英语教学中的角色扮演 [3]
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论文字数:5273论文编号:org201406121138524313语种:英语 English地区:中国价格:免费论文
关键词:Culture Teachingteaching processteacher and students文化教育教学过程
摘要:In this paper, I decided to express my understanding of teaching culture with a role play and I will use the term a role play a to determine a teaching technique in which the students are asked to identify with the given familiar or non-familiar roles and to interact with the other role characters within the given sociocultural situation.
guage curriculum and emphasized an anthropo logical approach to the study of culture. He was one of the few who believed that language teaching should include knowledge about the country and way of life of the target language group.
Since then, a number of educators and language teachers have emphasized the importance of cultural aspect in language teaching. Writers such as Hammerly, Seelye and Damen are among those who have offered ways of incorporating culture into language teaching. In the 1970s, an emphasis on sociolinguistics led to greater emphasis on the situational context of the foreign language. Savignon’s study on communicative competence, for example, suggested the “value of training in communicative skills from the very beginning of the FL program”2.
As a result,the role of culture in the foreign language curriculum was enhanced and influential works by Seelye and Lafayette appeared. The audiolingual method was replaced by the communicative approach, and Canale and Swain claimed that “a more natural integration” of language and culture takes place “through a more communicative approach than through a more grammatically based approach”. It had long been recognized that culture teaching is part and parcel of second language education. But the question remained-- what constitutes culture?
As briefly discussed, Brooks’ classification of sixty topics was an attempt to define the parts of culture and aimed at providing educators with a list of topics that were both representative of a particular culture and that would be of interest to second language learners. Following Brooks, Nostrand developed the Emergent Model scheme with six main categories included, culture, society, conflict, ecology&technology, individuals and cross-cultural environment. Besides, Hammerly designed a scheme which is far easier to implement than some of the others. His three categories include informative or factuaI culture, behavioral culture and achievement or accomplishment culture.
It is difficult for people to enhance the awareness of intercultural differences although people have acknowledged that differences exist. As we have fully been socialized by our native culture, we take our rules of communication for granted. When we are in intercultural communication, the rules we are brought up with and are accustomed to often interfere in the effective use of the target language. From a cultural pe rspective, intercultural communication is a situation that calls for the awareness of cultural differences. So when we learn a new knowledge, a knowledge of other countries, another peoples, even another places, we should first be familiar with their cultures first, which helps us to understand more about the knowledge.
A. The Current Situation of Culture Teaching
Culture teaching origins from Germany, and it points out that the aim of the languange teaching is providing the background knowledge to support the language study. Culture teaching has two contents, the first is the transfer of the culture knowledge and the second is the development of the cross-culture awareness. Now especially in the foreign language teaching, culture teaching becomes necessary. Everyone that wants to learns a foreign language or foreign knowledge, should learn the culture first. Now in China, all the students in the foreign language institute will have the culture teaching
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