高中英语课堂文化教学研究 ——基于对汕尾市三所中学的调查

论文摘要

高中英语新课程标准(2003)指出,高中英语教学应培养学生文化意识和促进跨文化交际能力的提高。长期以来,高中英语教师着重英语语言知识的教授,而忽略了学生文化意识的培养。有鉴于此,作者尝试在汕尾市几所高中进行文化教学现状的调查,以期对高中英语文化教学有所启示。本研究的调查对象为汕尾市三所中学高一高二年级的学生及其英语任课教师。学生问卷主要探讨：1)学生学习英语的动机；2)学生对文化的理解和态度、学习英语文化的途径；3)学生对教师采用的英语教学方法的看法；4)学生对英语文化学习的需求。教师问卷主要探讨：1)教师对英语教学的看法；2)教师对英语新课程标准的了解；3)教师对英语文化教学的态度；4)教师进行文化教学的方法以及在文化教学过程中遇到的困难。论文共由五部分组成。第一部分为引言。这部分介绍了本研究的背景和目的。第二部分为文献综述。首先从理论上介绍文化的概念,分析语言与文化的关系,结合我国高中英语新课程标准以及各国外语教学课程标准对文化教学的重视,指出英语学习具有人文性与工具性的特点,探讨文化教学在高中英语教学中的必要性。第三部分为问卷调查。调查对象为汕尾市两所重点高中以及一所普通高中的高一、高二共360名学生,教师为高一高二的英语任课教师,共34名。回收学生有效问卷344张,教师有效问卷32张。学生问卷的调查结果显示：1)大多数学生对英语学习只存在外在动机,而英语学习的过程需要内在动机成为持久动力；2)大多数学生表示对有趣的文化学习充满期待。因此教师应该对比中英文化,这样学生不仅可以学习外国文化,也可以加深对本国文化的认识,在交际中才不会引起误解；3)绝大部分学生乐意学习课本以外的语言材料,希望多接触生动有趣的中西方英语学习材料；4)多数学生非常渴望教师能以有趣的方式进行英语文化教学,通过不同的教学方式提高他们对学习英语的兴趣：(5)部分学生对英语教师文化教学的现状表示不大满意,其根本原因在于英语课堂缺乏生动的英语教学方法,希望老师能改进英语课堂教学方法,促进其英语学习的兴趣和效率；6)渴望与教师进行课堂互动。教师问卷的结果显示：1)高中英语文化教学在英语教师中受到不同程度的重视,多数教师虽意识到文化教学的重要性,但由于自身文化知识不足,阻碍了文化教学的有效实施；2)部分教师认为考试不考学生不学,因此他们更多地进行纯粹的语言知识教学,这样导致了英语英语课堂沉闷,学生逐渐失去了学习的兴趣；3)部分教师进行文化教学时没有充分运用课本这一教学资源：4)多数教师运用多媒体进行文化教学,但却局限于幻灯片的呈现,很少利用音乐或者视频文件辅助教学；5)部分教师教学方法相对单一,局限于口头传授,很少给学生组织文化活动；6)应试教育观念制约教师进行文化教学,文化教学还不能处于与语言教学同等的地位。第四部分为建议。首先,高中英语教师应在教室中创建英语气氛,使学生置身于文化学习环境中；其次,在课堂上为学生提供与课文相关的文化信息；第三,在英语教学中进行文化对比；最后,给学生使用恰当的文学和真实的材料。第五部分是结论。这部分主要展示本研究的发现及不足之处。由于本研究只是针对汕尾市高一以及高二年级学生的研究,难免存在不足之处。以下问题还有待进一步研究：1)教师应如何根据不同情况灵活运用文化教学方法?2)学生的文化水平如何?3)学生的英语水平与其文化水平有何关系?

论文目录

• 摘要
• Abstract
• Abbreviations
• List of Tables
• Chapter 1 Introduction
• 1.1 Background of the Research
• 1.2 The Significance of the Research
• 1.3 Aims of the Present Research
• 1.4 Organization of the Thesis
• Chapter 2 Literature Review
• 2.1 Definition of Language
• 2.2 Definition of Culture
• 2.3 Classification of Culture
• 2.4 The Relationship between Language and Culture
• 2.5 Studies of Culture Teaching
• 2.5.1 Studies of Culture Teaching Abroad
• 2.5.2 Studies of Culture Teaching at Home
• 2.6 The Significance of Culture Teaching
• 2.6.1 Culture Teaching Stressed in Curriculum of Different Countries
• 2.6.2 Characteristics of Instrument and Humanism
• Chapter 3 A Survey on Current Situations in Three Middle schools
• 3.1 Design of the Survey
• 3.1.1 Objective of the Survey
• 3.1.2 Subjects and Research Instrument
• 3.1.3 Procedures of the Investigation
• 3.2 Results of Students' Questionnaire and English Teachers' Questionnaire
• 3.2.1 Results of Students' Questionnaire
• 3.2.2 Results of the English Teachers' Questionnaire
• 3.3 Data Analysis of the Students' Questionnaire
• 3.3.1 Data Clarifying
• 3.3.2 Motivation towards Learning English
• 3.3.3 Interest in English Learning
• 3.3.4 Ways of Memorization and Difficulties They Met
• 3.3.5 Understanding,Ways,and Kinds of Culture
• 3.3.6 The Importante of Culture Learning in Students' Opinions
• 3.3.7 Students' Willingness,Opinions,Practices on Culture Learning in English Class
• 3.3.8 The Satisfaction of the Students towards Culture Teaching
• 3.3.9 The Learning Needs of the Students in English
• 3.4 Summary of the Results
• 3.5 Results and Analysis of the Teachers' Questionnaire
• 3.5.1 Data Clarifying
• 3.5.2 Teachers' Opinions about English Teaching
• 3.5.3 Teachers' Understanding on Culture
• 3.5.4 Teachers' Understanding of Culture Awareness in NECS
• 3.5.5 Teachers' Culture Learning Situations
• 3.5.6 Teachers' Satisfaction with the Culture Contents of the Textbooks
• 3.5.7 The Situation of Culture Teaching according to the Teachers' Point of View
• 3.5.8 Teachers' Opinions on the Influences of Culture Teaching in Students
• 3.5.9 The Situations of Teachers'Practice of Culture Teaching in Class
• 3.5.10 Teachers' Practical Performance in Class
• 3.5.11 Teachers' Difficulties in Culture Teaching
• 3.6 Findings and Implications upon the Current Situations
• 3.6.1 Findings and Implications of the Students' Questionnaire
• 3.6.2 Findings and Implications of the Teachers' Questionnaire
• 3.7 Conclusion of the Survey
• Chapter 4 Suggestions on Current Situations of Culture Teaching
• 4.1 Contents of Culture Teaching
• 4.2 Principles of Culture Teaching in Senior Middle School English Class
• 4.2.1 Principle of Practicality
• 4.2.2 Principle of Interest
• 4.2.3 P rinciple of Suitability
• 4.2.4 Principle of Progressiveness
• 4.3 Strategies in Integration of Culture Teaching with Language Teaching in English Class
• 4.3.1 Integration of Culture Teaching and Vocabulary Teaching
• 4.3.2 Integration of Culture Teaching with Listening and Speaking
• 4.3.3 Integration of Culture Teaching and Grammar Teaching
• 4.3.4 Integration of Culture Teaching with Writing
• 4.3.5 Integration of Reading and Culture Teaching
• 4.4 Suggestions to the Students
• 4.4.1 Extending Extracurricular Reading
• 4.4.2 Watching Films or TV and Listening to the Radio
• 4.4.3 Establishing Culture Island
• 4.4.4 Internet-Surfing
• Chanter 5 Conclusion
• 5.1 Findings
• 5.2 Limitations
• 5.3 Prospects for Further Study
• 5.4 Conclusion
• Bibliography
• Appendices
• Appendix A
• Appendix B
• Publications during the Postgraduate Program
• Acknowledgements