哪位高手帮忙把下面这段话翻译成英语吧，急！万分感谢
文化导向型英语教学模式本模式是站在文化高度上，把语言视为文化的载体、表像或物化；把跨文化交际能力既看成手段又视为目的的新的外语教学观。因此，它要求教师重新审视文化与英语教...
文化导向型英语教学模式
本模式是站在文化高度上，把语言视为文化的载体、表像或物化；把跨文化交际能力既看成手段又视为目的的新的外语教学观。因此，它要求教师重新审视文化与英语教学的关系：（1）英语教学实际上是教授学生掌握另一种语言文化体系，并用该体系认知、感受、阐释同一个物质世界；（2）文化须向学生系统地，循序渐近地教授，而不能简单地让其偶然地，无目的地接触；（3）语言教学不能与其文化脱节；（4）目标语文化是外语学习每个阶段的要素。
教师应深谙中国文化和英语所代表的西方文化在语言层次、非语言交际、思维方式和叙事结构以及社会语言等四个层面上的对比意义。同时，教师也应认识到，英语已不是简单地代表英美文化，而是西方乃至世界文化的合成。从宏观文化的角度来说，英汉两种语言所反映的文化相同大于相异。因此，应消除异域文化的侵人感。汉语文化也决非封建时代的孤立、封闭、保守的形态了它已成为一个开放的多成分的体系。从教学角度而言，中国学生对异国文化的排斥、敌视心理已经被认可、同情、容忍所取代。这是在中国教授英语的心理优势之一。
教师应掌握这种外语教学模式的策略和技巧。用屠蓓（1994）的话来说，“对于外语教师来说，最大的挑战不在于在语言外加上文化知识的讲解或另开一门文化课，而在于如何将语言和文化融合在一起来教授。”鉴于此，笔者认为应处理好下述四个要点：（1）时机：应在汉英语言文化发生冲突或表现相并时及时进行辩异和对比；（2）角度：可以站在英汉两种不同的文化立场上分析看待同一现象。初始阶段似应多从中国文化角度人手，因为它毕竟是一种已存在的认知框架；（3）程度：文化体现在语言的不同层面上，文化移入的程度应服从于语言技能培养的目的；（4）方式：渐进的、自然的、启发式的、关联的，而不是集中、说教、注入、孤立式的。
教师应妥善处理母语体系在学习中的作用。历来认为，母语干扰应尽量排除于课堂之外。但母语文化体系是先入为主的体系，以一种新的体系取而代之几乎是做不到的。正确的做法是通过语言文化的共核部分的相融以及相异部分的对比，使学生母语文化这种潜意识中的体系，成为正面的、积极的、建设性的参照系，从而使英语在对比中成为显性的、易于感受和理解的东西。即发生正向迁移。
文化导向教学模式显然呼唤与之相适应的配套教材。这类教材的编写应以多元文化为导向，以语言文化对比、参照为方法，以多国文化背景为材料，以培养跨文化交际能力为目的，以现代语言理论为指导。教材应以任务为中心而不是以练习为中心。所谓任务，是指跨文化交流场合中要达到的交际目标。教材的语言背景不应局限于英、美、加、澳等以英语为母语的国家，而应涵盖尽可能广的国家和文化。如上文所示，英语已成为一种中介语，其国际地位和使用范围恰恰反映了它的跨文化交际的工具属性。此外，初级和高级英语教材都应有一定量的以中国文化为背景的语言材料。许国璋（英语）之所以在中国保持长达30年的魅力，部分原因在于 其一、二册中有相当数量的语言内容是反映中国人所熟悉的事件、场景的。 Alptekin写道，“熟悉内容和题材使学习者更加关注结构性知识，他们的认知过程受目标语的干扰也较少。”因此，教材应按照中国文化……人类共性文化……异域文化的顺序渐进按排语言材料。如 Stewart（198）所言，“EFL教材应通过利用、比较或挖掘跨文化的人类经验，并以此作为阐释不熟悉语料的参照点，从而在已知文化和未知文化之间架起桥梁。”
不要用什么在线软件翻译的，要自己翻译的，不需要翻译用的词多好，但是必须结构准确，通顺那.......没办法，老师要检查。 展开
本模式是站在文化高度上，把语言视为文化的载体、表像或物化；把跨文化交际能力既看成手段又视为目的的新的外语教学观。因此，它要求教师重新审视文化与英语教学的关系：（1）英语教学实际上是教授学生掌握另一种语言文化体系，并用该体系认知、感受、阐释同一个物质世界；（2）文化须向学生系统地，循序渐近地教授，而不能简单地让其偶然地，无目的地接触；（3）语言教学不能与其文化脱节；（4）目标语文化是外语学习每个阶段的要素。
教师应深谙中国文化和英语所代表的西方文化在语言层次、非语言交际、思维方式和叙事结构以及社会语言等四个层面上的对比意义。同时，教师也应认识到，英语已不是简单地代表英美文化，而是西方乃至世界文化的合成。从宏观文化的角度来说，英汉两种语言所反映的文化相同大于相异。因此，应消除异域文化的侵人感。汉语文化也决非封建时代的孤立、封闭、保守的形态了它已成为一个开放的多成分的体系。从教学角度而言，中国学生对异国文化的排斥、敌视心理已经被认可、同情、容忍所取代。这是在中国教授英语的心理优势之一。
教师应掌握这种外语教学模式的策略和技巧。用屠蓓（1994）的话来说，“对于外语教师来说，最大的挑战不在于在语言外加上文化知识的讲解或另开一门文化课，而在于如何将语言和文化融合在一起来教授。”鉴于此，笔者认为应处理好下述四个要点：（1）时机：应在汉英语言文化发生冲突或表现相并时及时进行辩异和对比；（2）角度：可以站在英汉两种不同的文化立场上分析看待同一现象。初始阶段似应多从中国文化角度人手，因为它毕竟是一种已存在的认知框架；（3）程度：文化体现在语言的不同层面上，文化移入的程度应服从于语言技能培养的目的；（4）方式：渐进的、自然的、启发式的、关联的，而不是集中、说教、注入、孤立式的。
教师应妥善处理母语体系在学习中的作用。历来认为，母语干扰应尽量排除于课堂之外。但母语文化体系是先入为主的体系，以一种新的体系取而代之几乎是做不到的。正确的做法是通过语言文化的共核部分的相融以及相异部分的对比，使学生母语文化这种潜意识中的体系，成为正面的、积极的、建设性的参照系，从而使英语在对比中成为显性的、易于感受和理解的东西。即发生正向迁移。
文化导向教学模式显然呼唤与之相适应的配套教材。这类教材的编写应以多元文化为导向，以语言文化对比、参照为方法，以多国文化背景为材料，以培养跨文化交际能力为目的，以现代语言理论为指导。教材应以任务为中心而不是以练习为中心。所谓任务，是指跨文化交流场合中要达到的交际目标。教材的语言背景不应局限于英、美、加、澳等以英语为母语的国家，而应涵盖尽可能广的国家和文化。如上文所示，英语已成为一种中介语，其国际地位和使用范围恰恰反映了它的跨文化交际的工具属性。此外，初级和高级英语教材都应有一定量的以中国文化为背景的语言材料。许国璋（英语）之所以在中国保持长达30年的魅力，部分原因在于 其一、二册中有相当数量的语言内容是反映中国人所熟悉的事件、场景的。 Alptekin写道，“熟悉内容和题材使学习者更加关注结构性知识，他们的认知过程受目标语的干扰也较少。”因此，教材应按照中国文化……人类共性文化……异域文化的顺序渐进按排语言材料。如 Stewart（198）所言，“EFL教材应通过利用、比较或挖掘跨文化的人类经验，并以此作为阐释不熟悉语料的参照点，从而在已知文化和未知文化之间架起桥梁。”
不要用什么在线软件翻译的，要自己翻译的，不需要翻译用的词多好，但是必须结构准确，通顺那.......没办法，老师要检查。 展开
展开全部
Culture oriented English teaching mode
This pattern is standing at the cultural level, regard language as the carrier of culture, like the table or materialized; intercultural communicative ability both as means and as the new foreign language teaching. Therefore, it requires teachers to re-examine the relationship between culture and English Teaching: (1) the English teaching is to teach students the another language and culture system, and the system of cognition, feeling, interpretation of the same material world; (2) culture to the students systematic, step-by-step to teach, but not simple let the accidentally, no destination contact; (3) the language teaching cannot be culturally disjointed; (4) the target language culture is the foreign language learning at each stage of the elements.
Teachers should be well versed in Chinese culture and English represents the western culture in the language, nonverbal communication, thinking way and the narrative structure and language in society four levels of significance. At the same time, the teachers should also be aware of, English is not a simple representative of British and American culture, but the western world cultural synthesis. From the macro cultural perspective, the two languages of English and Chinese culture reflected in the same than different. Therefore, we should eliminate the foreign culture invasion. Chinese culture is not a feudal isolated, closed, conservative form it has become an open multi component system. From the perspective of teaching Chinese to foreign students, cultural exclusion, hostility psychology has been recognized, compassion, tolerance to replace. This is in China to teach English psychological superiority of one.
The teacher should master the foreign language teaching strategies and techniques. Tu Bei (1994) the words," for foreign language teachers, the biggest challenge is not in the language and cultural knowledge to explain or open a door culture class, but how the linguistic and cultural fusion in a professor." In view of this, the author thinks that should handle the following four points: (1) the timing: should be in English and Chinese languages and cultures in conflict or performance of phase and time while the debate of and contrast; (2): can stand in the angle between the two different cultural standpoints on seeing the same phenomenon. The initial stage should be more from the perspective of Chinese culture of hands, because it is after all a pre-existing cognitive frame; (3): culture embodied in the language of the different levels, acculturation level should be subject to the training of language skills; (4): progressive, natural, heuristic, association, rather than concentrated, preaching, injection, isolated type.
Teachers should properly handle the native system in the study of the role of. Always think, the interference of mother tongue should be excluded from the outside of the classroom. But the mother tongue culture system is first impressions are strongest system, a new system to replace sb. Is almost impossible. The correct approach is through language and cultural common core portion of the blending and different parts of contrast, make students mother tongue culture this unconscious system, be positive, positive, constructive reference frame, so that the English in contrast to become dominant, easy to feel and understand things. The occurrence of positive transfer.
Culture oriented teaching mode obviously needs corresponding supporting materials. This kind of textbook compilation should be multivariate culture as the guide, to contrast of language and culture, reference method, to multicultural background material, to the cultivation of intercultural communicative competence for the purpose, to the modern language theory. Teaching should be with task as the center and not to practice as the center. The so-called task, refers to the intercultural communication in order to achieve the communicative goals. Teaching language background should not be confined to Britain and the United States, plus, Australia and other English-speaking countries, but should cover the widest possible country and culture. As seen above, English has become an intermediary language, its international status and range of use reflects its intercultural communicative tool property. In addition, junior and senior English teaching material should have a certain amount of background of Chinese culture in the language materials. Xu Guozhang ( English ) in China has maintained for up to 30years of glamour, in part because of its one or two volumes in a considerable number of linguistic content is a reflection of Chinese are familiar with the incident, the scene. Alptekin writes," familiar with the content and the theme to make learners more attention to structural knowledge, their cognitive processes by the target language interference is less." Therefore, teaching should be in accordance with Chinese culture ... ... Human universals culture ... ... The exotic culture sequence progressive schedule language materials. Such as Stewart (198) says," EFL teaching material should be through the use of, or mining cross culture of human experience, and as a reference point for interpretation are not familiar with the corpus, resulting in the known and unknown culture cultural bridge between."
嘻嘻，望采纳！！
This pattern is standing at the cultural level, regard language as the carrier of culture, like the table or materialized; intercultural communicative ability both as means and as the new foreign language teaching. Therefore, it requires teachers to re-examine the relationship between culture and English Teaching: (1) the English teaching is to teach students the another language and culture system, and the system of cognition, feeling, interpretation of the same material world; (2) culture to the students systematic, step-by-step to teach, but not simple let the accidentally, no destination contact; (3) the language teaching cannot be culturally disjointed; (4) the target language culture is the foreign language learning at each stage of the elements.
Teachers should be well versed in Chinese culture and English represents the western culture in the language, nonverbal communication, thinking way and the narrative structure and language in society four levels of significance. At the same time, the teachers should also be aware of, English is not a simple representative of British and American culture, but the western world cultural synthesis. From the macro cultural perspective, the two languages of English and Chinese culture reflected in the same than different. Therefore, we should eliminate the foreign culture invasion. Chinese culture is not a feudal isolated, closed, conservative form it has become an open multi component system. From the perspective of teaching Chinese to foreign students, cultural exclusion, hostility psychology has been recognized, compassion, tolerance to replace. This is in China to teach English psychological superiority of one.
The teacher should master the foreign language teaching strategies and techniques. Tu Bei (1994) the words," for foreign language teachers, the biggest challenge is not in the language and cultural knowledge to explain or open a door culture class, but how the linguistic and cultural fusion in a professor." In view of this, the author thinks that should handle the following four points: (1) the timing: should be in English and Chinese languages and cultures in conflict or performance of phase and time while the debate of and contrast; (2): can stand in the angle between the two different cultural standpoints on seeing the same phenomenon. The initial stage should be more from the perspective of Chinese culture of hands, because it is after all a pre-existing cognitive frame; (3): culture embodied in the language of the different levels, acculturation level should be subject to the training of language skills; (4): progressive, natural, heuristic, association, rather than concentrated, preaching, injection, isolated type.
Teachers should properly handle the native system in the study of the role of. Always think, the interference of mother tongue should be excluded from the outside of the classroom. But the mother tongue culture system is first impressions are strongest system, a new system to replace sb. Is almost impossible. The correct approach is through language and cultural common core portion of the blending and different parts of contrast, make students mother tongue culture this unconscious system, be positive, positive, constructive reference frame, so that the English in contrast to become dominant, easy to feel and understand things. The occurrence of positive transfer.
Culture oriented teaching mode obviously needs corresponding supporting materials. This kind of textbook compilation should be multivariate culture as the guide, to contrast of language and culture, reference method, to multicultural background material, to the cultivation of intercultural communicative competence for the purpose, to the modern language theory. Teaching should be with task as the center and not to practice as the center. The so-called task, refers to the intercultural communication in order to achieve the communicative goals. Teaching language background should not be confined to Britain and the United States, plus, Australia and other English-speaking countries, but should cover the widest possible country and culture. As seen above, English has become an intermediary language, its international status and range of use reflects its intercultural communicative tool property. In addition, junior and senior English teaching material should have a certain amount of background of Chinese culture in the language materials. Xu Guozhang ( English ) in China has maintained for up to 30years of glamour, in part because of its one or two volumes in a considerable number of linguistic content is a reflection of Chinese are familiar with the incident, the scene. Alptekin writes," familiar with the content and the theme to make learners more attention to structural knowledge, their cognitive processes by the target language interference is less." Therefore, teaching should be in accordance with Chinese culture ... ... Human universals culture ... ... The exotic culture sequence progressive schedule language materials. Such as Stewart (198) says," EFL teaching material should be through the use of, or mining cross culture of human experience, and as a reference point for interpretation are not familiar with the corpus, resulting in the known and unknown culture cultural bridge between."
嘻嘻，望采纳！！
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Culture-oriented English teaching pattern
This model is standing in the culture in height, the language as the carrier of culture, table like or materialized; The cross-cultural communication ability not only as a means of purpose and as new foreign language teaching. Therefore, it requires teachers to re-examine the culture and the English teaching: (1) the relationship between English teaching is in fact professor students to master a language culture system, and the system understanding, feeling and explain the same material world; (2) culture must to students system, progressive asymptotic to professor, and can't simply let it by chance, no destination contact; (3) language teaching and cultural not out; (4) the target language culture is a foreign language learning every stage of the elements.
Teachers should know the Chinese culture and English represents the western culture in language level, the language communication, way of thinking and narrative structure and social language and so on four aspects of meaning in comparison. At the same time, the teacher should also be aware that English is not simply represent British and American culture, but the synthesis of western and the world culture. From the macroscopic cultural point of view, both English and Chinese language reflects the same greater than a different culture. Therefore, we should eliminate the foreign culture 4 feeling. Chinese culture is also feudal isolated, closed, conservative form it has become an open more components of the system. From the point of the teaching, Chinese students to an exotic culture rejection, hostile psychological have been recognized, sympathy, tolerate replaced. This is professor of English in China one of the psychological advantage.
Teachers should master the language teaching strategies and skills. With TuBei (1994) words, "for foreign language teacher to be the biggest challenge is not in the language and culture of the knowledge or another open a door interpretation of literacy class, but in how the language and cultural fusion together to professor." In view of this, the author thinks that we should deal with the following four points: (1) the time: should be in chinese-english language culture conflict or performance in an instant and different and contrast; (2) Angle: can stand in English and Chinese to two different kinds of cultural position at the same phenomenon analysis. The initial stage should be more like from Chinese culture Angle hands, because it is after all a existing cognitive framework; (3) degree: culture reflected in the language of different level, the extent of the move into the culture should be subject to language skills training purpose; (4) mode: gradual, natural, heuristic, relevance, rather than focusing, sermons, injection, isolated type.
Teachers should be properly handled in the role of the mother tongue system study. Always think, mother tongue interference in class should as far as possible out outside. But mother tongue culture system is the first impression of system, a new system instead is almost done. The right way is through the language and culture of the nuclear parts of the harmony and a different part of the contrast, make the students' first language culture this the subconscious system, be positive, positive, constructive frame of reference, to make the English in contrast to become a dominant, easy to feel and understand things. Be positive migration.
Cultural orientation teaching mode obviously calls with suitable supporting materials. This kind of the compilation of the teaching material should be with diverse culture as the guide, language and culture, reference for contrast method, with the multinational culture background for material, in order to foster intercultural communication competence for the purpose, the modern language theory as the guide. Teaching material should with task as the center and not to exercise as the center. The so-called task, it is to point to cross-cultural communication in the occasions to communication goals. The teaching material of language background should not be limited to Britain, the United States, Canada, Australia and the english-speaking countries, and should cover as wide country and culture. As is shown above, English has become an intermediary language, its international status and use scope just reflects its cross-cultural communication tools attributes. In addition, the junior and senior English teaching material should have a certain amount of Chinese culture in the background of the language materials. Xu guozhang (English) is in China keeps a 30 year charm, part of the reason is that one, two copies of a considerable number of language is a reflection of the Chinese people are familiar with the content of the incident, the scene. Alptekin wrote, "familiar with content and subject to make the learners to pay more attention to their structural knowledge, the cognitive process of target language interference by less." Therefore, the teaching materials should according to Chinese culture...... Human common culture... Foreign culture order according to the language materials gradual row. Such as Stewart (198) says, "EFL teaching material should be compared by using, or mining cross-cultural human experience, and use this as interpretation not familiar with the reference point, thus corpus in the known and the unknown culture between cultural bridge."
This model is standing in the culture in height, the language as the carrier of culture, table like or materialized; The cross-cultural communication ability not only as a means of purpose and as new foreign language teaching. Therefore, it requires teachers to re-examine the culture and the English teaching: (1) the relationship between English teaching is in fact professor students to master a language culture system, and the system understanding, feeling and explain the same material world; (2) culture must to students system, progressive asymptotic to professor, and can't simply let it by chance, no destination contact; (3) language teaching and cultural not out; (4) the target language culture is a foreign language learning every stage of the elements.
Teachers should know the Chinese culture and English represents the western culture in language level, the language communication, way of thinking and narrative structure and social language and so on four aspects of meaning in comparison. At the same time, the teacher should also be aware that English is not simply represent British and American culture, but the synthesis of western and the world culture. From the macroscopic cultural point of view, both English and Chinese language reflects the same greater than a different culture. Therefore, we should eliminate the foreign culture 4 feeling. Chinese culture is also feudal isolated, closed, conservative form it has become an open more components of the system. From the point of the teaching, Chinese students to an exotic culture rejection, hostile psychological have been recognized, sympathy, tolerate replaced. This is professor of English in China one of the psychological advantage.
Teachers should master the language teaching strategies and skills. With TuBei (1994) words, "for foreign language teacher to be the biggest challenge is not in the language and culture of the knowledge or another open a door interpretation of literacy class, but in how the language and cultural fusion together to professor." In view of this, the author thinks that we should deal with the following four points: (1) the time: should be in chinese-english language culture conflict or performance in an instant and different and contrast; (2) Angle: can stand in English and Chinese to two different kinds of cultural position at the same phenomenon analysis. The initial stage should be more like from Chinese culture Angle hands, because it is after all a existing cognitive framework; (3) degree: culture reflected in the language of different level, the extent of the move into the culture should be subject to language skills training purpose; (4) mode: gradual, natural, heuristic, relevance, rather than focusing, sermons, injection, isolated type.
Teachers should be properly handled in the role of the mother tongue system study. Always think, mother tongue interference in class should as far as possible out outside. But mother tongue culture system is the first impression of system, a new system instead is almost done. The right way is through the language and culture of the nuclear parts of the harmony and a different part of the contrast, make the students' first language culture this the subconscious system, be positive, positive, constructive frame of reference, to make the English in contrast to become a dominant, easy to feel and understand things. Be positive migration.
Cultural orientation teaching mode obviously calls with suitable supporting materials. This kind of the compilation of the teaching material should be with diverse culture as the guide, language and culture, reference for contrast method, with the multinational culture background for material, in order to foster intercultural communication competence for the purpose, the modern language theory as the guide. Teaching material should with task as the center and not to exercise as the center. The so-called task, it is to point to cross-cultural communication in the occasions to communication goals. The teaching material of language background should not be limited to Britain, the United States, Canada, Australia and the english-speaking countries, and should cover as wide country and culture. As is shown above, English has become an intermediary language, its international status and use scope just reflects its cross-cultural communication tools attributes. In addition, the junior and senior English teaching material should have a certain amount of Chinese culture in the background of the language materials. Xu guozhang (English) is in China keeps a 30 year charm, part of the reason is that one, two copies of a considerable number of language is a reflection of the Chinese people are familiar with the content of the incident, the scene. Alptekin wrote, "familiar with content and subject to make the learners to pay more attention to their structural knowledge, the cognitive process of target language interference by less." Therefore, the teaching materials should according to Chinese culture...... Human common culture... Foreign culture order according to the language materials gradual row. Such as Stewart (198) says, "EFL teaching material should be compared by using, or mining cross-cultural human experience, and use this as interpretation not familiar with the reference point, thus corpus in the known and the unknown culture between cultural bridge."
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Culture-oriented English teaching pattern
This model is standing in the culture in height, the language as the carrier of culture, table like or materialized; is in fact professor students to master a language culture system, and the system understanding, feeling and explain the same material world; (2) culture must to students system, progressive asymptotic to professor, and can't simply let it by chance, no destination contact; (3) language teaching and cultural not out; (4) the target language culture is a foreign language learning every stage of the elements.
Teachers should know the Chinese culture and English represents the western ?
文化导向型英语授业のモデルだ
本モードに立って、文化の高さで、言语と文化をキャリヤー、时计像や物化;多文化现象で、能力と手段を目的とする新たな外国语教学观だった。教师だっただけに、その要求を见つめ直す文化と英语授业の関系:(1)英语授业は事実上、生徒たちを把握した上で、别の言叶で文化システムに再び体系を认识して、感じや解釈に同じ物质世界;(2)文化那须で生徒に体系的に、顺序を逐って渐近地教授であるさせてはならないと偶然、目的も接触します;(3)语よりもの文化に追いつかず、できない(4)目标语文化が外国语学习段阶别の要因だった。
教师に详しい中国文化と英语しなければならない」に代表される西洋?だった Culture-oriented English teaching pattern
This model is standing in the culture in height, the language as the carrier of culture, table like or materialized; The cross-cultural communication ability not only as a means of purpose and as new foreign language teaching. Therefore, it requires teachers to re-examine the culture and the English teaching: (1) the relationship between English teaching is in fact professor students to master a language culture system, and the system understanding, feeling and explain the same material world; (2) culture must to students system, progressive asymptotic to professor, and can't simply let it by chance, no destination contact; (3) language teaching and cultural not out; (4) the target language culture is a foreign language learning every stage of the elements.
Teachers should know the Chinese culture and English represents the western ? Culture-oriented English teaching pattern
This model is standing in the culture in height, the language as the carrier of culture, table like or materialized; The cross-cultural communication ability not only as a means of purpose and as new foreign language teaching. Therefore, it requires teachers to re-examine the culture and the English teaching: (1) the relationship between English teaching is in fact professor students to master a language culture system, and the system understanding, feeling and explain the same material world; (2) culture must to students system, progressive asymptotic to professor, and can't simply let it by chance, no destination contact; (3) language teaching and cultural not out; (4) the target language culture is a foreign language learning every stage of the elements.
Teachers should know the Chinese culture and English represents the western culture in language level, the language communication, way of thinking and narrative structure and social language and so on four aspects of meaning in comparison. At the same time, the teacher should also be aware that English is not simply represent British and American culture, but the synthesis of western and the world culture. From the macroscopic cultural point of view, both English and Chinese language reflects the same greater than a different culture. Therefore, we should eliminate the foreign culture 4 feeling. Chinese culture is also feudal isolated, closed, conservative form it has become an open more components of the system. From the point of the teaching, Chinese students to an exotic culture rejection, hostile psychological have been experience, and use this as interpretation not familiar with the reference point, thus corpus in the known move into the culture should be subject to language skills training purpose; (4) mode: gradual, natural, heuristic, relevance, rather than focusing, sermons, injection, isolated type.
Teachers should be properly handled in the role of the mother tongue system study. Always think, mother tongue interference in class should as far as possible out outside. But mother tongue culture system is the first impression of system, a new system instead is almost done. The right way is through the language and culture of the nuclear parts of the harmony and a different part of the contrast, make the students' first language culture this the subconscious system, be positive, positive, constructive frame of reference, to make the English in contrast to become a dominant, easy to feel and understand things. Be positive migration.
Cultural orientation teaching mode obviously calls with suitable supporting materials. This kind of the compilation of the teaching material should be with diverse culture as the guide, language and culture, reference for contrast method, with the multinational culture background for material, in order to foster intercultural communication competence for the purpose, the modern language theory as the guide. Teaching material should with task as the center and not to exercise as the center. The so-called task, it is to point to cross-cultural communication in the occasions to communication goals. The teaching material of language background should not be limited to Britain, the United States, Canada, Australia and the english-speaking countries, and should cover as wide country and culture. As is shown above, English has become an intermediary language, its international status and use scope just reflects its cross-cultural communication tools attributes. In addition, the junior and senior English teaching material should have a certain amount of Chinese culture in the background of the language materials. Xu guozhang (English) is in China keeps a 30 year charm, part of the reason is that one, two copies of a considerable number of language is a reflection of the Chinese people are familiar with the content of the incident, the scene. Alptekin wrote, "familiar with content and subject to make the learners to pay more attention to their structural knowledge, the cognitive process of target language interference by less." Therefore, the teaching materials should according to Chinese culture...... Human common culture... Foreign culture order according to the language materials gradual row. Such as Stewart (198) says, "EFL teaching material should be compared by using, or mining cross-cultural human experience, and use this as interpretation not familiar with the reference point, thus corpus in the known and the unknown culture between cultural bridge." Culture-oriented English teaching pattern
This model is standing in the culture in height, the language as the carrier of culture, table like or materialized; The cross-cultural communication ability not only as a means of purpose and as new foreign language teaching. Therefore, it requires teachers to re-examine the culture and the English teaching: (1) the relationship between English teaching is in fact professor students to master a language culture system, and the system understanding, feeling and explain the same material world; (2) culture must to students system, progressive asymptotic to professor, and can't simply let it by chance, no destination contact; (3) language teaching and cultural not out; (4) the target language culture is a foreign language learning every stage of the elements.
Teachers should know the Chinese culture and English represents the western culture in language level, the language communication, way of thinking and narrative structure and social language and so on four aspects of meaning in comparison. At the same time, the teacher should also be aware that English is not simply represent British and American culture, but the synthesis of western and the world culture. From the the 。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。
This model is standing in the culture in height, the language as the carrier of culture, table like or materialized; is in fact professor students to master a language culture system, and the system understanding, feeling and explain the same material world; (2) culture must to students system, progressive asymptotic to professor, and can't simply let it by chance, no destination contact; (3) language teaching and cultural not out; (4) the target language culture is a foreign language learning every stage of the elements.
Teachers should know the Chinese culture and English represents the western ?
文化导向型英语授业のモデルだ
本モードに立って、文化の高さで、言语と文化をキャリヤー、时计像や物化;多文化现象で、能力と手段を目的とする新たな外国语教学观だった。教师だっただけに、その要求を见つめ直す文化と英语授业の関系:(1)英语授业は事実上、生徒たちを把握した上で、别の言叶で文化システムに再び体系を认识して、感じや解釈に同じ物质世界;(2)文化那须で生徒に体系的に、顺序を逐って渐近地教授であるさせてはならないと偶然、目的も接触します;(3)语よりもの文化に追いつかず、できない(4)目标语文化が外国语学习段阶别の要因だった。
教师に详しい中国文化と英语しなければならない」に代表される西洋?だった Culture-oriented English teaching pattern
This model is standing in the culture in height, the language as the carrier of culture, table like or materialized; The cross-cultural communication ability not only as a means of purpose and as new foreign language teaching. Therefore, it requires teachers to re-examine the culture and the English teaching: (1) the relationship between English teaching is in fact professor students to master a language culture system, and the system understanding, feeling and explain the same material world; (2) culture must to students system, progressive asymptotic to professor, and can't simply let it by chance, no destination contact; (3) language teaching and cultural not out; (4) the target language culture is a foreign language learning every stage of the elements.
Teachers should know the Chinese culture and English represents the western ? Culture-oriented English teaching pattern
This model is standing in the culture in height, the language as the carrier of culture, table like or materialized; The cross-cultural communication ability not only as a means of purpose and as new foreign language teaching. Therefore, it requires teachers to re-examine the culture and the English teaching: (1) the relationship between English teaching is in fact professor students to master a language culture system, and the system understanding, feeling and explain the same material world; (2) culture must to students system, progressive asymptotic to professor, and can't simply let it by chance, no destination contact; (3) language teaching and cultural not out; (4) the target language culture is a foreign language learning every stage of the elements.
Teachers should know the Chinese culture and English represents the western culture in language level, the language communication, way of thinking and narrative structure and social language and so on four aspects of meaning in comparison. At the same time, the teacher should also be aware that English is not simply represent British and American culture, but the synthesis of western and the world culture. From the macroscopic cultural point of view, both English and Chinese language reflects the same greater than a different culture. Therefore, we should eliminate the foreign culture 4 feeling. Chinese culture is also feudal isolated, closed, conservative form it has become an open more components of the system. From the point of the teaching, Chinese students to an exotic culture rejection, hostile psychological have been experience, and use this as interpretation not familiar with the reference point, thus corpus in the known move into the culture should be subject to language skills training purpose; (4) mode: gradual, natural, heuristic, relevance, rather than focusing, sermons, injection, isolated type.
Teachers should be properly handled in the role of the mother tongue system study. Always think, mother tongue interference in class should as far as possible out outside. But mother tongue culture system is the first impression of system, a new system instead is almost done. The right way is through the language and culture of the nuclear parts of the harmony and a different part of the contrast, make the students' first language culture this the subconscious system, be positive, positive, constructive frame of reference, to make the English in contrast to become a dominant, easy to feel and understand things. Be positive migration.
Cultural orientation teaching mode obviously calls with suitable supporting materials. This kind of the compilation of the teaching material should be with diverse culture as the guide, language and culture, reference for contrast method, with the multinational culture background for material, in order to foster intercultural communication competence for the purpose, the modern language theory as the guide. Teaching material should with task as the center and not to exercise as the center. The so-called task, it is to point to cross-cultural communication in the occasions to communication goals. The teaching material of language background should not be limited to Britain, the United States, Canada, Australia and the english-speaking countries, and should cover as wide country and culture. As is shown above, English has become an intermediary language, its international status and use scope just reflects its cross-cultural communication tools attributes. In addition, the junior and senior English teaching material should have a certain amount of Chinese culture in the background of the language materials. Xu guozhang (English) is in China keeps a 30 year charm, part of the reason is that one, two copies of a considerable number of language is a reflection of the Chinese people are familiar with the content of the incident, the scene. Alptekin wrote, "familiar with content and subject to make the learners to pay more attention to their structural knowledge, the cognitive process of target language interference by less." Therefore, the teaching materials should according to Chinese culture...... Human common culture... Foreign culture order according to the language materials gradual row. Such as Stewart (198) says, "EFL teaching material should be compared by using, or mining cross-cultural human experience, and use this as interpretation not familiar with the reference point, thus corpus in the known and the unknown culture between cultural bridge." Culture-oriented English teaching pattern
This model is standing in the culture in height, the language as the carrier of culture, table like or materialized; The cross-cultural communication ability not only as a means of purpose and as new foreign language teaching. Therefore, it requires teachers to re-examine the culture and the English teaching: (1) the relationship between English teaching is in fact professor students to master a language culture system, and the system understanding, feeling and explain the same material world; (2) culture must to students system, progressive asymptotic to professor, and can't simply let it by chance, no destination contact; (3) language teaching and cultural not out; (4) the target language culture is a foreign language learning every stage of the elements.
Teachers should know the Chinese culture and English represents the western culture in language level, the language communication, way of thinking and narrative structure and social language and so on four aspects of meaning in comparison. At the same time, the teacher should also be aware that English is not simply represent British and American culture, but the synthesis of western and the world culture. From the the 。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。
参考资料： Culture-oriented English teaching pattern
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Culture-oriented English teaching mode
This model is standing on the cultural height of the language as a cultural carrier, like or materialized table; intercultural communicative competence both as a means but also as an end in the new concept of foreign language teaching. Therefore, it requires teachers to re-examine the relationship between culture and English language teaching: (1) English language teaching actually is to teach students to master another language, cultural system, and the system of cognition, feeling, interpretation of the same material world; (2) culture to the student system, the sequential asymptotic professor, and can not simply let the occasional aimlessly contact; (3) language teaching is not their cultural dislocation; (4) of the target language culture elements of foreign language learning at each stage .
Teachers should be well versed in the significance of comparison on the four aspects of Chinese culture and Western culture represented by the English in the language level, non-verbal communication, ways of thinking and narrative structure, and social language. The same time, teachers should also recognize that English is not simply on behalf of the Anglo-American culture, but the West and the world at cultural synthesis. From the point of view of macro-culture, reflected in both English and Chinese culture is greater than differences. Therefore, we should eliminate the invasion of exotic culture sense. Chinese culture is by no means the isolation of the feudal era, closed, conservative form of the, it has become an open, multi-component system. From a teaching perspective, rejection, hostility psychology of the Chinese students to foreign cultures have recognized, compassion, tolerance replaced. This is one of the psychological advantage in China teaching English.
Teachers should have a mode of this foreign language teaching strategies and techniques. Bei Tu (1994), the words "for foreign language teachers, the greatest challenge lies not in the language and cultural knowledge to explain or open a cultural lesson, but rather how the language and culture together to teach "In view of this, I think we should handle the following four points: (1) timing: in the English language and culture conflict or performance phase and timely debate differences and contrasts; can stand English (2) angle: Han two different cultural standpoint analysis to look at the same phenomenon. Like the initial stage should be more from the Chinese cultural perspective of manpower, because it is after all a cognitive framework; (3) Level: culture is reflected in the different levels of language, the degree of acculturation should be subject to training in language skills purpose; (4) ways: gradual, natural, heuristic association, rather than focus on preaching, inject, isolated.
The teacher should properly deal with the role of the native language system in the study. Have always believed that the mother-tongue interference should be excluded from the outside of the classroom. But the mother tongue culture system is a preconceived system, replaced by a new system is almost impossible. The correct approach is through language and culture, the nuclear part of the blending and contrast of different parts of the system, the subconscious of the student's native language culture to become positive, positive, constructive frame of reference, so that the English in contrast become dominant, easy to feel and understand things. Namely the forward migration.
Culture-oriented teaching model is clearly calling the corresponding supporting materials. Preparation of such materials should be multi-cultural orientation, language and culture compared with reference methods, multi-national and cultural background material in order to cultivate cross-cultural communicative competence for the purpose of the modern theory of language as a guide. Materials should be task-rather than practice as the center. The so-called task refers to the communicative goals to be achieved in cross-cultural situations. Language background of the teaching materials should not be limited to the United Kingdom and the United States, Canada, Australia and other English-speaking countries, but should cover the widest possible national and cultural. As indicated above, English has become a kind of interlanguage, international status and the use of precisely reflect its cross-cultural communication tool properties. In addition, junior and senior English teaching materials should have a certain amount of Chinese culture, the language material. The reason why the Xu Guozhang (English) to keep the charm up to 30 years in China, partly because one of a considerable number of language content to reflect the Chinese people are familiar with events in the two scenarios. Alptekin wrote, "familiar with the content and subject matter so that students pay more attention to structural knowledge, their cognitive process is also less affected by the interference of the target language." Therefore, the materials should be in accordance with Chinese culture ... the culture of our common humanity ... and the exotic culture The order of progressive press row of the language material. Stewart (198) said, "in EFL teaching materials should be through the use of, or excavation of cross-cultural human experience and point of reference as the interpretation is not familiar with the corpus, in order to bridge the gap between the known cultural and unknown culture."
Culture-oriented English teaching mode
This model is standing on the cultural height of the language as a cultural carrier, like or materialized table; intercultural communicative competence both as a means but also as an end in the new concept of foreign language teaching. Therefore, it requires teachers to re-examine the relationship between culture and English language teaching: (1) English language teaching actually is to teach students to master another language, cultural system, and the system of cognition, feeling, interpretation of the same material world; (2) culture to the student system, the sequential asymptotic professor, and can not simply let the occasional aimlessly contact; (3) language teaching is not their cultural dislocation; (4) of the target language culture elements of foreign language learning at each stage .
Teachers should be well versed in the significance of comparison on the four aspects of Chinese culture and Western culture represented by the English in the language level, non-verbal communication, ways of thinking and narrative structure, and social language. The same time, teachers should also recognize that English is not simply on behalf of the Anglo-American culture, but the West and the world at cultural synthesis. From the point of view of macro-culture, reflected in both English and Chinese culture is greater than differences. Therefore, we should eliminate the invasion of exotic culture sense. Chinese culture is by no means the isolation of the feudal era, closed, conservative form of the, it has become an open, multi-component system. From a teaching perspective, rejection, hostility psychology of the Chinese students to foreign cultures have recognized, compassion, tolerance replaced. This is one of the psychological advantage in China teaching English.
Teachers should have a mode of this foreign language teaching strategies and techniques. Bei Tu (1994), the words "for foreign language teachers, the greatest challenge lies not in the language and cultural knowledge to explain or open a cultural lesson, but rather how the language and culture together to teach "In view of this, I think we should handle the following four points: (1) timing: in the English language and culture conflict or performance phase and timely debate differences and contrasts; can stand English (2) angle: Han two different cultural standpoint analysis to look at the same phenomenon. Like the initial stage should be more from the Chinese cultural perspective of manpower, because it is after all a cognitive framework; (3) Level: culture is reflected in the different levels of language, the degree of acculturation should be subject to training in language skills purpose; (4) ways: gradual, natural, heuristic association, rather than focus on preaching, inject, isolated.
The teacher should properly deal with the role of the native language system in the study. Have always believed that the mother-tongue interference should be excluded from the outside of the classroom. But the mother tongue culture system is a preconceived system, replaced by a new system is almost impossible. The correct approach is through language and culture, the nuclear part of the blending and contrast of different parts of the system, the subconscious of the student's native language culture to become positive, positive, constructive frame of reference, so that the English in contrast become dominant, easy to feel and understand things. Namely the forward migration.
Culture-oriented teaching model is clearly calling the corresponding supporting materials. Preparation of such materials should be multi-cultural orientation, language and culture compared with reference methods, multi-national and cultural background material in order to cultivate cross-cultural communicative competence for the purpose of the modern theory of language as a guide. Materials should be task-rather than practice as the center. The so-called task refers to the communicative goals to be achieved in cross-cultural situations. Language background of the teaching materials should not be limited to the United Kingdom and the United States, Canada, Australia and other English-speaking countries, but should cover the widest possible national and cultural. As indicated above, English has become a kind of interlanguage, international status and the use of precisely reflect its cross-cultural communication tool properties. In addition, junior and senior English teaching materials should have a certain amount of Chinese culture, the language material. The reason why the Xu Guozhang (English) to keep the charm up to 30 years in China, partly because one of a considerable number of language content to reflect the Chinese people are familiar with events in the two scenarios. Alptekin wrote, "familiar with the content and subject matter so that students pay more attention to structural knowledge, their cognitive process is also less affected by the interference of the target language." Therefore, the materials should be in accordance with Chinese culture ... the culture of our common humanity ... and the exotic culture The order of progressive press row of the language material. Stewart (198) said, "in EFL teaching materials should be through the use of, or excavation of cross-cultural human experience and point of reference as the interpretation is not familiar with the corpus, in order to bridge the gap between the known cultural and unknown culture."
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Culture oriented English teaching mode
This pattern is standing at the cultural level, regard language as the carrier of culture, like the table or materialized; intercultural communicative ability both as means and as the new foreign language teaching. Therefore, it requires teachers to re-examine the relationship between culture and English Teaching: (1) the English teaching is to teach students the another language and culture system, and the system of cognition, feeling, interpretation of the same material world; (2) culture to the students systematic, step-by-step to teach, but not simple let the accidentally, no destination contact; (3) the language teaching cannot be culturally disjointed; (4) the target language culture is the foreign language learning at each stage of the elements.
Teachers should be well versed in Chinese culture and English represents the western culture in the language, nonverbal communication, thinking way and the narrative structure and language in society four levels of significance. At the same time, the teachers should also be aware of, English is not a simple representative of British and American culture, but the western world cultural synthesis. From the macro cultural perspective, the two languages of English and Chinese culture reflected in the same than different. Therefore, we should eliminate the foreign culture invasion. Chinese culture is not a feudal isolated, closed, conservative form it has become an open multi component system. From the perspective of teaching Chinese to foreign students, cultural exclusion, hostility psychology has been recognized, compassion, tolerance to replace. This is in China to teach English psychological superiority of one.
The teacher should master the foreign language teaching strategies and techniques. Tu Bei (1994) the words," for foreign language teachers, the biggest challenge is not in the language and cultural knowledge to explain or open a door culture class, but how the linguistic and cultural fusion in a professor." In view of this, the author thinks that should handle the following four points: (1) the timing: should be in English and Chinese languages and cultures in conflict or performance of phase and time while the debate of and contrast; (2): can stand in the angle between the two different cultural standpoints on seeing the same phenomenon. The initial stage should be more from the perspective of Chinese culture of hands, because it is after all a pre-existing cognitive frame; (3): culture embodied in the language of the different levels, acculturation level should be subject to the training of language skills; (4): progressive, natural, heuristic, association, rather than concentrated, preaching, injection, isolated type.
Teachers should properly handle the native system in the study of the role of. Always think, the interference of mother tongue should be excluded from the outside of the classroom. But the mother tongue culture system is first impressions are strongest system, a new system to replace sb. Is almost impossible. The correct approach is through language and cultural common core portion of the blending and different parts of contrast, make students mother tongue culture this unconscious system, be positive, positive, constructive reference frame, so that the English in contrast to become dominant, easy to feel and understand things. The occurrence of positive transfer.
Culture oriented teaching mode obviously needs corresponding supporting materials. This kind of textbook compilation should be multivariate culture as the guide, to contrast of language and culture, reference method, to multicultural background material, to the cultivation of intercultural communicative competence for the purpose, to the modern language theory. Teaching should be with task as the center and not to practice as the center. The so-called task, refers to the intercultural communication in order to achieve the communicative goals. Teaching language background should not be confined to Britain and the United States, plus, Australia and other English-speaking countries, but should cover the widest possible country and culture. As seen above, English has become an intermediary language, its international status and range of use reflects its intercultural communicative tool property. In addition, junior and senior English teaching material should have a certain amount of background of Chinese culture in the language materials. Xu Guozhang ( English ) in China has maintained for up to 30years of glamour, in part because of its one or two volumes in a considerable number of linguistic content is a reflection of Chinese are familiar with the incident, the scene. Alptekin writes," familiar with the content and the theme to make learners more attention to structural knowledge, their cognitive processes by the target language interference is less." Therefore, teaching should be in accordance with Chinese culture ... ... Human universals culture ... ... The exotic culture sequence progressive schedule language materials. Such as Stewart (198) says," EFL teaching material should be through the use of, or mining cross culture of human experience, and as a reference point for interpretation are not familiar with the corpus, resulting in the known and unknown culture cultural bridge between."
This pattern is standing at the cultural level, regard language as the carrier of culture, like the table or materialized; intercultural communicative ability both as means and as the new foreign language teaching. Therefore, it requires teachers to re-examine the relationship between culture and English Teaching: (1) the English teaching is to teach students the another language and culture system, and the system of cognition, feeling, interpretation of the same material world; (2) culture to the students systematic, step-by-step to teach, but not simple let the accidentally, no destination contact; (3) the language teaching cannot be culturally disjointed; (4) the target language culture is the foreign language learning at each stage of the elements.
Teachers should be well versed in Chinese culture and English represents the western culture in the language, nonverbal communication, thinking way and the narrative structure and language in society four levels of significance. At the same time, the teachers should also be aware of, English is not a simple representative of British and American culture, but the western world cultural synthesis. From the macro cultural perspective, the two languages of English and Chinese culture reflected in the same than different. Therefore, we should eliminate the foreign culture invasion. Chinese culture is not a feudal isolated, closed, conservative form it has become an open multi component system. From the perspective of teaching Chinese to foreign students, cultural exclusion, hostility psychology has been recognized, compassion, tolerance to replace. This is in China to teach English psychological superiority of one.
The teacher should master the foreign language teaching strategies and techniques. Tu Bei (1994) the words," for foreign language teachers, the biggest challenge is not in the language and cultural knowledge to explain or open a door culture class, but how the linguistic and cultural fusion in a professor." In view of this, the author thinks that should handle the following four points: (1) the timing: should be in English and Chinese languages and cultures in conflict or performance of phase and time while the debate of and contrast; (2): can stand in the angle between the two different cultural standpoints on seeing the same phenomenon. The initial stage should be more from the perspective of Chinese culture of hands, because it is after all a pre-existing cognitive frame; (3): culture embodied in the language of the different levels, acculturation level should be subject to the training of language skills; (4): progressive, natural, heuristic, association, rather than concentrated, preaching, injection, isolated type.
Teachers should properly handle the native system in the study of the role of. Always think, the interference of mother tongue should be excluded from the outside of the classroom. But the mother tongue culture system is first impressions are strongest system, a new system to replace sb. Is almost impossible. The correct approach is through language and cultural common core portion of the blending and different parts of contrast, make students mother tongue culture this unconscious system, be positive, positive, constructive reference frame, so that the English in contrast to become dominant, easy to feel and understand things. The occurrence of positive transfer.
Culture oriented teaching mode obviously needs corresponding supporting materials. This kind of textbook compilation should be multivariate culture as the guide, to contrast of language and culture, reference method, to multicultural background material, to the cultivation of intercultural communicative competence for the purpose, to the modern language theory. Teaching should be with task as the center and not to practice as the center. The so-called task, refers to the intercultural communication in order to achieve the communicative goals. Teaching language background should not be confined to Britain and the United States, plus, Australia and other English-speaking countries, but should cover the widest possible country and culture. As seen above, English has become an intermediary language, its international status and range of use reflects its intercultural communicative tool property. In addition, junior and senior English teaching material should have a certain amount of background of Chinese culture in the language materials. Xu Guozhang ( English ) in China has maintained for up to 30years of glamour, in part because of its one or two volumes in a considerable number of linguistic content is a reflection of Chinese are familiar with the incident, the scene. Alptekin writes," familiar with the content and the theme to make learners more attention to structural knowledge, their cognitive processes by the target language interference is less." Therefore, teaching should be in accordance with Chinese culture ... ... Human universals culture ... ... The exotic culture sequence progressive schedule language materials. Such as Stewart (198) says," EFL teaching material should be through the use of, or mining cross culture of human experience, and as a reference point for interpretation are not familiar with the corpus, resulting in the known and unknown culture cultural bridge between."
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