t be acquainted with the differences between the two linguistic cultures. Teachers can provide cultural information, as well as make students express themselves correctly in different occasions, and the latter is more important.
Firstly teaching material is important. A proportion of foreign material and authentic material should be used, especially dialogues, because it’s more authentic and reflects cultural behavior followed by speakers. Authentic material refers to material selected from authentic activities concerning social factors. Next, teachers should explain cultural factors involved in the material with purpose. Below is a dialogue between two English persons:
Helen: Hello, Susan.
Susan: Hello. I’m going to get a magazine and some chocolate. Would you like to go with me?
Helen: OK. Let’s go to that newsagent in the corner. I want some cigarettes.
Susan: I want to go to the one down the road. I’ve got to send off this parcel and there is a post-office in that one.
This dialogue tells us in England some newsagent’s shops not only sell sweets and cigarettes, but also install post office where people can send off letters and parcels. But in China, there are not such shops. If teachers don’t give the explanations, students may feel puzzled.
Secondly, encourage students to read extensively, including novels, magazines, and newspapers etc. To most Chinese learners, acquisition of knowledge of western culture, mainly depend on reading material, while literal wo英语论文网 【http://www.51lunwen.org】rks is the most rich material through which we can know something about a people’s psychology, cultural characters, customs and habits, social relations etc. Teachers should guide students to accumulate relative cultural background knowledge when reading material. Through enormous reading, students’ understanding of culture will become ripe and complete.
Thirdly, in the classroom, teacher should pay attention to proper language forms as well as suitable use of language. One way of classroom teaching is to ask students to make similar dialogues to the text. A student inevitably needs to play a role and carry on a conversation according to a certain role. Teacher should attract the student’s attention to his role and point out his expressions which are improper for his character or the occasion. Furthermore, remind students to pay attention to details such as pronunciation, intonation, countenance wording, gesture etc.
Fourthly, use good native English videotapes and films in teaching, and then organize discussions. When watching videotapes or seeing a film, students and teachers should pay much attention to the scene of daily life, such as conversations between shopkeepers and clients, dialogues on the telephone, chat in the street, etc. After that, teachers and students may exchange views and replenish each other.
Fifthly, encourage students to communicate with native English speakers. But so far, we haven’t carried out such activities enough. In contact with native spe
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