South Africa is a country of many cultures. Before the first democratic elections in 1994, people of different cultures found it difficult to interact because of legislated racial segregation, which made it difficult ...South Africa is a country of many cultures. Before the first democratic elections in 1994, people of different cultures found it difficult to interact because of legislated racial segregation, which made it difficult for blacks to mix with whites in almost all spheres of life. The only place interaction could take place was in the workplace. As a result, children from different cultural groups had few opportunities to interact. This made it impossible for South African children to learn about the cultures of other racial groups. With the introduction of a democratic government, all segregation laws were relaxed and people mixed freely in all spheres of life. Intercultural communication became commonplace. This new scenario presented a challenge to many South African children, but despite the limits imposed before 1994, children from all racial groups associated successfully. Their ability to cope with this situation with so much more ease than adults was remarkable. This paper seeks to highlight the communication skills used by South African children from all cultural backgrounds to achieve intercultural competence in a relatively short space of time. The paper will further reflect on the impact made on African children by intercultural interaction and competence.展开更多
Communicative Language Teaching approach is widely accepted in English-speaking countries. This article briefly introduces What is Communicative Language Teaching and its influence on the instruction of English compos...Communicative Language Teaching approach is widely accepted in English-speaking countries. This article briefly introduces What is Communicative Language Teaching and its influence on the instruction of English composition. After that, it puts forward some principles that teachers of English writing should adhere to when trying to employ this teaching method in China.展开更多
Culture is one of the important properties of language, and language can not be separated from society and culture. Every language is the reflection of culture with profound cultural connotations. Many experts and sch...Culture is one of the important properties of language, and language can not be separated from society and culture. Every language is the reflection of culture with profound cultural connotations. Many experts and scholars have generally agreed that intercultural communication competence is an important purpose of language learning. The process of learning English is the process to understand and master English cultural and knowledge, and mastery degree of English-speaking countries and cultural knowledge directly affects practical skills of one person.展开更多
Compared structural approach with communicative approach, the former puts too much emphasis on linguistic knowledge and neglects the language application, while the latter lays too much emphasis on the communicative c...Compared structural approach with communicative approach, the former puts too much emphasis on linguistic knowledge and neglects the language application, while the latter lays too much emphasis on the communicative classroom activities and neglects the systematic study of linguistic knowledge. Both of them cannot meet the requirements of improving the non-English major students＇ argumentative writing scores. So based on the Lexical Approach theory, taking the College English Integrated Course 4 （LI, 2003） as the main teaching material and lexical phrases as teaching and learning units, this study explores the effectiveness of the Lexical Approach in improving non-English major students＇ argumentative writing through classroom activities of input, absorption, and output of lexical phrases. The results show that lexical phrases have more effects on students＇ English competence than single words. They can help to improve the argumentative writing scores and cultivate an interest in learning English independently.展开更多
文摘South Africa is a country of many cultures. Before the first democratic elections in 1994, people of different cultures found it difficult to interact because of legislated racial segregation, which made it difficult for blacks to mix with whites in almost all spheres of life. The only place interaction could take place was in the workplace. As a result, children from different cultural groups had few opportunities to interact. This made it impossible for South African children to learn about the cultures of other racial groups. With the introduction of a democratic government, all segregation laws were relaxed and people mixed freely in all spheres of life. Intercultural communication became commonplace. This new scenario presented a challenge to many South African children, but despite the limits imposed before 1994, children from all racial groups associated successfully. Their ability to cope with this situation with so much more ease than adults was remarkable. This paper seeks to highlight the communication skills used by South African children from all cultural backgrounds to achieve intercultural competence in a relatively short space of time. The paper will further reflect on the impact made on African children by intercultural interaction and competence.
文摘Communicative Language Teaching approach is widely accepted in English-speaking countries. This article briefly introduces What is Communicative Language Teaching and its influence on the instruction of English composition. After that, it puts forward some principles that teachers of English writing should adhere to when trying to employ this teaching method in China.
文摘Culture is one of the important properties of language, and language can not be separated from society and culture. Every language is the reflection of culture with profound cultural connotations. Many experts and scholars have generally agreed that intercultural communication competence is an important purpose of language learning. The process of learning English is the process to understand and master English cultural and knowledge, and mastery degree of English-speaking countries and cultural knowledge directly affects practical skills of one person.
文摘Compared structural approach with communicative approach, the former puts too much emphasis on linguistic knowledge and neglects the language application, while the latter lays too much emphasis on the communicative classroom activities and neglects the systematic study of linguistic knowledge. Both of them cannot meet the requirements of improving the non-English major students＇ argumentative writing scores. So based on the Lexical Approach theory, taking the College English Integrated Course 4 （LI, 2003） as the main teaching material and lexical phrases as teaching and learning units, this study explores the effectiveness of the Lexical Approach in improving non-English major students＇ argumentative writing through classroom activities of input, absorption, and output of lexical phrases. The results show that lexical phrases have more effects on students＇ English competence than single words. They can help to improve the argumentative writing scores and cultivate an interest in learning English independently.
