Cultivating Students' Cultural Awareness in Foreign Language Teaching

Many foreign language teachers are often wondering why their students cannot avoid some mistakes in their writing assignment and oral presentations though the grammatical rules and phrases are quite familiar to them. On the other hand students also complain about the boredom of learning English."What is the use of learning English besides taking exams?"they often ask. In this paper the author is going to discuss language learning and teaching from the cultural perspective. By discussing the importance of culture teaching, the author intends to help both the teachers and the students to get out of their bewilderment. Some useful suggestions will be shared at the end of the paper, aiming to offer some practical and concrete guidance to both the students and my co-workers.

Analysis of Pragmatic Failures and Strategies for Teaching Chinese as a Foreign Language

Cross-cultural communication has become an essential course for international students.As foreign students have different cultural backgrounds and languages,pragmatic failures are inevitable for them when communicating in Chinese,thus resulting in unpleasant communication.In order to effectively reduce pragmatic failures,it is necessary to analyze the problems that arise in the process of teaching Chinese as a foreign language and determine the causes.This research is separated into three aspects.Firstly,with the support of the theory of pragmatics and by analyzing the life and learning of foreign students,it can be appreciated that the pragmatic failures of foreign students in using Chinese for communication are very much detailed in the teaching of Chinese as a foreign language[1].Secondly,after arranging and analyzing these corpora,the reasons for the pragmatic failures of foreign students are determined.Finally,aiming at the causes of pragmatic failures,corresponding countermeasures and teaching suggestions are proposed.The conclusion drawn from this research is that pragmatic failures occur due to various factors,some of which are essential factors that cannot be changed.This requires effort from both Chinese language teachers and students in the teaching of Chinese as a foreign language to lessen the occurrence of pragmatic failures.

Stereotypes in a Foreign Language Classroom --Modifying Negative Attitudes to Enhance Foreign Language Learning

The aim of the paper is to present various aspects of the phenomenon of stereotyping in the context of FL （foreign language） learning and teaching and to discuss practical solutions to be used in a FL classroom to teach the worm about the worm by questioning the stereotypes learners have of other nations and languages. This paper is an attempt to present some ideas of FL teachers＇ role in developing students＇ socio-cultural competence with the aim of raising their cross-cultural awareness and questioning the stereotypes students bring into a FL classroom. The methodology used was an analysis of fragment of tape scripts from listening comprehension activities from a course book preparing Polish secondary students for the school leaving exam. The topics discussed concern opinions about attitudes towards and judgments of various cultural aspects, be it drinking tea or discussing the weather, impressions people have about other nations, or languages people speak.

Intercultural Education in a Technology-Enhanced Foreign Language Learning Environment Implementing the TPACK Approach:Challenges and Possibilities

In the plurilingual and multicultural contemporary international setting,the educational systems opt for successfully meeting as well as adapting to the rapid social,economic,and technological changes.Based on the premise that intercultural communicative competence holds a significant potential for foreign language instruction,focus should throw into combining teachers’intercultural knowledge with pedagogy and technology.The prospect of introducing intercultural material within the context of teaching scenarios in the curricula of a technology-enhanced foreign language learning environment where the Technological Pedagogical Content Knowledge(TPACK)approach is implemented,can positively contribute to the teaching process.Under this perspective,cultural and digitally competent teachers can create a framework which will enable learners to fully develop their interactive and linguistic skills and to effectively communicate in a foreign language promoting its social and multicultural dimension whatever the intercultural context.

成人外语教学与外语习得中的情感障碍

“情感障碍”在成人外语教学与习得中起着不可忽视的阻碍作用。在教学中 ,成人外语教育者应该充分认识成人情感特点 ,重视情感教育 ,尽量将对外语学习起抑制作用的情感障碍降到最低程度 ,以提高成人外语学习的效率。本文叙述了成人外语学习者的一些情感障碍 ,同时对这些情感障碍进行分析和探讨 ,并根据心理学和语言学有关理论 。

大学外语学习焦虑中自我能力知觉差异研究

外语学习焦虑是外语学习者在学习过程中产生的焦虑。通过对世界各国外语学习焦虑相关研究的对比、归类,总结了包括日语、英语和阿拉伯语等多种外语学习过程中外语学习焦虑与外语学习成绩之间的相互关系,找出影响外语学习焦虑的相关因素,重点概括总结了外语学习焦虑中自我能力知觉差异的相关研究,最后尝试性地提出了提高学习者自我知觉外语能力的方法。

A Comparative Analysis of English and Chinese Compliments

Compliment as a speech act is a tool for establishing friendship that creates ties of solidarity in different cultures.This paper introduces the background theories concerning studies of the speech act of complimenting.It makes comparison about making compliments in English and in Chinese from the perspectives of topics,semantic and syntactic structures followed by discussing differences and similarities in performing compliments in two cultures.Moreover,implications of the study to foreign language teaching and learning are provided and the significance of integrating culture teaching to enhance learner’s pragmatic competence and smooth their cross-cultural communication is emphasized.

山东高校教师跨文化外语教学观念与教学实践的现状调查

文章通过问卷调查了山东省高校教师跨文化外语教学的观念与教学实践的现状,全面并客观地评价了跨文化外语教学的现状,并进一步研究山东省英语专业教师与非英语专业教师在跨文化外语教学的观念和教学实践中是否存在显著性差异。结果表明:外语教师都愿意实施跨文化外语教学,但在具体教学中的做法不一,观念中的跨文化外语教学和实践中的跨文化外语教学之间有差距;英语专业教师与非英语专业教师在跨文化外语教学的某些观念和具体实践中存在显著性差异,英语专业教师在跨文化外语教学的观念和实践中更倾向于积极的一面。

HOW DO STUDENTS FROM DIFFERENT CULTURES APPROACH THE SAME SUBJECT?

本文通过对美国和中国学生教授相同的模拟实景课,探讨了来自不同文化背景的学生对相同问题的处理方法及态度。本研究的主要目的是为了考察文化对学生做事方法的影响。研究结果表明,因为来自不同文化背景的学生所持的文化价值不同,处理相同问题的方法和角度也不同。因此,外语老师需要使学生对自己文化和所学外语文化的区别加以注意,提高敏感度,以便在教学上取得更好的效果。