大学英语口语教学中的文化教学
摘要
随着交通和通信科学技术的飞跃发展，世界步入信息时代，地球变得越来越小，
不同文化背景的人们的交流日益频繁。21世纪的中国人民同世界人民的交往达到前
所未有的繁荣。英语作为一种国际交流语言得到广泛应用。
在中国，学生的教育主要是通过学校完成。然而大学英语教育普遍存在一种令
人担扰的现象，即注重语言形式，忽略语言功能，注重知识的传授，忽略学习者能
力的培养，这常常导致交际失败。新世纪是国际化的高科技时代，现代企业要求大
学生不仅具有阅读和翻译能力，更重要的是写作和会话能力。为适应这一需求，大
学普遍设置了英语口语课程，但由于受教材，教学设备，口语教师本身能力等诸多
因素的影响，口语课并没有真正起到培养学生交际能力的作用。口语课堂教学仍局
限在带读，句型操练，回答问题等传统的教学模式中，教师在教学中极少涉及或基
本不涉及文化内容。对目标语文化知识的溃乏严重阻碍了中国学生同世界人民的交
流，高校教育应服务于时代，服务于社会。口语教学必须包含文化教学，这已是不
容争辩的事实。
本文将讨论文化和交际的关系以及怎样在口语教学中实施文化教学。
第一章简述中国英语教学面临的挑战，大学英语教学现状及大学英语教学希望
达到的目标。我们要改变大学英语口语教学的现状，在口语教学中融入文化教学，
注重培养学生的能力，为国家造就高素质的人才。
第二章讨论了文化、交际的定义以及文化与交际之间的关系。文化和交际密不
可分。本章分析探讨了中国文化和美国文化的特征，对五组文化模式：集体主义与
个人主义，权力差距与平等，和谐及避免争论与直言快语，正式与非正式，强环境
文化与弱环境文化进行了比较研究，指出文化差异影响不同文化背景人们的交际。
第三章讨论了交际在言语行为和非言语行为两方面的跨文化差异。对于前者，
作者重点从词汇、语法及语篇三个层面上分析了不同文化背景对语言产生的影响。
— —
对于后者，作者阐述了中美两国非言语行为在身势语，空间概念和时间概念等方面
的差异。这些差异常导致交际失败。
第四章讨论口语课堂文化教学的内容。本章以称呼语，打招呼与告别，称赞与
、应答，道歉与应答，感激与应答等与日常生活息息相关的交际语言来介绍文化。文
．化诀定语言，东西方不同的文化信仰，价值观和思维模式都在日常会话中得以体现，
所以学生在口语课堂上不仅是学习英语的会话模式而且要了解导致交际习惯差异的
文化根源。这样才能从根本上掌握目标语：英语。
第五章论述增强国际间文化差异意识及在大学口语教学中的可行途径。增强跨
文化意识必须克服民族中心主义和刻板印象，培养感情移人。在口语教学中教师可
采取一切可行的途径培养学生对文化差异的敏感性。例如：选取教材时应注意教材
必须包含文化内容，进行跨文化交际能力方面的测试。当然口语教学并不仅仅局限
在课堂上。教师应指导学生通过课外学习，在潜移默化中提高跨文化意识，这些方
法有大量阅读，听专题讲座，观看原版电影，网上坟0览，创作表演小型戏剧，自我
营造跨文化交际氛围等。
第六章结束语，重点强调文化教学的用的就是跨文化间的理解和交流。教师在
口语教学过程中应帮助学生了解目标语文化，理解文化差异，提高跨文化意识，真
正提高学生的交际能力。
Instances of intercultural communication that were once rare events are now
witnessed every moment on a global scale. New technology and information systems have
created windows through which we may view other societies and cultures in the globe. It
is in this .sense that people at times say, the world seems to be shrinking In the
communication between people of different cultures, the greatest barrier lies not only in
the differences of languages, but also in those of cultures, which permeate all aspects of
human life. According to Wolfson (1983) and Thorns (1983), cultural mistakes are even
more serious and irritating than linguistic ones. Therefore, the importance of the target-
culture teaching has been drawing attention ever since.
In the 195 Os, scholars in Western countries, especially those in the USA started a new
branch of study ?intercultural communication. In the 1 960s and I 970s, anthropologists,
sociolinguists, experts of communication and linguists made studies in this field from
different perspectives. Their research covers a wide range of,study: c1dture-loaded wQrds,
pragmatics, nonverbal communication, customs and habits (Hu, 1992). In the late 1 960s
and 1970s, the achievement of the scholars began to be applied to SLTIFLT.
Intercultural communication was introduced in China by Hu Wengzhong and other
scholars in the 198 Os. Ever since then many chinese scholars and foreign langi~age
teachers have been working this field and have tried to apply the finding in their research
to FLT. Offering the course Orar English to students is an example. But in the past, and
even at present, most Oral English teachers still put their attention mainly on the
development of students?linguistic competence, such as pronunciation, sentence
structures, etc. Most teaching methods adopted in Oral English class are: read the text
aloud, listen to the tape and imitate, do pattern drills, or recite the sentences, and so on.
The result of such teaching methods is that students lose their interest in Oral English
learning and think it is useless. This greatly hinders the Chinese people contact with the
outside world and the development of science and technology in China.
In the new century, people from different part of the world interact with each other
even more frequently than before. The English language teaching should meet the needs
of the society and the development of economy. Unfortunately, many Chinese students of
English are good at writing and reading, but when they encounter foreigners, they get
dumbfounded. Therefore, the goal of College Oral English Teaching should be to enhance
students?cross-cultural understanding and cross-cultural communication. Both teachers
and students must notice the inseparable relationship between language and culture.
Learning a foreign language inevitably involves the learning of the target culture.
This thesis analyzes the communicative competence and the necessity of culture
teaching in Oral English Course. Based on the analysis, the author lists the content of
culture teaching which is most close to the everyday life and basic to a successful
conversation. Finally, the paper provides some strategies for foreign language learners,
aiming at promoting their cultural awareness and understanding in cross-cultural
comunication and facilitating the process of foreign language learning.
This thesis consists of six chapters
Chapter One gives an account of the challenges to English teaching, the aim of
college English teaching and the layout of this dissertation.
Chapter Two defines culture and communication,
不同文化背景的人们的交流日益频繁。21世纪的中国人民同世界人民的交往达到前
所未有的繁荣。英语作为一种国际交流语言得到广泛应用。
在中国，学生的教育主要是通过学校完成。然而大学英语教育普遍存在一种令
人担扰的现象，即注重语言形式，忽略语言功能，注重知识的传授，忽略学习者能
力的培养，这常常导致交际失败。新世纪是国际化的高科技时代，现代企业要求大
学生不仅具有阅读和翻译能力，更重要的是写作和会话能力。为适应这一需求，大
学普遍设置了英语口语课程，但由于受教材，教学设备，口语教师本身能力等诸多
因素的影响，口语课并没有真正起到培养学生交际能力的作用。口语课堂教学仍局
限在带读，句型操练，回答问题等传统的教学模式中，教师在教学中极少涉及或基
本不涉及文化内容。对目标语文化知识的溃乏严重阻碍了中国学生同世界人民的交
流，高校教育应服务于时代，服务于社会。口语教学必须包含文化教学，这已是不
容争辩的事实。
本文将讨论文化和交际的关系以及怎样在口语教学中实施文化教学。
第一章简述中国英语教学面临的挑战，大学英语教学现状及大学英语教学希望
达到的目标。我们要改变大学英语口语教学的现状，在口语教学中融入文化教学，
注重培养学生的能力，为国家造就高素质的人才。
第二章讨论了文化、交际的定义以及文化与交际之间的关系。文化和交际密不
可分。本章分析探讨了中国文化和美国文化的特征，对五组文化模式：集体主义与
个人主义，权力差距与平等，和谐及避免争论与直言快语，正式与非正式，强环境
文化与弱环境文化进行了比较研究，指出文化差异影响不同文化背景人们的交际。
第三章讨论了交际在言语行为和非言语行为两方面的跨文化差异。对于前者，
作者重点从词汇、语法及语篇三个层面上分析了不同文化背景对语言产生的影响。
— —
对于后者，作者阐述了中美两国非言语行为在身势语，空间概念和时间概念等方面
的差异。这些差异常导致交际失败。
第四章讨论口语课堂文化教学的内容。本章以称呼语，打招呼与告别，称赞与
、应答，道歉与应答，感激与应答等与日常生活息息相关的交际语言来介绍文化。文
．化诀定语言，东西方不同的文化信仰，价值观和思维模式都在日常会话中得以体现，
所以学生在口语课堂上不仅是学习英语的会话模式而且要了解导致交际习惯差异的
文化根源。这样才能从根本上掌握目标语：英语。
第五章论述增强国际间文化差异意识及在大学口语教学中的可行途径。增强跨
文化意识必须克服民族中心主义和刻板印象，培养感情移人。在口语教学中教师可
采取一切可行的途径培养学生对文化差异的敏感性。例如：选取教材时应注意教材
必须包含文化内容，进行跨文化交际能力方面的测试。当然口语教学并不仅仅局限
在课堂上。教师应指导学生通过课外学习，在潜移默化中提高跨文化意识，这些方
法有大量阅读，听专题讲座，观看原版电影，网上坟0览，创作表演小型戏剧，自我
营造跨文化交际氛围等。
第六章结束语，重点强调文化教学的用的就是跨文化间的理解和交流。教师在
口语教学过程中应帮助学生了解目标语文化，理解文化差异，提高跨文化意识，真
正提高学生的交际能力。
Instances of intercultural communication that were once rare events are now
witnessed every moment on a global scale. New technology and information systems have
created windows through which we may view other societies and cultures in the globe. It
is in this .sense that people at times say, the world seems to be shrinking In the
communication between people of different cultures, the greatest barrier lies not only in
the differences of languages, but also in those of cultures, which permeate all aspects of
human life. According to Wolfson (1983) and Thorns (1983), cultural mistakes are even
more serious and irritating than linguistic ones. Therefore, the importance of the target-
culture teaching has been drawing attention ever since.
In the 195 Os, scholars in Western countries, especially those in the USA started a new
branch of study ?intercultural communication. In the 1 960s and I 970s, anthropologists,
sociolinguists, experts of communication and linguists made studies in this field from
different perspectives. Their research covers a wide range of,study: c1dture-loaded wQrds,
pragmatics, nonverbal communication, customs and habits (Hu, 1992). In the late 1 960s
and 1970s, the achievement of the scholars began to be applied to SLTIFLT.
Intercultural communication was introduced in China by Hu Wengzhong and other
scholars in the 198 Os. Ever since then many chinese scholars and foreign langi~age
teachers have been working this field and have tried to apply the finding in their research
to FLT. Offering the course Orar English to students is an example. But in the past, and
even at present, most Oral English teachers still put their attention mainly on the
development of students?linguistic competence, such as pronunciation, sentence
structures, etc. Most teaching methods adopted in Oral English class are: read the text
aloud, listen to the tape and imitate, do pattern drills, or recite the sentences, and so on.
The result of such teaching methods is that students lose their interest in Oral English
learning and think it is useless. This greatly hinders the Chinese people contact with the
outside world and the development of science and technology in China.
In the new century, people from different part of the world interact with each other
even more frequently than before. The English language teaching should meet the needs
of the society and the development of economy. Unfortunately, many Chinese students of
English are good at writing and reading, but when they encounter foreigners, they get
dumbfounded. Therefore, the goal of College Oral English Teaching should be to enhance
students?cross-cultural understanding and cross-cultural communication. Both teachers
and students must notice the inseparable relationship between language and culture.
Learning a foreign language inevitably involves the learning of the target culture.
This thesis analyzes the communicative competence and the necessity of culture
teaching in Oral English Course. Based on the analysis, the author lists the content of
culture teaching which is most close to the everyday life and basic to a successful
conversation. Finally, the paper provides some strategies for foreign language learners,
aiming at promoting their cultural awareness and understanding in cross-cultural
comunication and facilitating the process of foreign language learning.
This thesis consists of six chapters
Chapter One gives an account of the challenges to English teaching, the aim of
college English teaching and the layout of this dissertation.
Chapter Two defines culture and communication,
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Brown, H. D. 1990． Cultural values: the interpretation of discourse. ELT Journal, Vol. 44, No.1．
Brumfit, C. J. & Johnson, K. 1979． The Communicative Approach to Language Teaching. Oxford: Oxford University Press.
Canale, M. & Swain, M. 1983． Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, Vol. 1．
Carbaugh, D. 1993． Soul and self: Soviet and American culture in conversation. Quarterly Journal of Speech, 79:182．
Chen, Shen. 1999． The Teaching of Culture in Foreign Language Education. Beijing: Beijing Language and Culture University Press.
Chen, Zhi'an, Liu, Jiarong & Wen, Xu (eds.) 2000． Pragmatics: Language Understanding, Sociocultural Contexts and Foreign Language Teaching. Chongqing: Southwest China Normal University.
Chomsky, N. 1965． Aspects of the Theory of Syntax. Boston: MIT Press.
Deng, Yanchang & Liu, Runqing. 1989． Language and Culture. Beijing: Foreign Language Teaching and Research Press.
Driven, R. & Putz, M. 1993． Intercultural communication. Language Teaching, 26: 144．
Hall, E. T. & Hall, M. R. 1990． Understanding Cultural Differences: Germans, French and Americans. Yarmouth, ME: Intercultural Press.
Hall, E.T. 1976． Beyond Culture. New York: Anchor Press.
Hanvey, R. G. 1990． Cross-cultural awareness. In Hu Wenzhong (ed.) Selected Readings in Intercultural Communication. Changsha: Hunan Education Press.
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