平 吉

Abstract:Language is the carrier of culture and it conveys culture, so the language teaching should contain culture teaching. In EFL teaching, teachers should not only teach the necessary English knowledge like the grammar, sentences paraphrasing and structure analysis but also consciously introduce the related cultural information like the cultural background knowledge, so that students can strengthen the language learning in their culture learning.

This thesis mainly attempts to analyze the disadvantage of memory-based approach to learning English, the cultural reason for Chinese students tendency to rely on the teachers and some common pragmatic errors made by the Chinese students in their oral communication in English duo to their lack of IC knowledge.

Key words: cultural awareness;cultural background knowledge;EFL teaching;intercultural communication;power distance中圖分類號: H319文獻標識碼: A文章編號:1672-1578(2009)11-0013-02

1 Introduction

Language is the carrier of culture and it conveys culture, so the language teaching should contain culture teaching. In EFL teaching, teachers should not only teach the necessary English knowledge like the grammar, sentences paraphrasing and structure analysis but also consciously introduce the related cultural information like the cultural background knowledge and culture-loaded words, so that students can strengthen the language learning in their culture learning. Due to some underlying causes, however, College English education in China now is facing a great challenge. The problem of over pursuing high scores in any sort of English exams has become dramatically severe among university students majoring in English (EFL learners). It has caused most EFL learners to ignore the acquisition of Western culture as well as the mastery of the use of English, but focus their studies too much on the examination-oriented skills.

2 The existing problems in EFL teaching and their underlying causes

In Spring and Autumn and Warrings periods of China emerged Confucianism, Taoism and other ideologies. As different ideologies developed and combated each other, the basic framework of Chinese civilization was established. And then Confucianism became the foundation stone of Chinese philosophy system. In Confucianism,the major goal of education was not so much the transmission of knowledge or the learning of skills, as it was the internalization of a set of ethical principles that governed human behavior in all conceivable situations (Hu, 1984). Many features of the ancient Chinese education system exist today: respect for the past and for the elder, learning by heart, reverence for teachers and parents and the authority of sacred texts. (張朝宜, 1999, P234)

2.1 Memory-based approach to learning

The Chinese education system adopts memory-based

approach. This type of approach to learning appears to date back to ancient times. In ancient China, reading and memorizing those writings of Confucius was the most important part of the education. And a national examination was held annually in autumn to test students grasp of Confucian writings. Those students who had a good memory and were able to learn Confucian writings would get high marks and become a government official. (張朝宜, 1999, P238) Clearly ancient practice has left its trace in the modern education system of China; we all study for scores from primary school to college. Besides, diploma is the only measurement of our ability.

I have been teaching English for English majors for four years and my focus is on Intensive Reading Course teaching. In the process of class teaching, I have observed that the majority of the students in my class are talented in learning English since they did an excellent job in the English Subject in the National College Entrance Exam. Yet interestingly and strangely, some of those who have a wide vocabulary, being called a “walking dictionary” find it difficult to make it into practice.

2.2 Too much reliance on teachers in the learning process

In the existing situation, Chinese EFL learners rely too much on their teachers, because they are believed to have more knowledge contained in the information they provide to the learners. A small group of students once advised me that I should explain every detail and even every grammatical point in each text as their high school teachers did before. If not, most of them would feel headache about perceiving and understanding the messages of texts without my careful translation or explanation of all the paragraphs.

It seems that Chinese students tend to rely on teachers much more than Western students, but actually this phenomenon originates from a cultural value dimension—power distance. It classifies cultures on a continuum of high-to low-power distance. People in high-power-distance countries believe that power and authority are facts of life. In schools that are characterized by high-power-distance patterns, children seldom interrupt the teacher, show great reverence and respect for authority, and ask very few questions (Samovar, 2000, P71).

Highly influenced by this high-power-distance value for generations, the Chinese people have got used to it. Especially those who once received or are receiving education, teachers and students, have a strong sense to abide by this value in doing things. Therefore Chinese students “weird” reaction in the classroom in the eye of westerners is understandable.

2.3 Lack of culture learning and the right teaching method

Looking back to the high school English education in China, teachers, to a large extent, only teach the necessary English knowledge like the grammar, sentences paraphrasing and structure analysis but seldom consciously introduce the related cultural information like the cultural background knowledge, so that students are unlikely to strengthen the culture learning in their language learning and then feel frustrated and diffident when communicating with foreign teachers or friends

How should we teach our students a more flexible and efficient approach to learning by themselves outside the classroom? Every teacher must be faced with this question.

My own consideration and experience can be shared as follows:

1)Teachers should help students establish a right attitude toward cultural differences. When facing a new culture, people should be flexible and able to adapt themselves to the new situation. “Do as the Romans do” is an effective way for those who are experiencing cultural differences.

2)Read extensively for cultural information. Having the successful communication is the main purpose of English learning. English learners should read authentic materials such as foreign newspapers, advertisements, journals, short stories, novels, plays and other types of literature works.

3)Communicate with native speakers. Chinese English learners are expected to inquire some questions concerning the cultural differences or hot social topics they encountered before.

3 Conclusion

Facing the existing problems in EFL teaching, the most urgent measures English teachers ought to take consist of three points: first, cultivate college students to use understanding-based approach in their academic studies; second, inspire students to be more open-minded in classroom activities through variety of methods; third, emphasize the view that culture learning is as important as language learning and train students cultural awareness. The theory and practice all reveal that EFL teaching should be a cross-culture and cross-language teaching, as Kramschs (1999, P8) said, “If … language is seen as social practice, culture becomes the very core of language teaching. Cultural awareness must then be viewed both as enabling language proficiency and as being the outcome of reflection on language proficiency.”

Reference:

[1]Kramsch, C. Context and Culture in Language Teaching[M]. Shanghai: Shanghai Foreign Language Education Press,1999.

[2]Samovar, L.A, R.E. Porter & L.A. Stefani. Communication Between Cultures[M].Beijing: Foreign Language Teaching and Research Press,2000.

[3]Hu, Wenzhong. Cultural Differences and Foreign Language Teaching[M]. Foreign Language Teaching and Research, 1984.

[4]張朝宜.文化像座冰山 語言與文化的探索[M].北京:軍事誼文出版社,1999.

作者簡介:平吉(1981-),男,陜西西安人,現(xiàn)任西安歐亞學(xué)院外語系本科教研室,助教。