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高校外语教学,由于脱离所学语言的文化环境,因此需要死记硬背大量的单词和语法现象,从而成为令许多学生感到头痛的基础课之一。其实每一种语言都有其生动、自然、丰富的文化传统和语源背景,以其作为母语的人们并不感到语言学习的枯燥与困难。在外语教学中,如果教师能够通过不同文化背景的介绍与分析,营造一种轻松和谐的外语文化氛围,使学生在跨文化交际中把握所学外语的本质与规律,是可以提高学生的学习兴趣和教学效果的。 语言作为人们交际的工具,由于各民族文化背景的差异,增加了在不同文化环境学习外语的难度。中国人听“老外”讲洋腔洋调的汉语感到很可笑,“老外”听中国人说“洋泾浜”英语也忍俊不禁。一位在厦门大学留学的美国博士听到中国同事称自己目前的工作与别人比较起来还马马虎虎时,对两匹马加两只虎与工作有什么关系百思不得其解。而中国人听到美国人说:“我爱你胜过爱我的狗”,恐怕心里也不大受用。这种基于不同文化背景的文化差异,是外语学习中语际错误的重要根源。 在外语教学中,80年代开始兴起交际法教学,越来越多的教师注意到运用不同语言文化差异来加强语言交际能力训练,并收到良好的教学效果。
Foreign language teaching in colleges and universities, due to being out of the cultural environment of the language they are in, needs to memorize a large number of words and grammar phenomena, thus becoming one of the basic courses for many students to feel their headache. In fact, each language has its vivid, natural, rich cultural traditions and etymological background, with its native language people do not feel boring and difficult language learning. In foreign language teaching, if teachers can introduce and analyze different cultural backgrounds to create a relaxed and harmonious foreign language culture so that students can grasp the essence and laws of foreign languages in intercultural communication, it is possible to enhance students’ interest in learning And teaching effectiveness. Language, as a tool for people to communicate, has increased the difficulty of learning a foreign language in different cultural environments due to the differences in the cultural backgrounds of different ethnic groups. It is ridiculous that Chinese people listen to foreigners speaking Chinese in foreign languages. “Foreigners” listen to the Chinese and say “Pidgin English” can not help but laugh. When a Chinese doctor studying in Xiamen University heard a colleague from China claim that his current job is still so-so when compared with others, it is too puzzling to see how the two Mags and Two tigers work. The Chinese people hear Americans say: “I love you more than love my dog,” I am afraid my heart is not used. This cultural difference based on different cultural backgrounds is an important source of linguistic errors in foreign language learning. In foreign language teaching, communicative teaching began to emerge in the 1980s. More and more teachers noticed that using different linguistic and cultural differences to enhance their communicative competence and received good teaching results.