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论英语教学的跨文化导入.doc

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ConcerningtheteachingofEnglishcross-culturalimport I,crosscultureintoEnglishteachingisimperative (I)theimplementationoftheEnglishteachingpresentsituationanalysis Beijingforeignstudiesuniversityprofessormankind,learningalanguageshouldbedevelopedatthesametimetwokindsofcapability:language(linguisticcompetence)andsocialability,socialcompetence),namelytheculturalability(crossculturalcommunicativecompe?Pridetence),thetheoryhasbeenwidelyacceptedforforeignlanguageteachinginChina.AmericanlinguistRobertLadothinksthatthegoaloflearningaforeignlanguageistheabilitytousethelanguagefromtheaspectsoftargetlanguageandculturetounderstanditsmeaningandconnotationofChineseandforeignscholarsareparticularlyvisibleattachesgreatimportancetotheculturalfactorsinforeignlanguageteaching. WiththesuccessofChina'saccessiontowto,theglobalintegrationandthearrivaloftheinformationage,societyurgentlyneedtomasteraforeignorinterdisciplinarytalentsofseveralforeignlanguages.Throughoutourcountry'spresentsituationofcollegeEnglishteachingismixed.Encouragingly,thenumberofpeoplelearningEnglish,moreandmorepeopleinterestedinEnglish,allthecollegesanduniversitiesstudentsspendtimeandenergyonlearningEnglisharequiteafew,studentsinvariousEnglishgradeorleveltestisanaward-winning.Worryingis:studentsdidn'thowtoimprovetheabilitytouseEnglish.Students'cross-culturalpragmaticcompetenceislow,pragmaticfailurefrequently.Itiscertainlyworthdeepreflectionsonlanguageteachingworkers. (II)wastedeffortwhyEnglishteachingperspective Thecauseofthismixedhappycare,ontheonehand,isbecauseinthepastforalongtime,weexcessivelyfocusonpurelanguageteachinganddoesnotpayattentiontothestudents'practicalability.Althoughquestionedontheeffectsofpurelanguageteachinginrecentyears,therehavebeensomenewtrends,butitsinfluenceisnottoeliminateinashortperiodoftime.Ontheotherhand,alsowithourdifferentemphasistotheteachingofcultureintheprocessofteaching,toomuchemphasisonthelearningofforeignculture.Tomakethiskindofsituationhasimproved,inEnglishteachingwehavetoimportof