cultivate

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HowtoCultivateStudents’Cross-cultureAwarenessin

CollegeEnglishTeaching

Abstract:Culturedifferenceisthemainobstacleincollege

perstartsfromtheprentsituationof

cross-culturecommunication,analysreasonsofcultivating

students’cross-cultureawarenessandputsforwardwaysto

cultivatestudents’cross-cultureawarenessincollegeEnglish

teaching.

KeyWords:Cross-culturecommunication;languagecompetence;

Languageteaching

Chapter1Cross-cultureCommunication

tion

Thomas,aBritishlinguistwhohasdefinedcross-culture

communicationascommunicationbetweennative-speakersand

non-native-speakersandhisdefinitionofcross-culture

communicationorinter-culturecommunicationhasbeenwidelyud

intheacademicfield.

Chapter2ImportanceofCultureAwarenessCultivation

rally

followsthatpeoplefromdiverbackgroundshavecomeintomore

andmorecontactwitheachotherwitharegularitythatisunique

tothisperiodinhumanhistory.

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stacleinCross-cultureCommunication

Theprogressofthemodernizationacceleratedthecirculation

ofthespiritandthematerialproduct,bringingeachraceintoa

"globalvillage".Cross-culturalintercourbecomesan

indispensableforeachrace’r,cultural

differenceisanobstacleinthecross-culturalintercour.

Overcomingtheintercourobstaclegeneratedbyculture

differenceshasalreadybecomeaproblemthatthewholeworldfaces

together.

eLearningistheKeyIssueinLanguageLearning

Thelanguagecompetenceisthefoundationofthesocial

r,“Peoplecan’tlearnlanguage

welliftheydon’tknowthemodeandstandardoftheculture,and

peoplecan’thaveawellcommandofEnglishiftheydon’tknow

theculturebackground.”1Peoplecanhardlyunderstandthemeaning

ofsomewordsiftheydon'tunderstandthecultureofthetarget

mple,thegrammarschoolcanbeunderstoodas

“schoolinwhichstudentscanlearngrammar”.Infact,itmeans

“middleschoolwhichistupforstudentswhowillstudyina

university.”

Chapter3WaystoCultivateCross-cultureAwarenessinCollege

EnglishTeaching

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Interculturalcompetenceistheultimategoalforlanguage

r,itisnottheabilitytoadjust,andadaptin

tanintuitivestate

butratheraconsciouscapacityandwillingnesstointeract,to

mediate,andtoreflectonthewaysinwhichoneisinteractingwith

newpeopleinanewsituation.

gStudentstoReadExtensively

Itisknownthatthelackofcultureawarenesswilllead

students’ive

tensivereading

concernedisnotlinguisticforms,butinformation,whichenables

tocomeintocontactwithtargetcultureandraicultural

awareness.

ngonInformation

Sinceextensivereadingfocusoninformation,teachersin

suchclassneedtofocusoninformationinsteadofgrammatical

formation,studentsmightbeabletounderstandtheothercultures

andacceptthattherearedifferencesamongindividualsandcultures.

Forexample,studentscanlearnaboutwesterncustomsthoughreading

materialsaboutwesternfestivals,andtheyalsohaveanaccessto

studywesternvaluesbaonsomehistorynovelsandevenpaintings.

Thusingenuinecross-culturalcommunication,theymayhavethe

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s,culturalawarenesscanhelpstudent

tofullyunderstandtheirtextbooksandgreatlyimprovetheir

languagecompetence.

gAwarenessofDiscour

Collegestudentsareudtoandgoodatlearningfrombooks.

Itisfeasibletoputthetaskofraisingdiscourawarenessin

mple,intheextensiveclass,

teachersmayleadstudentstoanalysisthestructureofanEnglish

articleandaChinearticlerespectively,afterthestudentshas

donethatbythemlves,teachersmayhelpthemtogettheconclusion

thatwesterndiscouraretendtobestraightforward,becau,

almostalloftheWesternwriterswouldliketoputforwardtheir

lmostallof

theChinewriterswouldliketoexpressthereasonsfirstly,and

ndofdiscour

analysiscanhelpstudentshaveakeeninsightintothecognitive

structureofthetargetlanguageandculture,whichcanhelpthem

bewellprepared,andbehaveappropriately.

ingCultureDifference

Itisobviousthatculturedifferencescanbeeneverywhere

achingculturecontentsin

thetext,theteachermaycomparethetargetculturewithstudents’

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homeculture,thatis,anguage

isthecarrierofculture,

teachermayteachculturethroughdetailedanalysisofthetext.

Comparingculturedifferencecanteachingstudentstoappreciate

nehand,the

processofdiscoveringculturediversitiescanmakestudents

understandtheirownculturemorecompletely;ontheotherhand,

italsoenablesstudentstoobjectivelyholdcultureidentitiesin

er,theprocessofdiscoveringculture

differencesshouldnotneglectculturesimilarities.

urriculumActivities

AsHuWengzhongpointsout,“thereisnothingaffectiveas

uiringofcross-culturalawarenessisoften

acomplicatedprocessofpsychologicaladaptation,whichdoesnot

occurunlessoneisbroughtfacetofacewithalienculture.”

Mostforeignlanguagelearnerswillnotacquireasatisfactory

abilitytounderstandtheforeignlanguageasspokenbynative

speakersiftheyonlylistentotheirteacherandclassmates.

Therefore,activitiesthatcancreateopportunitiesforlearners

toexperiencespokeninteractionwithnativespeakers,ifpossible,

ngforeignerstodeliverlecturesormake

face-to-facetalkswithstudentsarebeneficialforlearner’s

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procedures,studentscanhavea

generalideaaboutWesterncustomsandtheywillpayattentionto

s,

studentsmaybeencouragedtoutheInternet,skimmingfor

llaccordingly

takepainstodeveloptheircross-cultureawareness,andthento

f,extracurriculum

activitiescanenrichlearners’experienceandenhancetheir

competenceininterculturalcommunication.

Conclusion

Tosumup,languageisclolyrelatedtocultureandthought.

Inrealworldcommunication,theuofalanguageisalwayscolored

ulturalawarenesscultivatingis

undoubtedlyagreatprogressthatmeetsthedemandofcollege

municationawarenesscultivatingisnot

meanttoreplacethesituationalorfunctionalapproach,whichis

ufulforthemasteryoflanguage-specificandculture-specific

expressions,butitshouldbeudonlyasasupplementtolearner’s

competencedevelopmentincross-culturecommunication.

Notes

[1]Rivers,ngForeignLanguageSkills.(Chicago:

UniversityofChicagoPress,1981)P.315

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[2]胡文仲,《跨文化交际与英语学习》,北京:(中国对外翻译公司出

版公司,1988)P.12

[3]WangZhenya,:

HebeiUniversityPress2004

[4]西安外国语学院校庆学术论文集编委会.英语学科研究文集.北

京:外语教学与研究出版社,1990.

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