The Cultivation of Crosscultural Awareness in English Teaching in Middle Schools (jiangxi radio broadcasting and television university)

The Cultivation of Cross-cultural Awareness in English Teaching in Middle Schools(jiangxi radio broadcasting and television university)Supervisor: Wang LipingGong XiaojunAbstract: As communicative symbol, a language is closely related with its culture. Lying in the same continuum, language, culture and communication can not be separated from one another. With the cultivation of communicative ability which consists of linguistic competence and socio-cultural competence as its goal, the teaching of English should aim at both linguistic knowledge and socio-cultural knowledge. But for different reasons, things do not proceed as expected and required. Because of this, this thesis sets out to give a clear definition of communication, cross-cultural communication, discuss the relationships between these aspects, and further expound the necessity to foster the sense of cross-cultural communication. Key words: The sense of intercultural communication necessity principle techniques 中学英语教学中的跨文化意识培养江西广播电视大学指导老师:王丽萍 龚小军内容摘要:语言是交际的符号，语言与文化密不可分。语言文化与交际是一个不可分割的统一体。学习语言的目的是为了交际，英语教学的目的是培养学生的交际能力，因此，英语教学既应该包括英语语言知识教学，又应该包括语言文化知识教学。但由于种种原因，重视英语教学中文化知识的重要性，在教学中渗透文化知识的内容，还没有真正落实到实处。基于上述原因，本文运用分析、讨论和论证的方法，从交际、跨文化交际和跨文化意识三者的概念的界定入手，对语言文化和交际三者的关系进行讨论，并对教学中如何渗透文化知识，培养学生跨文化意识的途径进行探讨。关键词： 跨文化意识 必要性 原则 途径1. Introduction With the rapid development of science and technology, the association between China and other countries has become closer and closer, and also the cooperation in the field of economy and trade, cultural communication has become more and more frequent. English , a tie that helps China go to the world stage, a bridge that connects China and the outside world, as well as a medium through which China communicate and collaborate with other countries, plays a more and more important role in promoting communication. The important role that has become the focus of English language teaching has been recognized by more and more English teaching researchers and English teachers. The aim of English teaching is to communicate and the process of English teaching should also pay attention to communication. So how to correctly lead students learn English well through communication and make students communicate in English successfully according to communicative rules should be the essential starting point and the final goal of English teaching. Language is the carrier of culture. Different nations create their own special culture and form their own local customs and habits, religious beliefs, ethics, values, thinking model, etc. Different nations are also shaped by their own culture in the meantime of creating their own culture (Jia Yu Xin,1997:17). The marks that are shaped by ones own culture are deeply impressed and clearly reflected by their language. Quoting the words of Malinousk, a social anthropologist of Britain, “Language is deeply rooted in cultural realities and customs of its nation ” In daily life, language behavior, just like other social behaviors of human being, is controlled by social culture(Jia Yu Xin, 1997:29) English and Chinese are of two different cultural backgrounds People coming from two different cultural backgrounds have different cultural awareness inevitably. It is impossible for those coming from different cultural backgrounds to communicate as naturally and proficiently as those having the same cultural backgrounds and cultural awareness. The intercultural communication is often impeded by the differences between languages and the differences between cultures that are carried by languages. Among the middle school students, especially the junior middle school students, it seems that the impediment comes easily. Under such a situation, in the process of English teaching, inputting the knowledge of English culture consciously and developing the students intercultural awareness have aroused the attention of teachers in middle schools. However, as a result of the side-effect of entrance examination as well as the influence of the criterion of measuring the teaching achievements in schools, English teaching indeed does not attach importance to the contents of English language culture. Considering all these, through analysis and discussion, this thesis will make a research on intercultural communication, cultures well as the relationships between them to restate the necessity of developing the students intercultural awareness. The thesis will also discuss the content and means of developing intercultural awareness to improve the students sensitiveness towards intercultural communication.2. Theoretical Discussion 2.1 The concept of communication The word “communicate” originates from the Latin word “commonis”, which means common. Here we can conclude that the concept of communication is closely related with “commoners”, that is, “common” or “share” is the premise of communication.(Jia Yu Xin,1997:9) Samovar believes that “communication is a bilateral, action-influential process. In the process, the information sender encodes and sends information to receiver through some medium, then the receiver decodes according to his comprehension to obtain information”(Jia Guan Jie,1999:210). Because the receiver often decodes according to his/her past concept or knowledge to define the meaning of the information, the process of decoding is a process of endowing meaning to the information. Samovar defined communication in the book of “Intercultural communication” like this: “when an action is endowed with meaning, communication has happened, no matter the action is conscious or unconscious, intentional or unintentional”(Jia Guan Jie,1999:210). In words of Jia Guan Jie, communication is an activity of symbols, a dynamic and changeable encoding process. When communicators endow the symbols of speech or non-speech with meaning, communication has happened(Jia Guan Jie,1999:13). The centre issue of communication is to endow action with certain meaning, which is the essential significance of the concept of communication. 2.2 The concept of intercultural communication Samovar and other scholars divided intercultural communication into three types in the book of “Intercultural Communication”: intercultural communication, interethnic communication and international communication (Jia Guan Jie,1999 208-209). From this point, we consider that intercultural communication is a multi-level communicative activity between different countries, ethnics, races and members of different groups. In the process, the two sides of the communication (information sender and information receiver) coming from different cultural backgrounds are affected by their own cultural backgrounds and life experience. Therefore, intercultural communication refers to the communicative activities between people of different cultural backgrounds and people speaking different languages. In the communicative activity, the information encodement and decodement are carried out by people having different cultural backgrounds and people speaking different languages. (Jia Yu Xin,1997:23). The diplomatic activities, trade talks with foreigners, association between Chinese and foreigners, etc. belong to intercultural communication. As a matter of fact, even if not contacting with foreigners directly, we may communicate interculturally. For instance, reading foreign novels and watching foreign films, TV programs belong to intercultural communication. Because as readers, or audiences, we have different cultural backgrounds with the authors, the directors and the actors. The process of understanding the information that these media carry is also a very complicate process in which we decode the target information and endow it with meaning. The final goal of English teaching is to develop students competence of communicating in English. The communication includes communicating face-to-face and other indirect communication, the target of which is citizens of foreign countries. So it is a complete intercultural communication between different cultures. Now that the process of English teaching is a process of cultural teaching, English teaching inevitably include the input of linguistic knowledge and the development of students intercultural awareness. 2.3 The concept of intercultural awareness Awareness refers to the general reflecting process of mans brain to the objective world. It is the sum of all kinds of psychological process, such as feeling, thinking, etc. (Chinese Dictionary, 1981:1353). Culture is the outcome of the awareness of mankind. As the cognitive models to the outside world differ, humans thinking activities (or thinking awareness) differ inevitably. Thus, the cultures created by different ethnic groups thinking awareness differ inevitably. Intercultural awareness in intercultural communication refers to the comprehension and admission of different ideas and behaviors that exist in different societies (Bi Ji Wan, 1998:19). Intercultural awareness is a kind of “complicated and dialectic process experienced between different ethnic groups (Legutke&Thomas, 1991:10), and it needs “continuous consultation of meanings and mutual understanding of ideas (Bi Ji Wan, 1998:10). The cultural awareness in English education includes: the study of the target culture, the sensitiveness to the differences between the target culture and native culture, the conscious adjustment of ones comprehension to language (such as listening and reading) and expression of language (such as reading, writing and commenting) (Chen Qi, 2002:84). It also includes the positive awareness of mutual mergence between target cultural and native culture From the above, it can be drawn that intercultural awareness is the key factor lead to successful intercultural communication. “cultural awareness must be made one of the goals in English teaching and learning(Zhang Wei You). Lacking cultural awareness one may interpret the others verbal and non-verbal actions from his/her own cultures orientation and be led to miscommunication. The goal of language teaching determines that cultural awareness and culture teaching are important aspects in foreign language teaching.2.4 The relationship between language, culture and communication. Culture and language are inseparable. “Language is a social fact (Halliday, 1978:1); “Language is the mirror of thought and both reflector and reflected are conventional (Palmer, 1968:8); “Language is deeply embedded in culture (Rivers, 1968:263). Language is a part of culture and plays a very important role in it. Some social scientists consider it as the keystone of culture. Without language, they maintain, culture would not be possible. On the other hand, language is influenced and shaped by culture; it reflects culture. In the broadest sense, language is the symbolic representation of a people and it comprises their historical and cultural backgrounds as well as their ways of living and thinking. There are some metaphors about language and culture: One compares language and culture to a living organism-language is flesh and culture is blood. Without culture, language would be dead; without language, culture would have no shape. Still another takes communication into consideration. Communication is swimming, language is the swimming skill, and culture is water. Without language, communication would remain to a very limited degree (in very shallow water); without culture, there would be no communication at all. Language, reflecting the culture it represents, is a system of signs, and it is the main form of communication and a part of culture. Communication, limited by special social culture, must obey the cultural rules of a society. Culture is developed and passed by communication. The link between culture and communication is crucial to successful communication. Language, culture and cross-cultural communication are mutual independent. The three is an inseparable entity.3. The Necessity of Developing the Intercultural Awareness in Middle Schools 3.1 The current situation of students intercultural awareness in middle schoolsAn investigation was carried out to investigate the current situation of studens intercultural aware in middle schools. To the question “Do you think that plenty of intercultural awareness is helpful to successful intercultural communication?” 28.52% of the subjects dont agree with the idea. To the question “Do you often have lots of disagreements, misunderstanding, and even culture shock in your communication with the foreigners?” 67.54% of the subjects think they often have lots of disagreements, misunderstanding, and even culture shock in their communication with foreigners. To the question “What is your difficulty in intercultural communication?”, 56.82% of the subjects think that they are lack of cultural knowledge and cultural awareness. (Wang Zhen Ya, 1994) From mentioned above, it can be drawn that students intercultural awareness is very poor and it has influenced their cultural learning and the developing of intercultural communication. Thus, developing students intercultural awareness is current task for English teachers in middle schools. 3.2 The requirement of the syllabus. The English foreign language teaching syllabus pointed out clearly that “Language is an important tool for obtaining worlds information and communicating with foreign countries. The learning of foreign language can deepen the comprehension of target culture. Language is an important carrier of culture; language and culture are so closely related with each other that teachers should deal with the relationship correctly. Teachers should strive to make students learn foreign culture in the process of English learning, especially the culture and customs of English-speaking countries.” (the Education Department. 2002: 1-10)3.3 The requirement of language learning Rivers considers that “Language should not be separated from culture, for it is deeply rooted in culture.”(Chen Shu, 1997:1). To some extent, in learning a foreign language, if we dont know about their culture, it is the same as remembering a series of meaningless signs (Chen Shu, 1997:2) Of course, it is very difficult to use the language in intercultural communication. The linguistist, Stern once said, since language is an inseparable part of culture, meanwhile it plays the role of conveying culture, linguistic teachers are culture teachers (Chen Shu, 1987:2) English class is the place to connect language with culture. To the majority of Chinese students, it is impossible to study English and its culture by contacting with foreigners directly. Therefore, English class is an important place for their learning of English culture.3.4 The requirement of intercultural communication. Communicative competence includes two aspects: Linguistic Competence and Cultural Competence. Many Chinese middle school students often get high marks in English examination, but errors are often made when communicating. For example, a foreign teacher praised his student “You speak English very well .Having heard this, the student felt very happy, but to be polite, he said modestly: “No, I dont speak English very well. My English is very poor Then, the foreign teacher was very surprised and dont know what to say.4. How to Develop the Intercultural Awareness in English Teaching in Middle Schools. As mentioned above, cultural teaching is necessary and important. The goals of culture teaching are proficiency, cognitive, effective and objective. Besieged by endless process of cultural studies from anthropology, art, history, music, literature, etc, the teacher must ask oneself what knowledge is relevant to and what skills should be developed on students.4.1 The main principles for developing intercultural awareness in English teaching in middle schools. In any foreign language program, due to the limitation of time and a lack of input from the cultural environment itself, it is impossible to cover everything about the new culture. Therefore pedagogical principles are inevitably needed in culture teaching. In non-English environment, it is impossible for the learners to acquire all the English culture in just a few years by textbooks. Whats more, in the language classroom we should not teach culture for the sake of culture, and should not put the cart before the horse. We should keep it in mind that the teaching of culture is to improve the communicative competence of the learners.4.1.1Relativity principle1) The contents of the cultural teaching must relative to the contents of the textbooks. Teachers must teach culture following their textbooks. Otherwise, the students may think that cultural teaching is too abstract, empty and unfathomable. 2) The contents of the cultural teaching must relative to the students cognitive level. In specifying objectives of culture teaching, many socio-culturists hold that the overall goals are intercultural understanding and intercultural communication. The cognitive principle is knowing, understanding and learning the target culture instead of behaving. As we know, any kind of teaching activity should go step by step. Culture teaching is no-exception. The input of cultural content should be selected and arranged from easy to difficult, from surface to deep, matching the learners cognitive procedure, linguistic competence, and the ability of acceptance and comprehension. Thus, the students dont think the cultural teaching as a “mirage4.1.2 The appropriate principle. The “appropriate principle requires that foreign language teaching, firstly should be language teaching. Imparting language knowledge and developing language skills are still the main part of foreign language teaching. Cultural education, no matter how important, should be neither the only nor the central pedagogical activities in language teaching. In other words, cultural teaching in foreign language education should be carried out in the frame of language teaching. Its purpose is to help students master the language and communicative skills better. Otherwise empty talk of cultural backgrounds knowledge and cultural differences is putting the cart before the horse, and cant help improve students contributes to the development of their ability in using the language, or enhancing their overall communicative competence.4.1.3 The Contrastive Principle. Comparison helps students better understand the target culture and helps students explain different cultural behavior, avoiding just explaining anothers behavior according to our own standards. We should focus on those aspects of the target culture which are most likely to cause misunderstanding in an intercultural setting, and can be compared with the native culture. If the native habits are transferred when learning a foreign culture, it is obvious that by comparing the two culture systems, cultural awareness can be better stimulated. The contrasts can take innumerable forms: contrasts in a certain aspect of ways of life, contrasts in holidays, in institutions, and etc. Such contrast can enable a focus on cultural differences that might cause problems.4.1.4 The Practical Principle. The practical principle requires that cultural teaching should be closely connected with the use of language, which means culture should be converted into teaching activities. Let students speak English as much as possible and make them realize the difference by exporting language. Thus, students communicative competence can be developed, and their interests in learning language and culture can be provoked. The current practice of foreign language teaching in China is good at producing students that can cope with grammar-based examinations, or language comprehension, but the stude