论外国文化知识在外语学习中的重要性

湖北汽车工业学院科技学院毕业设计

（论文）

论英语文化对于英语学习的重要意义学生姓名王靖指导教师朱战炜

二级学院外语系专业名称英语（商贸）

班级 KT693-1 学号 2006K930121

提交日期 2010年5月26日答辩日期 2010年6月10日

2010 年5月26日

On the Importance of English Culture Knowledge in English Language Learning.

By

Wang Jing

Registered No.2006k930121

Department of Foreign Languages

Hubei University of Automotive Technology

March 2010

Contents

1．Introduction (1)

2.The Comparison Between Chinese Culture and English Culture (1)

2.1 Definition of Culture (1)

2.2 The Culture of Words and Expressions (2)

2.2.1Culture-Specific Concepts Embodied in the Words (2)

2.2.2 Different Cultural Connotation of the Phrase with the Same Denotation

(2)

2.2.3 A Certain Cultural Content Reflect in the Idioms (3)

2.3Discourse Culture (4)

2.4Culture of Thinking (4)

3.The Cultivation of Comprehensive Ability (5)

3.1The Cultivation of Thinking Ability of English (5)

3.1.1The Cultivation of An Open Mind (5)

3.1.2The Cultivation of Thinking Flexibility (6)

3.2The Cultivation of Self-Learning Ability of English (7)

3.3The Cultivation of English Studying Ability (7)

3.3.1Contibution to the Proper Use of V ocabulary (8)

3.3.2Facilitation the Correct Use of English (9)

4.How to Enhance the Penetration of Cultural Background Knowledge (10)

4.1Course Introduction (10)

4.2Additional Source for Class Use (11)

4.3 Scene Teaching (11)

4.4 Extracurricular Input (12)

4.5 Extracurricular Reading (12)

4.6 Use the Modern Equipment and Network Resources (13)

5.Conclusion (13)

References (14)

On the Importance of English Culture Knowledge in

English Language Learning

Abstract：The article starts with the introduction of the foreign culture’s definition. Then compare the difference between Chinese culture and English culture, which divided into the culture of words and expressions,discourse culture, the culture of thinking. By comparing the cultural difference between Chinese and English in terms of the 3 aspects, this paper expounds the important significance about learning foreign culture. And then this paper puts forward some good ways of learning foreign cultures and methods to avoid learning language and culture into the error, in order to achieve the purpose of fully grasp foreign languages.

Key words: English Culture, English Language Phenomenon, English Learning.

论英语文化对于英语学习的重要意义

摘要：本文从介绍文化的定义出发，然后比较中西方文化的不同之处，可分为词语文化，话语文化，思维文化等方面，通过比较中西文化在这些方面的差异与文化碰撞，阐述外语学习中了解英语文化的重要意义。接着提出一些学习英语文化的良好途径和方法，避免学习语言步入文化盲点的误区，以达到全方面充分掌握英语的目的。

关键词：英语文化，英语现象，英语学习。

1．Introduction

With further acceleration of the pace of China's opening, Chinese people put more and more emphasis on English language learning. Than ever before, the enthusiasm of the Chinese people learning English is much higher and a variety of English education resources are more abundant. However, more English learners view English only as a tool and only train language skills, so they lack English cultural education, and they are ignoring the deep-seated cultural enrichment of the nurture. Many of even the most basic of English majors have not yet read the English classics. Learning Anglo-American cultures is mainly to understand the Anglo-American cultural heritage and cultural tradition, arising from works.

The first refers to Anglo-American cultural tradition of glorious cultural heritage of ancient Greece, the other is that embodied the Christian ideology. Anglo-American culture, nurtured on the impact of learning English are obvious, mainly in the following Anglo-American cultural phenomenon.

2.The Comparison Between Chinese Culture and English Culture

2.1 Definition of Culture

Culture is the reflection of human life, history records of the activities, and the needs and requirements of people. It is people's senior spiritual life. People think that is natural, is the person spirit supporting frame. It contains certain ideological and theoretical, people's ethics, moral and order, and that is the way people live with survival. Thought and theory is the core and soul. Without thought and theory, the culture doesn't exist. Any kind of culture contains a kind of thought and theory, the way and method of the living. (刘宓庆,1998: 421-427)

2.2 The Culture of Words and Expressions

There are many differences between English culture and Chinese culture, which are mostly reflect on the words and expressions. They are the smallest elements in every day’s communication. So the research is very necessary.

2.2.1Culture-Specific Concepts Embodied in the Words

There are many differences between Anglo-American culture and Chinese culture, which embodied in the understanding concepts of words. This is a result of the different cultural tradition between them.

Athens Olympic Games athletes winning awards ceremony wearing the olive branch symbolizes peace, but the audience does not know the story of origins in the Greek myth. Bellona Athena for naming the City of Athens presented an olive branch, she wished the city of peace is always fertile.

In China's feudal era, people of the dragons and phoenix as a symbol of imperial authority. Dragon stands for "king", phoenix stands for "Princess." However, the Westerners thought that the dragon is a symbol of evil. Phoenix in the Western myth represent regeneration and resurrection. According to Greek myth, phoenix can live for many years. Thus, when one of the main buildings destroyed, the Good-hearted people will wish it was like the legendary phoenix, as a new look rises from the rubble. "All roads lead to Rome"，here Rome refers not only to “罗马”,but also refers to the destination people want to achieve. As the Yellow River not only refer to the Yellow River, but also a symbol of the Chinese nation.

2.2.2 Different Cultural Connotation of the Phrase with the Same Denotation

Denotation: the direct, explicit meaning or reference of a word or term. Connotation: idea or notion suggested by or associated with a word, phrase, etc. in addition to its explicit meaning, or denotation: “politician” has different connotations

from “statesman”. (赵静,1993:279-283)

Such as English in the manager, worker, farmer and Chinese in the 经理, 工人，农民，the cultural meaning is not identical. Manager in English generally refers to salesman, but in Chinese means "经理"。

Storm（n.）, it’s original meaning is “ a rough weather conditi on with wind, rain, and often lightning”. For example:

1.The islanders were warned that a storm was coming. 岛民们已经得到警报，暴风雨即将来临。

2.The forecast says there will be storms. 预报称将有暴风雨。

Now read the following sentences:

3.But his last words brought on another storm. 可是，他最后的言辞引起了激烈的反响。

4.The book provoked a storm of controversy. 这本书挑起了一场热烈的争论。

5.Her singing took New York by storm. 她的歌唱在纽约引起了轰动。

6.We thought that they had decided not to get married but their quarrel was just a storm in a teacup. 我们想他们已经决定不结婚了，可是，他们的争吵不过是小题大做而已。

When we read above 3, 4, 5, 6 sentences, the word “storm”is based on its original meaning and acquired by association its implied meaning and metaphor meanin.(胡文仲,1998: 421-427g.)

2.2.3 A Certain Cultural Content Reflect in the Idioms

The meaning of idioms can not be understood from the literal sense，such as “give sb a big hand” not refers to “给某人一只大手”，but refers to “Welcome to a person's speech”. We often say, “eye for eye, tooth for tooth ", but do not necessarily know it from the Bibl e. “ You’re a lucky dog ”not means “你是一只幸运的狗”，but refers to “你是一个幸运儿”.Because the dog in the Anglo-American culture is mankind's faithful friend；in the eyes of Chinese people, it is curse words.

Therefore, in the language study, we cannot understand a sentence meaning only by its literal meaning, but should learn its deep cultural connotation.

2.3Discourse Culture

Discourse of cultural communication is mainly reflected in everyday life, it is through cultural discourse to be embodied in the Appropriateness.

In everyday's communication, the Anglo-American people often demonstrate respect for others, not show off their values. British and American people to express humility in the way that is different from we Chinese. When appraised by others, British and American people would say "thank you." Chinese people are accustomed to the word "Where there is still a long way." If you really say that to British and American people, they would feel not understanding and unhappy. When the British and American people ask you questions, and you do not know the answer, if you say directly “I don't know.” This would seem impolite. Anglo-American respondents would say "I’m sorry, i don't know.” Ask for directions in foreign countries, if you just say, "where is the train station?" It would look very abrupt and impolite. You should say "Excuse me, where is the train station?" In the greeting, the British and American people do not say: "Have you eaten?" (你吃了吗?), But say: "How are you?" (你好吗？）.In everyday conversation, we should avoid to involving the personal questions, for example, “How old are you?”（你多大了？）、“Are you married?”（你结婚了吗？）、“How many children do you have?”(你有几个小孩？).

2.4Culture of Thinking

The influence of Anglo-American cultural factors on Chinese students learning English is also reflected in the English nation by a unique way of thinking. Culture of thinking is to emphasize the culture of different peoples. Their way of thinking is different. Anglo-American people's way of thinking is a good combination of deductive and inductive. Chinese traditional way of thinking is to focus on experience and intuition of the induction. The order of the Chinese people's thinking is a result of the consequences and Anglo-American people's mind is a result of reasons.Such as

the Anglo-American people often say: "I'm sorry. I'm late.” Rather than saying: "I'm late. I'm sorry." Anglo-American people and the Chinese way of thinking difference is also reflected in the sentence structure. In English, the main component of a single sentence tends to be compactly arranged together, and modification of components will be placed before and after the sentence. The main sentence often contains clauses, but because the role of conjunction, grammar, sentence structure is very complex and has become well-structured. Beginner Chinese students of English are often not suited to English grammar, that is also because the phrase does not nurture a sense of British and do not understand the way of American people’s thinking. For example ，“我认识坐在那边的那个女孩。”In English ，it should be said : “I know the girl who is sitting there.”

3.The Cultivation of Comprehensive Ability

Entering into the 21st century, multicultural society culture gradually attracts people's attention. Cultural differences exist between individuals and between the nation and state. To develop the sensitivity of cultural, shorten the distance of culture, development of cultural communication appear particularly important. In cultivation of cross-cultural communication ability of students, the lesson of English culture plays an important role.

3.1The Cultivation of Thinking Ability of English

Cultural studies should make clear that the learning aim is that on the basis of understanding other cultures and ethnic culture, then compare the differences between them. i.e. take a cross-cultural perspective to treat cultural phenomenon. Thinking ability includes flexibility ability to think and open thinking ability.

3.1.1The Cultivation of An Open Mind

Since China adopted foreign cultures to their dross, whichever is the essence of the principle, so that culture teaching is very selective and political. In the cultural learning, students often contains ethical thoughts, often center with their behavior habit and standard to judge others, advocate their values and beliefs, contempt values and beliefs of others, and tries to discuss the cultural content that make is wrong judgment. The national center of ideas clearly makes bad impacts on cultural exchanges. For example, due to historical reasons, students generally have a sense of exclusion on Japan's national culture, leading to lack of understanding of the whole Japanese culture. In addition, the students' understanding of foreign culture, or with some kind of prejudice, or too simplistic, such as thinking that the Americans are self-confidence, Germans are rigid, Jews are smart. All these factors may hinder students understanding foreign cultures. In view of this phenomenon, in teaching you can choose a classic example to break the stereotypes of foreign cultures, develop their comprehensive analysis of the habits, and enhance the capacity of three-dimensional thinking. If in the discussion of British culture, from the Round Table knights of democracy embodied consciousness, Robin Hood's outlaw image, punk and other cultural phenomena and looks to break, the students feel more cautious of British stereotypes, arouse their curiosity, and then to find the reasons behind the cultural phenomena in order to overcome the cultural learning in the one-sided and simplistic tendency.

3.1.2The Cultivation of Thinking Flexibility

Culture learning is an excellent opportunity to train our flexible thinking. In learning foreign culture, you can find students from the law of the phenomenon and find things link, establish a common connection point of view. If the British special geographic environment and historical background is associated with the British foreign policy, it is easy to understand the British foreign policy. At the same time, due to historical reasons, the United Kingdom, Europe and the United States have an

inseparable connection, thus creating a characteristic of today's diplomacy.

3.2The Cultivation of Self-Learning Ability of English

Cultural learning is a process. This requires that culture learning is not only the introduction of cultural knowledge, but should develop self-learning ability. First of all, to involve students in managing their own learning, teaching courses on cultural planning, monitoring and evaluation. Teachers should change their role as students, collaborators, organizers and coordinators. Second, students must have their own strong sense of learning and good at reflection. The course can take the form of discussion. By teachers asking questions, assigning tasks to students in data collection, collation and analysis. Teachers no longer play the role of authority, but to help students find the answers. To enable students to understand that cultural learning is a mental training process, some problems may be have no solution in order to break the traditional mode of teaching. Third, stimulate students’ curiosity and self-confidence and enhance motivation. Let students from passive learning into active learning. Students are often curious about the unknown knowledge, and consciously add in the extra-curricular knowledge. Fourth, master a variety of learning methods suitable for their own, according to the needs of flexible use. Teachers no longer play a guiding role to help students to analyze and solve the problem. Students find their own way for their own learning. For example, students discuss the British Foreign affairs Policy issues, we find little information available for inspection on the turn from the economic literature, the arts, to read, relevant information will be processed, the British foreign policy, conducted a comprehensive study and analysis. Finally, after a certain period of learning and training, the students dare to practice, and dare to innovate, has the ability to consciously learned knowledge and skills to new learning and social environment. This is an ideal level of cultural learning.

3.3The Cultivation of English Studying Ability

Why Chinese students’ English writing skills are poor? Why is it easy to see that an article was written by Chinese or English-speaking people? In addition to the

fact that knowledge of language is not master, different Chinese and Western ways of thinking resulted from the cultural factors that affect students in English writing skills are also an important factor. For the correct understanding of cultural factors, language and conduct of a harmonious communication is very important. Understanding Anglo-American culture is of great importance in improving our students' English writing ability.

3.3.1Contibution to the Proper Use of V ocabulary

V ocabulary is the basic constituent elements of language and is the pillars of the language system's survival. Therefore cultural differences are the most obvious in the terms of words. The same thing, biological or concepts, in some languages may be expressed only one word and in another language there may be several or more words to express. Idiom, is not only difficult to understand, but is more difficult to use properly. However, whether idioms, proverbs and maxims are correctly used is often a sign of a person's language level. Whether speaking or writing articles, if we do not use idioms, proverbs and maxims, things will be very boring and lack of literary talent; But if use words excessive or improper , and it will seem artificial language, not nature.

In the English language, vocabulary and English culture has a close relationship.

A lot of vocabularies，and idioms are from ancient times and the English national life, society and history are closely linked. Different historical stages of development will form a different history, culture.Different natural environment is of significant influence on the formation and development of a nation's culture. From the Anglo-American culture, we can learn that culture and vocabulary are closely related in some Anglo-American countries, which can enable us to use words to express their meaning more accurate. If you do not learn to understand their cultural factors, but simply to understand the surface meaning of words, it will affect our communication with the English language of this tribe, so that our words will not be recognized and

accepted by them. Conscientious study and understanding of Anglo-American culture, and a clear context of English vocabulary, will help us to a better understanding in English writing and make their articles more in line with the expression of British and American people, habits. Here are some examples:

1．Chinese ：牛仔、牛童

English ：cowboy .

2．Chinese ：人人皆有得意时

English ：Every dog has his day .

3．Chinese ：情绪低落

English ：to be in blue mood

4．Chinese ：随波逐流

English ：go with the stream

5．Chinese ：一败涂地

English ：meet one’s Waterloo

6．Chinese ：大吃一惊

English ：to have one’s heart in one’s mouth

7．Chinese ：掌上明珠

English ：the apple of one’s eye

8．Chinese ：摊牌；公布自己的计划和打算

English ：pull/ l ay one’s card on the table

9．Chinese ：无穷的烦恼

English ：a sea of troubles

10．Chinese ：多如牛毛

English ：as plentiful as blackberries

If we know the origin of the English expressions, then we are entirely possible to express their ideas more authentic. (孙薇, 1998; 435-436)

3.3.2Facilitation the Correct Use of English

Chinese people like to use some beautiful words to modify their own articles, while writers in the Anglo-American countries pay great attention to words and sentences. Chinese students of English composition have the disadvantage of too many adjectives to use, they tend to use a lot of adjectives, adverbs, and idioms to decorate their own works; but Anglo-American countries do not advocate this when writing. Take the argumentation as an example, English-speaking people write differently from Chinese people in the way that the style is less wordy and more straightforward. In their view, the facts themselves should be able to convince the reader, so there are little these kind of words in these articles, such as ：we must ，we should not ，it is wrong to ，cannot be denied ，resolutely demand . These articles translated into English are often unable to achieve the desired results. Candid and blunt tone is often unpleasant.. Excellent English papers generally cite convincing facts. The author does not make any conclusions, and allow the readers to get their own conclusion. English-speaking people do not like others to impose a certain point of view. They are reluctant to teaching them how to think.

4.How to Enhance the Penetration of Cultural Background Knowledge

In the process of English learning, only strengthen the cultural background knowledge can we further develop English comprehensive ability and can improve students' intercultural communicative ability. In addition, along with the progress of the society and the rapid development of science and technology, the understanding and familiar with western culture is of great importantce. The following passage will suggest two ways of enhancing the penetration of culture background knowledge.

4.1Course Introduction

In our English teaching materials, almost every one has involved one or several

aspects of the cultural background knowledge content, so that students can be added to any relevant cultural background. For instance, when we learn "college English" The seventh unit The Sampler，we can take advantage of The Christmas season which is mentioned in the text to explain some knowledge about Christmas. Let students understand its origin, Santa Claus, the way to celebrate Christmas, Christmas gifts and it's followed by Boxing Day and so on. Of course, there are many examples. In short, whenever we met with western culture, we should complement the knowledge about this content, and let students discuss these issues in order to help students understand the difference between the western holidays and Chinese holidays. In this way, to expand their knowledge and enhance their interests in English learning.

4.2Additional Source for Class Use

The so-called class, is the use of formal classes before the start of a few minutes, to add extra-curricular knowledge of Western culture, such as English proverbs and idioms and so on. They are the product of a specific period of culture, such as, cat's paw, which originated from an ancient fable. A cunning monkey wanted to eat the fire roasting chestnuts, but was worried about burning themselves, they deceived that the simple-minded cat from the fire to roast the chestnuts out, the results was that the cat claws is burned by the fire, and Bachu chestnuts left nothing to be eaten by the monkeys. Accordingly, the literal meaning of "猫爪" and "cat's paw" has been given the meaning of metaphor. If you do not know the allusion, it is difficult to make "Cat's Claw" and "the one who is fooled by others " linked. So by this allusion to vivid explanations, not only the students get a more solid grasp of the idiom, but also students understand the Western culture. Prior to the formal classes, to complement these proverbs, idioms, and allusions to explain them, can either increase students awareness for the Anglo-American culture, but also can improve student interest in learning English, and then with greater passion to learn from them.

4.3 Scene Teaching

An English proverb called: Seeing is believing. See things often can give people

more impressions. Teaching is the set of certain situations in life environment for students to practice in the form of learning English and western culture, to feel the atmosphere. For example, a Halloween is coming, we can use the "English corner"to hold "masquerade"and can have a bonfire, each student are party members, can set his character. So, not only can break before teacher-centered class teaching, with the traditional English teaching pattern, also can enrich the content, active learning English atmosphere, improving students' language skills and communication skills.

4.4 Extracurricular Input

Extracurricular input is when students are at a certain level reading and listening ability, we can arrange lots of extracurricular content to enrich the students' cultural background knowledge. Regularly for students play English films, videos, song；Supervise students listen to VOA, BBC, etc；To provide students with American newspapers and magazines, etc. These are all very good cultural knowledge and information sources. It can increase the understanding of western culture, understanding the different ways of thinking and living habits.

4.5 Extracurricular Reading

Studying and mastering a foreign culture by only limited class time is not enough, students should make full use of their spare time through various channels to expand your knowledge of English culture. Students should read a lot of English newspapers and magazines. These magazines and newspapers information both new and faster, content, including news, political, economic, social, and cultural aspects of the material, which is the real life of the real language, for students to learn English and cultural knowledge provides abundant resources. They also should make full use of library's literature, whether western literary classics, or about the western world famous cultural and historical allusion, anecdotes, major scientific inventions, extensive reading books, and to accumulate relevant background, social relationship, experience the knowledge of the respect such as American culture and Chinese culture differences, to lay solid foundation for communicative ability.

4.6 Use the Modern Equipment and Network Resources

In the cultural background knowledge in learning，we can use multimedia, and use the original movies, recording, pictures, students in carefree atmosphere, can not only learn standard, authentic English expression and basic language knowledge, also can remove to a sound and silent, tangible and intangible cultural background knowledge, and learned a lot about the culture and communication methods and means. Most movies or video content itself is a kind of culture, and make students like to make text-book knowledge. And the rational use of network resources is to let students maximum, the maximum range of practical application in contact with knowledge of English culture. We can use English online communication activities to go into a real English world to feel English culture.

5.Conclusion

Language is a rich source of cultural studies. Different language bearing different cultural connotations, once the language into different cultural background, will produce understanding and expression. Therefore, learning a foreign language, the rich and colorful culture connotation is the important aspect. On one hand, students use of various resources, widely browse, conscientiously strengthen the English learning initiative and maximize understand English language and culture, and effectively cultivate their English culture consciousness, On the other hand, language and cultural differences in the effect of language, accurately in the receptor language the background information and enhance the sensitivity of the western culture, language and culture fuses in together, arouse yourself the interest and enthusiasm to learn English, so as to improve English learning efficiency.

As a language, English is linked with people's thoughts and mental closely; as an expression of the basic elements of thought, but also closely linked with the literature; and whether it is people's thinking, or literature, are an important part of the culture.

Therefore, language and culture are inseparable, and any kind of language is part of the culture, reflecting their needs and serve, in turn, limit the linguistic and cultural formation. Therefore, learning a language must learn the language's culture. Understanding of Anglo-American culture helps English learners master the language of nature, and thus truly improve the language proficiency.

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Acknowledgements

My deepest gratitude goes first and foremost to Teacher Zhu , my supervisor, for his constant encouragement and guidance. He has walked me through all the stages of the writing of this thesis. Without his consistent and illuminating instruction, this thesis could not havereached its present form.

Second, I would like to express my heartfelt gratitude to Teacher Peng, who led me into the world of translation. I am also greatly indebted to the professors and teachers at the Department of English: Professor Yang, Teacherr Wang, who have instructed and helped me a lot in the past two years.

Last my thanks would go to my friends and my fellow classmates who gave me their help and time in listening to me and helping me work out my problems during the difficult course of the thesis.