【導(dǎo)讀】論文先從定義方面。教學(xué)的關(guān)系，進(jìn)而闡明文化意識(shí)與語言教學(xué)兩者之間的關(guān)系。本文通過對(duì)淮海工學(xué)院98. 影響被調(diào)查者形成文化意識(shí)的原因。調(diào)查結(jié)果表明,文化輸入的不足成為受調(diào)查者在過去。堂學(xué)習(xí)環(huán)境更加開放和互動(dòng)。本文還就語言教學(xué)過程中的文化認(rèn)知意識(shí)的培養(yǎng)提出了一些

　　

【正文】 ative and interactive. Thus, following on are the possible ways to promote the cultural awareness. The Necessary Crosscultural Awareness Skills to Acquire Firstly, it is vital for language teachers to help language learners build up cultural awareness and develop their crosscultural munication petence. If the final purpose of cultural awareness cultivation is to help students to acquire crosscultural munication petence, then what crosscultural munication petence is? According to Kramsch’s opinion, crosscultural awareness is not really a skill, but a collection of skills and atti tudes known as a petence. Secondly, it is necessary to make clear what crosscultural awareness skills students are supposed to acquire. It has been suggested that crosscultural awareness consists of having four different perspectives on munication with a different culture. Crosscultural petent students should be able to: look at their own culture from the point of view of their own culture (for example, having a good understanding and awareness of their own culture) Be aware of how their culture is seen from outside, by other countries or cultures understand or see the target culture from its own perspective (for example, understanding and being aware of what other people think of their own culture) Be aware of how they see the target culture Instructional Strategies Language teachers are supposed to exert instructional strategies to help language learners promote their cultural awareness, that is, provide language learners with some useful ideals for presenting culture from its own perspective, for example, understanding and being aware of what people in target culture think of their own culture. 1) Authentic Materials Using authentic sources from the native speech munity may help language learners to engage in authentic cultural experiences. Sources include news broadcasts, and other printed materials. Teachers can adapt these authentic materials to suit the age and language proficiency level of the students. For example, even language beginners can watch and listen to video clips taken from a television show in the target language. The teacher might supply students with a detailed translation or give them an outline to plete before they listen to a dialogue or watch a video. After the class has viewed the relevant segments, the teacher can engage the students in discussion of the cultural norms represented in the segment and what these norms might say about the values of the culture. The topics of discussion might include nonverbal behaviors (for instance, the different physical distance between speakers, gestures, eye contact, societal roles, and how people in different social roles related to each other). Students might describe the behaviors they observe and discuss which of them are similar to their native culture and which are not, and determine strategies for effective munication in target language. 淮海工學(xué)院 二○○六屆畢業(yè)論文 第 9 頁 共 12 頁 2) Proverbs Proverbs is essential not only in language teaching but also in culture teaching. Discussion of mon proverbs in the target language could focus on how the proverbs are different from or similar to the proverbs in the students’ native language (Ciccarelli. 1996). Using proverbs as a way to explore cultural awareness also provides a way to analyze the stereotype and misperceptions of target culture, as well as a way for students to explore the values that are often represented in the proverbs of their native culture. 3) Role Play In role plays, students can act out a mismunication that is based on cultural differences. For example, after learning about ways of addressing different groups of people in the target culture, such as people of the same age and older people, students could role play a situation in which an inappropriate greeting is used. Other students observe the role play and try to identify the reason for the mismunication. They then role play the same situation using a culturally appropriate form of the address. 4) Bicultural Students or Teachers as Cultural Resources Exchange students, foreign teachers, or native teachers who have a bicultural living experience can be invited to the classroom as expert sources. They can share authentic insight into the home and cultural life of native speakers of the language. 5) Literature Literary texts are often filled with cultural information and can evoke memorable response for readers. Texts that are carefully selected for a given group of students and with specific goals in mind can be helpful in allowing students to acquire insight into a culture. 6) Film Film and television segments offer students an opportunity to witness behaviors that are not obvious in texts. Film is often one of the more prehensive ways to convey the look, feel, and rhythm of a culture. Film also connects students with language and cultural issues simultaneously (Stephens. 20xx), such as describing conversational timing or turntaking in conversation. At least one study shows that students achieved significant gains in overall cultural knowledge after watching video from the target culture in the classroom (Herron., Cole., Corrine. amp。 Dubreil. 1999) 5 Conclusion This research investigated mainly English majors’ understanding on language petence and their attitudes towards the learning of language skills, the accumulation of culture and current classroom teaching of which students’ cultural awareness are especially analyzed. It may be safe to say that most English major learners have a high identification on language petence learning, but less of them have an active conscious awareness about the relationship between cultural awareness and language learning. Through deeper analysis, results have shown that being l