口语与口译

作者提倡外语人才要阅读优秀诗歌、经典作品或名人名言，以陶冶情操和文学素养，达口语生动化和文学化。建议大专院校外语系增设外交语言课或采用口语、外贸、新闻外语相结合的方法，形成口译规范语言学，以提高政治与业务素养，使口译规范化和外交化。总之，通俗的文学语言和规范的外交辞令，可以从根本上增强口语与口译的表达力度，使之满足政治、经济、技术和文化等方面的跨世纪发展要求。

运用语文元素增强音乐教学的趣味性

兴趣是学生学习音乐的动力。在学生“不喜欢音乐课上的音乐”成为一种普遍现象的情况下，如何使音乐课真正受到学生的喜爱呢？笔者认为将语文元素引入音乐教学之中不失为一种好的方式。

China English and College Intercultural Education:A Cultural Linguistic Perspective

In the era of globalization,English as an international language(EIL) is also the medium of intercultural communication for the international community.Based on the theory of cultural linguistics(CL),which regards language as culture-oriented rather than structure-oriented,Sharifian(2009,p.4) has proposed that varieties of English which constitute EIL result from the interaction between the English language and different local cultures.CL suggests that China English(CE) should be understood in this light:It is not a substandard interlanguage,but a variety of English with its own cultural value and right.This paper intends to systemically analyze the nature of CE and its value in intercultural communication so as to better understand current intercultural education.Over a long time,much emphasis has been laid on the importance of adapting to the target language culture to the neglect of home language culture in our College English classrooms,thus resulting in what is known as Chinese cultural aphasia.In the light of CL,intercultural communication competence(ICC) encompasses not only knowing English and adapting to its culture,but also using CE to introduce the native culture in which CE plays an irreplaceable role.Therefore,CE is undoubtedly a key remedy for Chinese cultural aphasia.More research on CL should be conducted as it provides felicitous disciplinary guidance for our college intercultural education.

On the Cultural Untranslatability in Chinese-English Literary Translation

The paper is intended to study the cultural untranslatability in Chinese-English literary translation and its compensation with a view to find some practical strategies in translation when untranslatabiltiy occurs. Based on Eugene A. Nida’s classification of language culture, the author analyzes causes of cultural untranslatability in terms of ecological culture, material culture, social culture, religious culture, and linguistic culture through specific examples. As the cultural untranslatability is conditioned, variable, and dynamic, some translation strategies are proposed for tranferring untranslatability to translatability.

Significance and Measures of Chinese Culture Implanting Into College English Teaching

It is commonly believed that Imaguage serves as the carrier of culture and one part of it. And language teaching is inseparable from cultural knowledge impartment. So, teachers should attach great importance to cultural background when teaching English language. Unfortunately, aphasia of Chinese culture occurs when they value Western culture and ignore the infiltration of Chinese culture. Under such circumstances, this paper demonstrates the importance of implanting Chinese culture into college English teaching and proposes corresponding measures for Chinese cultural implantation

A Brief Analysis of Culture Aphasia in Higher English Teaching in China

Culture is a result of the accumulation of human society; language is the important carrier of culture. Infiltration of Western culture and the widely use of English seriously hinder the globalization of the Chinese culture and it results in ＂cultural aphasia＂ phenomenon. After having studied foreign language for several years, many foreign language learners still cannot express Chinese traditional culture correctly in international communication. This is mainly due to the neglect of Chinese culture in the process of foreign language teaching. With the development of globalization, the communication between different cultures has become more and more frequent It is necessary to pay more attention to the output of native language culture as well as the input of target language culture. As the main places of cultivating high-level talents in China, colleges and universities are focusing on how to change this phenomenon in the foreign language teaching reform. This paper begins with the introduction of ＂cultural aphasia＂ phenomenon in China, then analyzes the reasons, finally proposes suggestions and teaching strategies to overcome the culture aphasia in cross-cultural communication.

Culture Teaching and Middle School English Teaching

Language and culture are connected with each other tightly. Language teaching can not work without culture teaching. For the Junior Middle School English teaching, more attention should be paid to culture teaching. Only in this way can teachers help students understand and use English language better. It is also good for their understanding of Chinese culture, and it will raise the students＇ international conscious. Thus they can do better in trans-cultural communication, and their other abilities can be improved in English learning as well.

College English Teaching in Dynamic Contexts

How to make college English teaching （CET） tailed to the requirement of the society is a topic of great significance. This paper is meant to give a description of CET from a new aspect——dynamic context. By giving an analysis of the current situation of CET in China as well as the introduction of the theory of DC, this paper attempts to give a description of CET in dynamic contexts （DC） to improve the students＇ communicative competence to meet the need of the society.

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

Research and Analysis on the College English Teaching Emphasis from the Cultural Migration and Transformation of Thinking Perspectives

In this paper, we conduct research on the college English teaching emphasis from the cultural migration and transformation ofthinking perspectives. College English has long been in for the college English subject status. However, college English as a multidisciplinary,interdisciplinary research in the field of discipline construction, it seems, are still stay in the linguistics, language knowledge in academiccharacteristics for its stage of development. Reform of basic college English teaching, the teacher is still teaching main body, is the teaching oflanguage knowledge, since teachers play an important role in language teaching, the teacher wants to penetrate cultural knowledge in teachingand we must strengthen their own culture. Under this basis, this paper proposes the novel ideals on the related issues that will be meaningful andinnovative.

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.

English Cultural Introduction Teaching from the Perspective of Applied Linguistics

In the process of learning a language, the language communication from the perspective of applied linguistics cannot exist without certain cultural tendency. Practice proves that an appropriate introduction of the background culture having a certain relationship with language environment can enrich the knowledge structure of students, and effectively remove the obstacles in the process of English language communication, so that the cognitive ability is improved. In this paper, applied linguistics as well as the concept of cultural introduction teaching theory is briefly elaborated, and the necessities of cultural introduction teaching and the signiflcances of English cultural introduction teaching are analyzed, and also some rules necessary to follow in the introduction teaching of English culture are introduced, and then the implementation strategies are discussed, so as to provide a reference for a large number of educational workers.

A Review of Research on Communicative Approach to Language Teaching

English teachers in China have seldom employed communicative teaching methodology. This paper reviews the research on communicative teaching in various areas, including the foundations of the approach, the principles, the methodology and some techniques as well as the test in communicative teaching. This paper argues that the essence of communicative approach is that the students are prepared to meet the need of communication in the real world and this approach has a positive effect on students＇ achievements. Accordingly, it is hoped that communicative teaching approach will be more widely used in China.

Silence in Conversation

Types of communicative behaviors consists of verbal communication and non-verbal communication. It is generally believed that the latter refers to concrete language people use to produce an utterance, while the latter mainly refers to body language as well as silence in a conversation. Silence is another way of communication and is part of a conversation. In different culture, silence may have different representative meanings and intentions, because of the various cultural background of each country or nation in the whole world. From the perspective ofpragmatics, silence plays an important role in a particular situation, and it has its own functions in communication.

A Contrastive Study of Kinship Terms between English and Chinese——Under Sapir-Whorf Hypothesis

Sapir-Whorf Hypothesis is a linguistics theory which is concern in language, thought, and culture. Kinship term is not only an indispensable part of verbal communication but also a unique language and culture phenomena. Both Chinese and English speaking countries have their own system of kinship terms. There are both similarities and differences between them. This thesis attempts to make a contrastive study on these two kinds of kingship terms, find the cultural cause leading to the differences and figure out the influence on human thought of these kinship terms.

A Few Tips on Culture Teaching

With the development of the society, culture is becoming a crucial factor in language teaching. This paper tries to discuss in detail how to do culture teaching effectively from the following aspects： plotting, theme, rhythm, flow and ending.

Assessment of Intercultural Communicative Competence

The present paper concems itself with the overview of the assessment of intercultural communicative competence in the field of language testing worldwide, hoping to emphasize the importance of culture testing in language projects, provide some insightful information for test item constructors, educators, authorities as well.

Paradigm Shifts in Translation Studies： Focus on Linguistic, Cultural, Social and Psychological Turns

Translation has been the subject of a variety of research and conflicts among theorists. This fact that gives Thomas Samuel Kuhn＇s paradigm theory is pertinent to the present study. Kuhn is an American philosopher of Science. In his book The Structure of Scientific Revolutions, he proposes his paradigm theory which plays a great role in the development of sociology and philosophy of Science. According to Kuhn （1970）, paradigm originates from one or some famous people＇s achievements, and for these achievements to be considered as paradigms, two major characteristics must be met as will be clarified in this paper. This study is an attempt to outline the scope of the disciplines of Translation Studies （TS）, to give some indication of the kind of work that has been done so far. It is an attempt to demonstrate that TS is a discipline in its own right. It is a vastly complex field with many far-reaching ramifications. This study discusses the relationships between the changing definitions of translation and the turns of translation studies.

Communicative Ability and Cross-cultural Competence in China＇s English Teaching

Traditional grammar-translation ：method in China＇s English teaching has long been putting emphasis on the teaching of linguistic knowledge. It is no doubt that it has got many achievements. However, it has produced many bad byproducts as well. For instance, it may produce some students who are good in grammatical achievements but lacking in responding to the actual situation. Therefore linguistic knowledge is not the whole field that English teaching should touch upon. Inducing from two instances, this article presents the importance of communicative ability and cross-cultural competence in China＇s English teaching, together with proper solutions.

Language and Culture in Foreign Language Teaching

Culture plays a very important role in language teaching. A deep study of the relationship between language and culture is not only necessary but also urgent in language teaching and learning. The paper briefly points out that in order to make teaching more effective, teachers should not only teach the language itself, but also teach the culture in the language while teaching the foreign language. It analyzes the differences of language customs reflecting in different cultures among different languages （between European languages such as English, Russian and Asian languages such as Kazakh, Chinese）. The analysis of diversity of different social cultures and different language customs of commtmication shows that the culture has a great influence upon the language. It includes the next components： （1） diversity of different geographies, natural environment, and customs, （2） differences of the history, religion, and belief, and （3） diversity of different thoughts of understanding objectivities. Further suggestions concerning how to use culture factors in the teaching procedure are also introduced in detail, such as： （1） the teacher＇s role; （2） the way of explanation, （3） the way of contrast; and （4） the way of practice. In order to conduct foreign language teaching well, teachers must take up the teaching of culture and the teaching of language at the same time. As long as the emphasis is laid both linguistic skills and communicative competence, the goals of language teaching will be achieved satisfactorily.