大学英语拓展课 跨文化交际

Teaching Contents: 1. Case study: Mistake 1) Interpretation Questions: Why do you think Mr. Schmidt never corrects Huizhen’s English mistakes?
2) List as many possible explanations that why Mr. Schmidt never corrects Huizhen’s English mistakes. * Huizhen actually doesn’t make many mistakes, and Mr. Schmidt doesn’t consider the few mistakes she makes serious. * Mr. Schmidt doesn’t notice Huizhen’s mistakes because he is paying more attention to the content of what she was saying. * Mr. Schmidt doesn’t correct Huizhen because he doesn’t want to interrupt her; he doesn’t want to discourage her from talking. * Mr. Schmidt thinks it would be rude to correct Huizhen’s English errors. * Mr. Schmidt does correct Huizhen’s errors, but he only corrects her subtly by repeating corrected versions of what she said wrong. However, Huizhen doesn’t notice this. * Mr. Schmidt doesn’t think that correcting students’ errors helps their English very much. * Mr. Schmidt avoids making grammar corrections because he can’t explain English grammar very well. * Mr. Schmidt doesn’t take teaching very seriously, especially grammar.
徐 州 工 程 学 院 教 案
20 —20 学年 第 学期 第 周 星期
课题名称（含教材章节） ：Encounters with Westerners ( Unit 3 Speaking in a Foreign Language)
教学目的和要求： 1) grasp mistakes in a foreign language learning 2) understand westerner’s responses to compliment and the cultural reasons behind them 3) comprehend differences between Chinese and Western students 4) realize mistakes would occur at different levels and know how to avoid them 5) learn about egalitarianism
4) Culture Notes * Correcting foreigners’ English mistakes: While a language teacher might be willing to interrupt a student of English in order to point out his /her errors, most westerners would consider this rude or awkward. In fact, in most countries the average person would probably not interrupt a language learner to correct his/ her grammar mistakes. What many people will do when talking to foreigners is correct things the foreigner said wrong by repeating them later correctly, so if the learner pays attention he/she might still learn much. (If a learner obviously appreciates each of these little corrections and makes an attempt to learn from them, this will encourage others to continue correcting. If, on the other hand, the learner seems to ignore corrections or be annoyed by them, it is not likely that the other person will continue to correct learners for very long.)
3) Some likely interpretations
* Chinese students and American teachers often have quite different beliefs and expectations about the role of the language teacher, and also about what is most important in English learning. These differences may lead to misunderstanding.
* Correction and language learning: There is actually little evidence that active correction of mistakes in spoken English by a teacher helps learners significantly improve their grammar. Some corrections help learners learn, but most corrections tend to be ignored or forgotten. How much a learner learns depends more on how carefully he/she pays attention rather than on how much the teacher c点
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Unit 3 Speaking in a Foreign language 1st and 2nd period
Teaching Objectives: 1) Students grasp mistakes in a foreign language learning; 2) Students know the stress during speaking in a foreign language; 3) Students comprehend why would speaking in a foreign language cause stress in intercultural encounters.
教学重点： 1) understand mistakes in a foreign language learning 2) comprehend westerner’s responses to compliment and the cultural reasons behind them 3) grasp the different aspects of American egalitarianism
* Western approaches to language learning: Many western teachers take an approach to language learning and teaching which emphasizes communication, sometimes even at the expense of attention to grammatical accuracy. The assumption is that when using English it is more important to understand others and be understood by others than it is to have every sentence be perfectly correct. Of course, this does not mean that grammatical accuracy is unimportant, but it does mean that American teachers may stress grammar less than students from other cultures are accustomed to.
教学难点： Let the students keep in mind and have a general understanding of the following parts: 1) understand mistakes would occur at different levels and know how to avoid them in Foreign language learning 2) grasp American middle class identity 3) comprehend American concept of equality
* Native speakers and grammar: The average native English speaker
doesn’t have much explicit knowledge of the rules of English grammar (although some who are English teachers by profession will know grammar very well) – and most don’t especially like grammar. This does not mean that native speakers speak ungrammatically, and it certainly doesn’t mean that native speakers don’t know what grammatically correct and incorrect. However, like the speakers of any language, native speakers of English learn their mother tongue at a young age without any explicit instruction in grammar, so while they can speak correctly and know what is right and wrong, they generally don’t know how to explain its rules. Often English teachers who are not native speakers of English have a better explicit knowledge of grammar rules because they learned these rules as they learned English.