Influence of English as an international language on cultural teaching

The implications brought about by the present international status of English for English language teaching （ELT） are enormous; however, the aim of this paper is to bring to light the shifting notion of target cultures and elaborate on the possible reasons based on the characteristics of English as an international language （EIL） and its use in a global sense for international communication. Suggestions are then provided with regard to the teaching of ＂language-and-culture＂ for Chinese college students from a realistic perspective of current world uses of English.

Exploration of Cultural Teaching in CollegeEnglish Education

With the deepening of the new curriculum reform and the gradual advancement of globalization, English, as a universal language,plays not only the function of language skills, but also the transmission of intrinsic cultural values in the process of collegeteaching. In college English teaching, culture teaching is one of the most important contents, which has a very important influenceand restriction on English learning. However, in college English teaching, culture teaching has always been one of the links thatteachers neglect. English is different from other disciplines and closely related to culture. Although many students think that theyhave mastered more knowledge of English vocabulary and grammar, there are still many problems in choosing the right cultureand ways to communicate in different situations. Therefore, in this paper, the analysis and research of cultural teaching in collegeEnglish teaching were paid much attention to, and some opinions and opinions were put forward for reference.

ON SELECTING CULTURAL ITEMS IN ENGLISH CULTURAL TEACHING AT HIGHER VOCATIONAL COLLEGES

Based on the fact that The English Teaching Syllabus at Higher Vocational Colleges doesn't mention the development of cultural awareness, the author attempts to select cultural items for students in English teaching at Higher Vocational Colleges. The author concludes the frequency of the common cultural mistakes that Chinese usually make in intercultural communication according to recent materials and documents on intercultural communication. The frequency of the cultural mistakes can be regarded as ' the frequency of cultural items that should appear in cultural teaching'. It has two functions. Firstly, it can be used as a parameter to measure the degree of necessity to choose this cultural item. Secondly, it can be used as a parameter to measure the relative degree of the importance of this cultural item, that is, as a parameter for us to determine that this item is more important than another. Then the author makes a comparison between the communicative functions in the Syllabus and the common cultural mistakes made by Chinese learners of English. Lastly, according to the findings above, the author obtains the main cultural items that students at Higher Vocational Colleges must learn.

On How to Incorporate Cultural Connotation into English Vocabulary Teaching

0 Introduction From a sociolinguistic perspective,competence in language use is determined not only by the ability to use language with grammatical accuracy,but also to use language appropriate to particular contexts.Thus,successful language learning requires language users to know the culture that underlies language.However,in foreign language teaching practice,culture teaching is often neglected,or introduced as no more than a supplementary diversion to language instruction.And the methods on how to teach the cultural knowledge is attached even less importance to.

A Systematic Way to Plan Culture Teaching and Enhance Intercultural Competence for English Majors

Culture teaching is an inseparable part of an English major program to enhance students＇ intercultural competence. Yet, in practice, culture teaching does not receive due attention. More often than not, culture is taught and intercultural competence is developed randomly by individual teachers. The practice lacks cooperation, unity and coherence at the curriculum level. This paper proposes a systematic approach to plan, organize and coordinate culture teaching and to enhance intercultural competence for English major students. The theoretical assumption is a language is inseparable from its relative culture and the foreign culture should be openly addressed in actual teaching.

On the Sino-British cultural differences and their impact on English language teaching

language and culture are closely related, language is not only the most important human communication tools, is also a cultural carrier. All our words and deeds are, consciously or unconsciously, reflect a certain culture. Many cultural phenomena can be reflected in language. Chinese and English text is based on the basis of different languages. Chinese people should learn English well, can not be ignored in the Sino-British cultural differences. Article from the Sino-British inter-cultural differences, the...

The Theory and Practice of Multicultural Education for Young Children by Means of Art Teaching Within the Artistic Education Classes

Due to the fast development of the Internet and other modern communication, people now interact easier than ever beyond the national boundaries and live in a global village. In the era of globalization, multicultural education has been important for all people around the world ever since their early childhood. Art is a necessary approach for young children to learn the world and expand their vision. It is also a good path for young children to learn different cultures, to foster respect for them, to enjoy cultures different from themselves, and to improve their skills for interacting with people from other cultural backgrounds. The main purposes of this article are to discuss the reason why art can be a potential approach to learning multi-cultural education and how an art approach can nourish young children＇s multi-cultural equipment. To reach these two purposes, literature review and case study analysis are adopted. There are five sections in this article. The first section introduces the background of this study. The second section explores the relation between art and multi-culture. The third section discusses how to use art in an antibias way and respect different cultures for young children. The fourth section analyzes two cases in order to know how to design curriculum, practice teaching and evaluate the efforts of multicultural education. The finally section is about the conclusion and some suggestions.

Teaching Cultural Strategies for Undergraduate Chinese-English Translation in Chinese Context

Although in China, ordinary translation theories favor the foreignizing strategy in translating culture, and outside China, there are opposing strategies between the cultural studies school and deconstructionist school, translation teachers should be fully aware of their respective revelations and limitations to translation teaching. This paper holds that in undergraduate C-E （Chinese-English~ translation teaching, the linguistic strategy is assimilation rather than alienation, thus, idiomaticness and preciseness should be emphasized. In teaching cultural translation strategy, first, we should promote students＇ cultural competence, which includes culture perceptive competence, culture comparison competence, culture evaluation competence, and culture mediation competence. Second, we need differentiate cultural strategies to translate literary and practical materials. In translating practical materials, functionality determines adaptation or exoticization; in translating literary materials, when cultural factor is the topic of writing, exoticization is employed for the main except that part of politeness system in institutional culture, abstract concrete conversion and description affection model in spiritual culture are adapted. When cultural factor is the background of writing, it is the target text aestheticality and readership intertextuality that determine adaptation or exoticization.

Culturally Responsive Teaching:Understanding and Embracing Cultural Diversity in the Chinese Classroom

Schools and society have become more diverse.Culturally responsive teaching as an effective teaching method has been applied in different school subject areas.This article introduces the concept of culturally responsive teaching and discusses its implementation in the Chinese classroom.This article addresses the establishment of an inclusive,safe,and academically rigorous learning environment,diversification of curriculum content knowledge and instructional strategies,and incorporation of culturally responsive assessment.Culturally responsive teaching in the Chinese classroom provides an opportunity for teachers not only to develop students'language skills and cultural understanding,but also to cultivate students'attitudes and dispositions toward diversity for their attainment of effective intercultural communication.

A Study of Culture Lead-in in Comprehensive English Course from the Perspective of Cultural Schema Theory

With the coming of the information era and the flaming of the international communication, the English language has already made itself a very important and universally used language. However, because of the lack of cultural knowledge of the target language, many cross-cultural contacts turn out to be frustrating or even a failure. Therefore, to guarantee an effective intercultural communication, a lot of knowledge about target culture is needed; besides, people should have a good command of different cultures and should fully understand the cultural differences in intercultural communication. So it is important and of great necessity to take culture into consideration in FLT. But how to acquire cultural knowledge effectively always exists as a problem. In this thesis, the author attempts to solve the problem by using schema theory. Schema is a sort of background knowledge stored in a person's mind in order to perceive and understand the world. Usually if a person possesses more foreign cultural schemata, he or she will behave appropriately in cross-cultural communication. Therefore, the task left is how to help students build up their cultural schemata about a foreign language.

Conceptual Metaphor and College English Culture Teaching

The paper, on the basis of the theory of conceptual metaphor, ferreting to college English teaching as the point ofpenetration. analyzes the theory of conceptual metaphor and reveals its classification and main characteristics. Furthermore, the paper also explicitly expounds the ways of applying conceptual metaphor theory into College English Culture Teaching.

The Introduction of Culture in Foreign Language Teaching -- Three Stages of Integrating Culture

Cultural teaching is one important part of language teaching. This paper discusses how to integrate culture effectively in classroom teaching, i.e., teaching different aspects of culture and to what problems attention should be paid at different stages.

Necessity of Teaching Culture in Foreign Language Classroom

This paper expounds on the importance of teaching cultural things in foreign language classroom. Some commonly seen ＂cultural mistakes＂ are probed in detail to reveal that cultural awareness plays a crucial role in cross-cultural communication and teaching culture can greatly boost students＇ interest in learning a foreign language.

Culture difference and language teaching

The paper analyzes the definition of culture, and discusses the relationship between culture and language. By reviewing culture teaching and language teaching approaches, the paper puts forward some practical concerns about language teaching which firmly fabricate with culture teaching.

Culture Teaching in the Teaching of Comprehensive English in China

In modem English language teaching, the right processing of English and the culture teaching is very important, contributing to both the acceleration of the students＇ comprehension and the command of the language. This article intends to inquire into the relations between culture and English language teaching, the meanings of culture teaching and how to carry on culture teaching in the teaching of comprehensive English.

Study of Culture Teaching in English Teaching of Senior Middle Schools

Language is a part of culture and the carrier of the culture. Foreign language study is not only the process of learning a language but also the process of taking the language as a means of information transmission to comprehend culture. With the implementation of the New Curriculum Standard （2017） in senior English, the notions of cultural awareness and culture instruction are being accepted and carried out in EFL （English as Foreign Language） classroom by English teachers. This paper tries to analyze the relationship between language and culture, the contents and goals in teaching foreign language and culture, the significance of teaching culture in foreign language education. This paper concludes with recommendations for improving culture teaching： Learning a foreign language is inseparable from learning its culture; The knowledge of culture differences may help students to make less pragmatic errors and become proficient in cross-cultural communication; Great efforts should also be paid to the development of the student’s cross-cultural awareness, and then the quality of English teaching could be really improved.

Analyzing Culture of Learning and Teaching in the Iranian Secondary Schools English Language Course Books： Prospect

Knowing and analyzing the ＂culture of learning and teaching＂ in a coursebook or series of course books can contribute to teachers＇ and students＇ success in the educational and pedagogical goals and objectives. Cultures of learning and teaching refer to the perspectives of teachers and learners towards learning and teaching. Most of the research studies conducted in this field have referred to values and attitudes related to good learning and teaching as reflected through observations, interviews and questionnaires. However, just few studies have examined this term with regard to language teaching materials, and course books. Thus, the purpose of the present study was to introduce, investigate, and analyze the cultures of learning and teaching in Iranian secondary school course books entitled Prospect series. Based on the model used in this study, the cultures of learning and teaching in Prospect series were investigated as reflected in their external features including aims and objectives cited in the introduction, tables of content, and layout of the students＇ books, and internal features including task instructions and visual images in students＇ book plus the instructions in the teacher＇s book. Each of these features as well as the pedagogical issues of the Prospect series were provided and elaborated.

Practical Use of Moran＇s Theoretical Frameworks in Teaching Culture A Case Study in an EFL University Reading and Writing Class＊

Teaching target culture has been widely acknowledged as an indispensible component in the overall foreign language education. This paper presents a feasible way to effectively integrate cultural teaching into traditional classroom instruction by using Moran＇s theoretical frameworks, namely, the ＂Cultural Knowings Framework＂ and ＂Experiential Learning Cycle＂, as the foundation and guidance of the course design. It highlights the combination of teaching culture with the training of the basic language skills, adding a cultural dimension to the language learning. This teaching method can fully arouse the students＇ attention to cultural learning and provide more meaningful activities to physically and mentally engage students both in class and after class. By going through a series of assigned tasks individually or collectively, the students not only obtain the desired cultural knowledge but strengthen their language ability as well as other skills pivotal and necessary for becoming independent and lifetime learners.

Models for Teaching Culture in Computer-Assisted Language Learning

CALL （computer-assisted language learning） has tremendously transformed the teaching of language, with its wide application in many aspects of language teaching. However, how to integrate CALL into the teaching of culture is still rarely discussed. The purpose of the paper is to explore feasible models for teaching culture in CALL and their effects on students＇ acquisition process. Based on two fundamental pedagogical approaches （participatory pedagogy and multiliteracies pedagogy） for teaching culture, this paper proposes three pedagogical models （problem-posing model, web-quest model, and computer-supported collaborative learning model） for teaching culture in CALL. In the end, this paper illustrates a combination of the three models in real CALL setting by a cultural teaching case. A questionnaire survey and interviews are conducted to reflect on students＇ feedback, which gives an insight into possible adjustments in teaching models and the paper also proposes future possibilities in applying these models into teaching culture

A new strategy of integrating American culture with English teaching ＆ learning by using VOA Special English feature programs

The paper mainly studies a new way of combining American culture with English language teaching and learning by means of the VOA Special English feature programs. It is based on a 5-year period of teaching practice, experience and reflection. This interactive, innovative, productive and student-centered approach is a far cry from the rigid, old, unproductive and teacher-centered approach of teaching British and American culture without combining language learning and practice as is commonly used here in Chinese colleges. The author also throws some light on how to use on-line teaching resources and how to cultivate independent learning on the part of the students he has worked with.