【正文】 tion requires understanding, and understanding requires stepping into the shoes of the foreigner and sifting her cultural baggage, while always ‘putting [the target] culture in relation with one’s own’ (Kramsch, 1993: 205). Moreover, we should be cognizant of the fact that if we teach language without teaching at the same time the culture in which it operates, we are teaching meaningless symbols or symbols to which the student attaches the wrong meaning…’ (Politzer, 1959: 100101).Chapter IIOverall Study: Culture amp。 Culture Teaching III. The History OF Culture TeachingIV. Cultural Teaching in College English Program. Objective of Culture Teaching. Content of Culture Teaching. Values and Norms . Social Roles . Culture Incorporation Principles and Specific Techniques In Culture Teaching Principles In Culture Teaching. Specific Techniques In Culture Teaching V. ConclusionChapter IIntroductionForeign language learning is prised of many ponents, including grammatical petence, municative petence, language proficiency, as well as the change in attitudes towards one’s own or another culture. For scholars and laymen alike, cultural petence, ., the knowledge of the conventions, beliefs, and systems of meaning of another country, is indisputably an integral part of foreign language learning, and many teachers have seen it as their important goal to incorporate the teaching of culture into the foreign language curriculum. It could be maintained that the notion of municative petence, which, in the past decade or more, has blazed a trail, so to speak, in foreign language teaching, emphasizing the role of context and circumstances under which languages can be used accurately and appropriately, ‘fall[s] short of the mark when it es to actually equipping students with the cognitive abilities they need in a secondculture environment’ (Straub, 1999: 2). In another way, since the wider context of language, that is, societies and culture, has been reduced to a variable elusive of any definition—as many teachers and students often talk about it without knowing what its exact meaning is—it stands to reason that the term municative petence should bee nothing more than an empty and meretricious word, resorted to if for no other reason than to make an “educational point.” In reality, what most teachers and students seem to lose sight of is the fact that ‘knowledge of the grammatical system of a language [grammatical petence] has to be plemented by understanding (sic) of culturespecific meanings [municative or rather cultural petence]’ (Byram, Morgan 1994: 4).Of course, we are long past an era when first language acquisition and second or foreign language learning were cast in a “behavior mould,” being the products of imitation and language “drills,” and language was thought of as a pendium of rules and strings of words and sentences used to form propositions about a state of affairs. In the last two decades, there has been a resurgence of interest in the study of language in relation to society, which has led to a shift of focus from behaviorism and positivism to constructivism to critical theory (see Benson amp。 . Culture amp。 Culture. The role of language in munication Culture Teaching. Definition amp。 To help students to develop the necessary skills to locate and organize information about the target culture。 To help students to increase their awareness of the cultural connotations of words and phrases in the target language。 To help students to develop an understanding that social variables such as age, sex, social class, and place of residence influence the ways in which people speak and behave。 learning a second language also involves learning a second culture to varying degrees. On the other hand, language is influenced and shaped by culture. It reflects culture. Cultural differences are the most serious areas causing misunderstanding, unpleasantness and even conflict in crosscultural munication.最后一部分為結(jié)論。文化的導(dǎo)入不應(yīng)帶有過強(qiáng)的個人偏見，可以將英語文化與中國自身文化溶合。然后我們將講述文化教學(xué)的內(nèi)容與原則。文中將列出七個目標(biāo)：幫助學(xué)生理解所有的人的行為都是在一定的文化環(huán)境中的；幫助學(xué)生理解年齡，性別，社會角色與出生地都會影響人說話與行為的方式；幫助學(xué)生建立其對外語文化中正常情形下的習(xí)慣行為的意識；幫助學(xué)生增強(qiáng)其對外語中詞與短語的潛在文化含義的意識；幫助學(xué)生增強(qiáng)外語文化的評價與提煉能力；幫助學(xué)生發(fā)展對外語文化中信息進(jìn)行定位與組織的必要技巧；激發(fā)學(xué)生對外語文化知識的興趣并鼓勵其去了解外國人。第四部分集中闡述有關(guān)大學(xué)英語教學(xué)中的文化教學(xué)的具體細(xì)節(jié)。BaumgratzGangl(1990)指出整合外來文化與自身文化的中的價值與意義觀念可以使學(xué)生改變視角或“認(rèn)識到其認(rèn)知缺陷”，有助于不同文化交流中的相互理解與支持。更具體地說，只有當(dāng)學(xué)生能夠理解外語語言中的視角，并有機(jī)會通過拋棄自身思維方式與對方相互理解來反映其自身視角時，才會吸收外語文化中道德層次，評價方式等，這些都不是能夠簡單地通過語言形式的學(xué)習(xí)而獲得的（Byram, Morgan等人1994年提出）?；诮涣鞑恢皇切畔⒌慕粨Q也負(fù)載著思想與價值觀的觀念，Melde(1987)提出外語教學(xué)應(yīng)著重培養(yǎng)對目標(biāo)語言社會生活的“批判性意識”。直到20世紀(jì)80年代學(xué)者才開始探究文化的意義以及其在成功外語教學(xué)中的重要作用。舉例而言，問好，再見，稱呼形式，感謝，要求，給出或接受稱贊之類的日常會話并不難，但是實際學(xué)習(xí)中并不只是要求能夠說出正確語法的句子，而是需要知道在什么情形下對誰說什么樣的話是適當(dāng)?shù)模残枰斫庹Z言中不同形式與用法所表現(xiàn)出來的信仰與價值觀。許多人認(rèn)為，文化教學(xué)只是上幾節(jié)有關(guān)英語國家假日，服飾，民歌，飲食等的課。文化差異是跨文化交流中導(dǎo)致誤解，產(chǎn)生不悅甚至產(chǎn)生矛盾的重要原因。另一方面，語言也受到文化的影響。兒童在學(xué)習(xí)他們母語時也就在學(xué)習(xí)他們的文化。它是文化傳輸?shù)闹饕浇?。文中將指出語言教學(xué)應(yīng)該基于文化學(xué)習(xí)。第一部分為論文簡介。文章之主旨在于說明有效的交流不只是需要語言流利，除了增強(qiáng)語言與交流能力外，掌握文化的能力也可以使不同文化體的人得到相互尊重與情感共振。文中將指出外語教學(xué)并非等同于教授語法結(jié)構(gòu)或?qū)W習(xí)新詞匯與短語，也需要導(dǎo)入一些文化因素，這些文化因素與語言本身是連在一起的。本論文內(nèi)容是關(guān)于在外語教學(xué)課堂中文化教學(xué)的作用以及如何導(dǎo)入的問題。文化教育是實現(xiàn)運用語言進(jìn)行交際的關(guān)鍵，語言的得體性離不開社會文化知識。英語教學(xué)應(yīng)當(dāng)包括英語文化教學(xué)。大學(xué)英語教學(xué)中的文化導(dǎo)入研究Culture Teaching in College English Program 研 究 生 姓 名 學(xué) 號 導(dǎo) 師 姓 名 系 所 外國語學(xué)院英語系 專 業(yè) 英語語言文學(xué) 研 究 方 向 入 學(xué) 時 間 畢 業(yè) 時 間 摘 要語言是文化的載體和表現(xiàn)形式。語言離不開文化，文化又存在于語言之中。如果在英語教學(xué)中只重視語言知識的教育而忽視文化教育，其結(jié)果使培養(yǎng)出來的學(xué)生不可能真正掌握英語知識，跨文化交際能力也無從談起。因此要加強(qiáng)英語教師對文化教育重要性的認(rèn)識，從而培養(yǎng)學(xué)生具備較強(qiáng)的跨文化交際能力。本論文將對于為什么以及如何進(jìn)行文化教學(xué)做一些思考。此外，本文也將闡述一些現(xiàn)在使用的將文化導(dǎo)入外語課堂的技巧與方法。本論文共包括五個部分。第二部分是對文化的概念以及其與語言及交流的關(guān)系的深入探討。語言是文化的一個重要組成部分。沒有語言，文化也難以存在。學(xué)習(xí)外語也涉及到不同程度地學(xué)習(xí)外來文化。語言反應(yīng)文化。文化教育的觀念對于外語老師來說并不是新概念。這些課程當(dāng)然有用，但是因為這些課程往往沒有一個更廣闊的語境來支撐，所以他們對學(xué)生感悟英語語言與社會等方面作用并不大，特別是學(xué)生學(xué)習(xí)語言后需要在英語國家生活工作的。第三部分將展示歷史上學(xué)者們對文化教育的看法及做法。例如，Littlewood曾提倡過學(xué)習(xí)文化的作用，但是他還是把語言熟練度作為外語交流能力的主要標(biāo)準(zhǔn)。此觀念與Fairclough在1989與1995年提出的批判理論一致（By