannot understand the meaning of their communication. Therefore, students need to learn the foreign language and teachers need develop ability to strengthen the teaching of cultural knowledge and cultivate students’ cultural awareness in high school English teaching.
3.3 Requirements for intercultural communication
To use a language, you must have: 1. Knowledge about the structure and system of the language itself, that is the so-called “three elements of language”-the actual knowledge of phonetics, grammar and vocabulary; 2. Practical knowledge of the historical and cultural backgrounds of the language. (Yu 277)
With the development of society, the world is more and more closely connected, which involves different languages and different cultures of communication, so cross-cultural communicative competence is becoming more and more important. On the one hand, students should lay a solid foundation for future language use. On the other hand, by cultivating students’ cultural awareness, they can broaden the horizon and cultivate the ability of cross-cultural communication.
4. Research Methodology
4.1 Subjects
The subjects of the research are the 150 students and 5 English teachers in a senior high school in Changzhou, Jiangsu province. This senior high school have strong faculty and facilities and the textbooks studied here are Advance with English (Yilin-Oxford edition).
4.2 Design of the study
The author did a questionnaire survey among the students and an interview among the English teachers in one Middle School, and collected data. From the data, the author knew the current situation of the cultural awareness cultivation and found some existing problems.
4.3 Instruments
Questionnaire and interview are used in the study. After consulting the relevant documents and reports, the author designed the questionnaire for students. And the author chose five English teachers to have an interview with them in order to their attitude towards cultural teaching and the difficulties they have in the cultural awareness cultivation.
4.4 Research procedures
4.4.1 Giving out the questionnaire
In order to know the present situation of students’ cultural awareness cultivation, the author did a questionnaire in a senior high school. This questionnaire involves 150 students in Grade two. There are 10 questions in the questionnaire and the questionnaire can be divided into two parts. The first part has 5 questions. And they don’t have fixed answers and are used to know about the students’ attitude towards culture. And the second part includes 5 questions. The questionnaire for students is included in the appendix.
4.4.2 Conducting the interview
The author had an interview with five English teachers in the high school. And the questions in the interview are as follows：
1. Do you think it is important to cultivate students’ cultural awareness?
2. Do you cultivate students’ cultural awareness in English teaching? Why?
3. Do you have difficulties in the culture teaching? What are the difficulties?
4.5 Data collection and analysis
A total of 150 valid questionnaires are collected. Data Collection of the first part is as follows:
1 | 2 | 3 | 4 | 5 | |
A | 63 very interested | 0 none | 12 magazines, books | 3 enough times | 76 adapt |
B | 78 interested | 94 not enough | 95 the internet | 50 some times | 67 try to accept |
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