英语论文网

1.1 Background of the Study
由于改革和开放起来的政策在20世纪后期，中国经济社会的快速发展，其越来越重要的作用，在世界舞台和全球通信技术的显著改善，中国成为国际社会的一个不可或缺的成员，其中英语被广泛用作世界的语言。随着全球化的飞速进步，也有越来越多的国际合作，在各个领域，如经济，贸易，科学技术，环境保护和生物化学，等中国和其他国家之间的机会，并有越来越多的跨文化沟通的机会与不同文化背景的中国人和外国人之间。这是众所周知的，既有成功的国际合作和有效的跨文化交际高度要求参与者有一个良好的跨文化交际能力的命令。在中国，英语作为一门外语是教和学。据中国教育部于2001年颁布的新的英语课程，关闭外国语言教学的目标是由语言知识，语言技能，学习策略，情感态度和文化意识。英语新课程奠定更加注重语言和文化之间的密切关系，并要求教师适当处理语言教学和文化教学。
Since the reform and opening up policy in late 20th century, with the rapiddevelopment of China’s social economy, its increasingly important role on the worldstage and the significant improvement of global communication technology, Chinabecomes an indispensible member of the international community in which English iswidely used as world language. With the rapid progress of globalization, there are moreand more international co-operation chances in various fields such as economy, trade,science technology, environmental protection and biochemistry, etc. between China andother countries, and there are more and more intercultural communication opportunitiesbetween Chinese people and foreigners with different cultural background. It’s wellknown that both successful international co-operation and effective interculturalcommunication highly require the participants to have a good command of interculturalcommunicative competence.In China, English is taught and learnt as a foreign language. According to the NewEnglish Curriculum issued by China’s Ministry of Education in 2001, the objectives offoreign language teaching are made up of language knowledge, language skill, learningstrategy, emotional attitude and cultural awareness. New English Curriculum lays moreemphasis on the close relationship between language and culture, and requires teachersto handle language teaching and culture teaching appropriately. Specifically speaking,English teachers are supposed to help learners improve their ability to understand andmake use of English language; enable learners have a better understanding of foreigncultures, especially the culture of English-speaking countries; broaden learners’ culturalvision; and develop learners’ awareness and competence of intercultural communication.In other words, the final goal of foreign language teaching can be summarized to beassisting learners in mastering intercultural communicative competence.
It’s widely acknowledged that intercultural communicative competence includesnot only linguistic knowledge, but also cultural knowledge, namely, the knowledgewhen, where and to whom to use discourse. Hall (2006) holds that culture iscommunication and communication is culture. In Hall’s opinion, the relationshipbetween communication and culture is just like voice and echo, and it’s hard todistinguish which is voice and which is echo. In 1996, Standards for Foreign LanguageLearning: Preparing for the 21stCentury says that English learners can’t truly masterthe language until they have also mastered the cultural contexts in which the languageoccurs. Mitchell (1998: 37-38) puts forward that “learning a new language means notonly learning its lexis and grammar, but also its culture, history and customs; becauselanguage and culture are not separable, but are acquired together, with each providingsupport for the development of the other” Su Dingfang and Zhuang Zhixiang (2008)propose that it’s hard to imagine that someone can speak a foreign language fluentlywithout knowing well the 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。