1、陕 西 中 医 药 大 学本 科 毕 业 论 文Undergraduate Thesisof Shaanxi University of TCM题目 :从文化迁移的角度探讨中国初中英语口语教学Title: A Study of Oral English Teaching in Chinese Junior Middle Schools from the Perspective of Cultural Transfer姓姓 名：名： 郭庆燕郭庆燕 学学 号：号： 110081202231 专专 业：业： 英英 语语 班班 级：级： 10 级级 02 班班 院院 系：系： 外外 语语 学学 院院
2、完成日期：完成日期： 2015 年年 5 月月 27 日日 指导老师： 薛俊梅薛俊梅 AcknowledgmentsThis thesis couldnt have been completed without assistance and encouragement provided by many people. First of all, I would like to extend my cordial gratitude to my academic advisor Ms. Xue Junmei, for her valuable suggestions and sincere gu
3、idance at every stage of the preparation of this product. Without her constant and generous support, this thesis could not have been fulfilled. My sincere appreciations also go to all the teachers in the English Department of Shaanxi University of Chinese Medicine, who are professional, dedicated, a
4、nd hardworking, have taught me a lot during these five years and gave me considerable emotional support.Last but not most, heartfelt thanks I would like to give to my family. It is with the love and support from them that I could continue with my learning all the way. Without their help, the thesis
5、would not have come into being.Guo QingyanIAbstractThe world is developing by leaps and bounds in the 21st centuries; and with the depth and breadth of Sino-western communication, it draws great attention to study oral English from the cultural transfer perspective. As we all know, learning a langua
6、ge is mainly learning its culture. If we want to master the real connotations of language only based on the cultural differences to learn a language. Language is used to communicate with others, especially oral English, which is more important in daily life. Nine-year compulsory education in china,
7、oral English teaching exists many problems in junior middle school in our country, especially ignores the culture teaching during oral English teaching, which leads the low teaching efficiency. In China, the stages of English teaching can be divided into three stages: primary school, junior middle s
8、chools and senior middle schools. The stage of junior middle school is a transition stage for students oral English learning in Nine-year compulsory education. So the teachers should pay more attention to culture teaching during oral English teaching. This thesis mainly studies oral English teaching
9、 in Chinese junior middle schools through the problems existing in oral English teaching, the factors restricting students oral communication and provides some effective strategies for improving the level of oral English teaching in Chinese junior middle schools from the perspective of cultural tran
10、sfer.Key words: oral English teaching；cultural transfer；teaching strategy；teaching methods; Chinese Junior middle schoolII摘要21 世纪的世界飞速发展，随着中西交流的日益频繁和深广，从文化的角度来学习英语及其翻译倍受人们的关注。学好一门语言首先了解它的文化，只有在此基础上，我们才可以更好的掌握语言的内涵。但在我国的九年义务教育中，初中英语口语教学却存在很多问题，其中最为严重的问题就是在教学过程中忽略了文化教学，从而导致我国英语口语教学效率低下。在我国，英语口语教学大致可以分
11、为三个阶段：小学、初中和高中。初中是学生英语口语习得的一个重要的过渡阶段。因此在教学中，教师应该给予文化教学足够的重视。本文试图从文化迁移的角度通过对我国初中英语口语教学中存在的问题，制约学生口语交际的因素以及有效的口语教学策略的分析,旨在为有效提高初中阶段的英语口语教学提出良好建议。关键词:英语口语教学;文化转移;教学策略;教学方法;中国初中IIIContentsAcknowledgments .IIAbstract .IIIChapter one Introduction.11.1 The Research Background.11.2 The Objective and Signifi
12、cance of the Thesis.11.3 The Organization of the Thesis .2Chapter Two Literature Review.42.1 The Relationship of Culture and Language.42.2 The Definition of Cultural Transfer and Its Classification.52.3 The Strategies of Oral English Teaching in Junior Middle Schools .72.3.1 The definition of strate
13、gies of oral English teaching .72.3.2 The classification and characteristics of strategies of oral English teaching .8Chapter Three Discussion .103.1 The Cultural Transfer Appearing in Junior Middle School Students Oral English Expressions .103.1.1 Mother tongues thinking mode .103.1.2 The cultural
14、transfer of native cultural tradition and speech habits .113.2 The Problems Existing in the Oral English Teaching of Chinese Junior Middle Schools.123.2.1 Following English class teaching by teachers explaining .123.2.2 Misunderstanding oral English teaching goals.133.2.3 Ignoring the appropriatenes
15、s of language in oral English teaching .133.2.4 Limiting of oral English teachers professional level .133.3 The Factors Restricting Chinese Junior Middle School Students Oral Communication .143.3.1 Subjective factors .143.3.2 The objective factors .153.4 The Effective Strategies Improving the Level
16、of Oral English Teaching in IVChinese Junior Middle School .163.4.1 Clearing oral English teaching goal .163.4.2 Improving the students participation in oral English teaching .173.4.3 Improving students ability of autonomous learning .173.4.4 Attaching great importance to teachers feedback.183.4.5 E
17、ncouraging evaluation timely.183.4.6 Introducing the cultural background of learning materials .19Chapter Four Conclusion .204.1 Summary of the Thesis.204.2 Suggestions for Oral English Teaching of Chinese Junior Middle School Based on Culture .204.2.1 Changing the traditional teaching perception.20
18、4.2.2 Emphasizing the importance of foreign cultural awareness.214.3 Limitations of the Research .22Bibliography .VII0Chapter one Introduction1.1 The Research Background As an international language, English becomes more and more important. Chinese junior middle school students realize the significa
19、nce of English as a tool in their studying aboard and in their future work, so they devote themselves to practice oral English. However, they are always affected by the similarities and differences between the two cultures during learning a second language.This phenomenon is called cultural transfer
20、. Positive culture transfer fosters foreign language learning. Negative culture transfer is a barrier for English teachers and Chinese junior middle school students during foreign language teaching and learning. The students, even the teachers, dont realize the importance of the culture and ignore i
21、nfluence of culture transfer during teaching and studying. For example, such idioms like“every bullet has its billet“, “sit on the fence“, the students may not understand them, even know each word. So language teaching is a teaching about culture. However, in our country, the stages of English teach
22、ing can be divided into three stages: primary school, junior middle school and senior middle school. The stage of junior middle school is a transition stage for students oral English learning in Nine-year compulsory education. So the teachers must highlight the oral English teaching of Chinese junio
23、r middle school. In order to improve the level of oral English teaching in Chinese junior middle school, we must highlight culture teaching during the oral English teaching to decrease culture transfer phenomenon, even eliminate it, meanwhile emphasize grammar and vocabulary. 1.2 The Objective and S
24、ignificance of the ThesisIn spite of the growing of researches on cultural transfer, there is an area left unattended. That is, how to deal with culture transfer in oral English teaching in Chinese junior middle school? How to further improve oral English learning and 1teaching in junior middle scho
25、ol?Language is a carrier of culture. Culture is the connotations of language. Language reflects the thinking patterns of a nation, psychological characteristics and social customs, historical transition as well as other important cultural symbols. Without language, the human cannot describe any kind
26、 of culture. Of course, language itself is also one of the important parts of culture. When we learn the second language, we cannot ignore the relationship between culture and language. When learning a national language, we should grasp the opportunity to contact with the national traditional cultur
27、e. However, oral English absolutely is the most important part in English teaching of junior middle school. So we have to learn English culture well when we are learning oral English. Lado (1957) said that “the teacher who has made a comparison of the foreign language with the native language of the
28、 students will know better what the real problems are and can provide for teaching them.“1 And it shows the necessity of culture input during foreign language teaching.The present thesis aims at studying the cultural transfer in oral English learning for Chinese junior middle school students, having
29、 a general view on the manifestations of transfer as well as providing enlightenment for the teachers to help students overcome negative transfer and make full use of positive transfer.1.3 The Organization of the ThesisThe thesis consists of four chapters. Chapter one is the introduction, which info
30、rms the background, the objective and significance as well as the organization of the thesis. Chapter two is the literature review, representing the definition of culture and culture transfer, the definition of oral English teaching strategies and skills in junior middle schools, the classification
31、and characteristics of oral English teaching strategies, as well as previous study of cultural transfer in oral English teaching of Chinese junior middle schools done by other scholars both home and abroad. Chapter three is the core of the thesis, which describes the problems existing in the oral En
32、glish teaching of junior middle school, represents the main elements that restrict 2the students oral English learning and the effective strategies for improving the level of oral English teaching as well as offers suggestions for improving oral English teaching in junior middle schools of the text
33、conducted by writer. The last Chapter discusses the significance of the study and provides some suggestions for oral English teaching of junior middle schools.3Chapter Two Literature Review2.1 The Relationship of Culture and LanguageWhat is culture? Someone will say that culture is for the economy,
34、politics and all mental activities and products of human. Others have different ideas. In fact, about the definition of culture, there is no unified one. Therefore, the study of cultural definition is quite necessary. At present, academia as opinion, known as the father of the anthropology of Britis
35、h anthropologists e. b. Taylor, the first scholar made a significant impact on the culture definition. He firstly gives a classic definition of culture in 1871 in his “primitive culture“ in “the science of culture“ chapter, he said: “the culture or civilization, in its broad sense of ethnology, is a
36、 compound as a whole, including knowledge, belief, art, morals, law, custom, and which are as a member of society all other capabilities and habits acquired by.“2 Obviously, it defined culture as the floorboard of the social development in the process of human creation, including the material techni
37、que, social norm and the spiritual concept. From then on, Taylors definition about culture is regarded as the origin of cultural definition, future generations give this definition mixed views, and continuously put forward new ideas. What is culture? So far, there are many kinds of cultural definiti
38、ons. Culture itself is an interesting, academic argumentative phenomenon. Cultural definition has a typical case that is a variety of disciplines for different definitions of culture. As a matter of fact, about cultural distinction, it is generally believed that “culture“ is divided into broad sense
39、 and narrow sense two kinds, some people also call it “big culture“ and “small culture“. In its broad sense, culture refers to the floorboard of material and spiritual wealth that human beings have created and accumulated in the course of social development, which includes three layers altogether. The surface level refers to all the essential material things for the living of human beings, namely the material culture, including food, drink, costume, building, and so on. It marks a certain social area of the development of material civilization
