论大学英语教学中的中国文化导入
|
摘要
“中国文化失语”现象已受到外语界关注多年,然而却至今未能得到有效的改善。随着中国文化走向世界,大批留学生来华学习,中国文化在英语教学中的重要性正日益彰显。在大学英语教学中导入中国文化,对中国学生而言,可以提高他们的英语表达能力和跨文化交际能力;对非英语国家来华留学生而言,在增加他们对中国文化了解的同时,也促进了他们英语水平的提高和跨文化交际意识的培养。
在理论探讨的基础上,本文以中国大学生和非英语国家来华留学生两个群体为研究对象,进行“中国文化”英语教学的对比研究,探讨大学英语教学中中国文化导入的模式。教学实验由两个部分组成,分别针对留学生和中国学生。对留学生的教学实验分为两个阶段:每阶段在实施教学后,通过阶段性反馈、总结和评价来分析学生对中国文化知识的理解掌握程度。运用SPSS13.0对两个阶段的实验数据进行了描述统计、配对样本T检验、双因素方差分析和独立样本T检验,以检验教学效果,探讨性别、专业、地域等因素的影响。对中国学生的教学实验则由三个环节组成:一、课前调查,包括问卷调查和能力测试,旨在调查中国文化知识水平、中国文化英语表达能力以及相关状况;二、教学实施,即根据教学目标来设计、实施教学;三、课后调查,即在课程结束后进行后继调查和测试。实验结束后,对前后调查数据进行了描述统计、定性分析和Wilcoxon检验,来检验教学设计是否有效,并了解学生对课程教学的态度和意见。统计结果显示,对中国学生和留学生所进行的教学设计均取得了较好的效果。
在实验的基础上,作者从教学目标、教学内容、教学方法、教学过程和教学评价五个方面对中外学生进行了对比分析,发现了其中的相似和不同之处,从而构建出了分别针对中国学生和来华留学生的两种教学模式,并探讨了有助于双方交流互惠的双向教学模式,进而提出了相关建议,以促进对中外学生的中国文化教学。
The phenomenon of“Chinese culture aphasia”has been concerned about by the foreign language educators for several years, but it has not yet been meliorated effectively. Along with the spreading of Chinese culture to the outside world and an increasing number of international students coming to study in China, Chinese culture is playing a more important role in ELT. As for Chinese students, Chinese culture instruction in college ELT is helpful for improving their English language competence and intercultural communicative competence. As to international students from nonnative-English-speaking countries to China, it can foster their understanding of Chinese culture and English language competence as well as their intercultural communicative awareness.
Based on the theoretical framework, the author conducts a comparative study of Chinese culture teaching in English on two groups of subjects: Chinese students and international students who are nonnative-English-speakers, aiming at exploring the instructional models of Chinese culture in college ELT. The research consists of two teaching experiments respectively for the two groups. The experiment for international students consists of two phases. Their mastery and understanding of Chinese culture are analyzed by the reflections, summarization and evaluation in each phase. SPSS 13.0 is used to analyze the experimental data in the two phases by the means of descriptive statistics, Paired-Samples Test, Two-Way ANOVA, and Independent-Samples T-test so as to test the teaching effectiveness and explore the influence of some factors such as gender, major and region. The experiment for Chinese students is comprised of three parts: pre-course survey, which is conducted to investigate the students’mastery and English expressiveness of Chinese culture and some related conditions by a questionnaire and a test paper; implementation of the instruction designed according to the teaching objectives; post-course survey by the succeeding questionnaire and test paper. Descriptive statistics, qualitative study and Wilcoxon Test are used to analyze the experimental data of Chinese students to test the effectiveness of the instructional design and to find out the students’attitudes and feelings about the course and instruction. The statistical results show that the instructional design for Chinese and international students are both effective.
Based on the experiments, the author gives a comparative analysis between the two groups on teaching aims, teaching contents, teaching methods, teaching process and teaching evaluation. The author constructs two instructional models respectively for Chinese and international students, designs a bilateral instructional model helpful for improving communication and reciprocity of both sides, and puts forward some corresponding suggestions, so as to promote Chinese culture teaching in college ELT for Chinese and international students.
在理论探讨的基础上,本文以中国大学生和非英语国家来华留学生两个群体为研究对象,进行“中国文化”英语教学的对比研究,探讨大学英语教学中中国文化导入的模式。教学实验由两个部分组成,分别针对留学生和中国学生。对留学生的教学实验分为两个阶段:每阶段在实施教学后,通过阶段性反馈、总结和评价来分析学生对中国文化知识的理解掌握程度。运用SPSS13.0对两个阶段的实验数据进行了描述统计、配对样本T检验、双因素方差分析和独立样本T检验,以检验教学效果,探讨性别、专业、地域等因素的影响。对中国学生的教学实验则由三个环节组成:一、课前调查,包括问卷调查和能力测试,旨在调查中国文化知识水平、中国文化英语表达能力以及相关状况;二、教学实施,即根据教学目标来设计、实施教学;三、课后调查,即在课程结束后进行后继调查和测试。实验结束后,对前后调查数据进行了描述统计、定性分析和Wilcoxon检验,来检验教学设计是否有效,并了解学生对课程教学的态度和意见。统计结果显示,对中国学生和留学生所进行的教学设计均取得了较好的效果。
在实验的基础上,作者从教学目标、教学内容、教学方法、教学过程和教学评价五个方面对中外学生进行了对比分析,发现了其中的相似和不同之处,从而构建出了分别针对中国学生和来华留学生的两种教学模式,并探讨了有助于双方交流互惠的双向教学模式,进而提出了相关建议,以促进对中外学生的中国文化教学。
The phenomenon of“Chinese culture aphasia”has been concerned about by the foreign language educators for several years, but it has not yet been meliorated effectively. Along with the spreading of Chinese culture to the outside world and an increasing number of international students coming to study in China, Chinese culture is playing a more important role in ELT. As for Chinese students, Chinese culture instruction in college ELT is helpful for improving their English language competence and intercultural communicative competence. As to international students from nonnative-English-speaking countries to China, it can foster their understanding of Chinese culture and English language competence as well as their intercultural communicative awareness.
Based on the theoretical framework, the author conducts a comparative study of Chinese culture teaching in English on two groups of subjects: Chinese students and international students who are nonnative-English-speakers, aiming at exploring the instructional models of Chinese culture in college ELT. The research consists of two teaching experiments respectively for the two groups. The experiment for international students consists of two phases. Their mastery and understanding of Chinese culture are analyzed by the reflections, summarization and evaluation in each phase. SPSS 13.0 is used to analyze the experimental data in the two phases by the means of descriptive statistics, Paired-Samples Test, Two-Way ANOVA, and Independent-Samples T-test so as to test the teaching effectiveness and explore the influence of some factors such as gender, major and region. The experiment for Chinese students is comprised of three parts: pre-course survey, which is conducted to investigate the students’mastery and English expressiveness of Chinese culture and some related conditions by a questionnaire and a test paper; implementation of the instruction designed according to the teaching objectives; post-course survey by the succeeding questionnaire and test paper. Descriptive statistics, qualitative study and Wilcoxon Test are used to analyze the experimental data of Chinese students to test the effectiveness of the instructional design and to find out the students’attitudes and feelings about the course and instruction. The statistical results show that the instructional design for Chinese and international students are both effective.
Based on the experiments, the author gives a comparative analysis between the two groups on teaching aims, teaching contents, teaching methods, teaching process and teaching evaluation. The author constructs two instructional models respectively for Chinese and international students, designs a bilateral instructional model helpful for improving communication and reciprocity of both sides, and puts forward some corresponding suggestions, so as to promote Chinese culture teaching in college ELT for Chinese and international students.
引文
Alptekin, C. Towards intercultural communicative competence in ELT. ELT Journal, 2002 (56), 57-64.
Bamgbose, A. World Englishes and globalization. World Englishes, 2001 (3), 357-363.
Barkhuizen, G. P. Discovering learners’perceptions of ESL classroom teaching/learning activities in a South African context. TESOL Quarterly, 1998 (32), 85–108.
Bennett, M. J. Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (ed.). Education for the Intercultural Experience, Yarmouth: Intercultural Press, 1993: 109-135.
Berk, L & Winsler, A.“Vygotsky: His life and works”and“Vygotsky’s approach to development”. In Scaffolding children's learning: Vygotsky and early childhood learning. Washington, DC: National Association for the Education of Young Children, 1995: 24-34.
Brown, G.. Cultural values: The interpretation of discourse. ELT Journal, 1990 (44), 11-17.
Brown, H. D. Principles of Language Learning and Teaching. New Jersey: Prentice Hall Regents, 1994.
Brutt-Griffler, J., & Samimy, K. Transcending the nativeness paradigm. World Englishes, 2001 (20), 99–106.
Byram, M. Cultural Studies in Foreign Language Education. Clevedon: Multilingual Matters Ltd, 1989.
Byram, M., & Morgan, C. Teaching-and-Learning Language-and-Culture. Clevedon: Multilingual Matters Ltd, 1994.
Byram, M., & Zarate, G. (eds.). The Sociocutural and Intercaultural Dimension of Language Learning and Teaching. Strasbourg: Council of Europe Publishing, 1997.
Byram, M., Zarate, G., & Neuner, G.. Sociocultural Competence in Language Learning and Teaching. Strasourg: Council of Europe Publishing, 1997.
Byram, M., & Fleming, M. Introduction. In M. Byram & M. Fleming (eds.). Language Learning in Intercultural Perspective: Approaches through drama and ethnography. Cambridge: Cambridge University Press, 1998: 1-10.
Canale, M. From communicative competence to communicative pedagogy. In J.C. Richards & R.W. Schmidt (Eds.). Language and Communication. London: Longman, 1983: 2-27.
Canale, M., & Swain, M. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1979 (1), 1-39.
Chastain, K. The Development of Modern Language Skills: Theory to Practice. Chicago: Rand McNally, 1971.
Cortazzi, M., & Jin, L. Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (ed.). Culture in Second Language Teaching and Learning. Cambridge: Cambridge University Press, 1999: 196-219.
Del Valle, S. Language Rights and the Law in the United States: Finding Our Voices. Clevedon: Multilingual Matters, 2003.
George, H. V. Unhappy professionalism. World Language English, 1981 (1), 9-14.
Goode, T., Sockalingam, S., Brown, M., & Jones, W. A Planner’s Guide . . . Infusing Principles, Content and Themes Related to Cultural and Linguistic Competence into Meetings and Conferences. Washington, DC: National Center for Cultural Competence, 2000. Retrieved October 10, 2009, from http://gucchd.georgetown.edu/72348.html
Graddol, D. The future of English as a European language. The European English Messenger. 2001 (10), 47–50.
Grittner, F. M. Introduction to special issue on culture. Foreign Language Annals, 1996 (29), 17–18.
Guest, M. A critical“checkbook”for culture teaching and learning. ELT Journal, 2002 (56), 154–161.
Hall, E. T. The Silent Language. Garden City, NY: Doubleday and Company, 1959.
Hammerly, H. Synthesis In Second Language Teaching: An Introduction to Languistics. Blaine: Second Language Publications, 1982.
Hofstede, G. Cultures and Organizations: Software of the Mind. London: McGraw-Hill, 1991.
Holliday, A. Appropriate Methodology and Social Context. Cambridge: Cambridge University Press, 1994.
Howatt, A. P. R. A History of English Language Teaching. Oxford: Oxford UniversityPress, 1984.
Hu, G. Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum, 2002 (15), 93–105.
Hyde, M. Intercultural competence in English language education. Modern English Teacher, 1998 (7), 7-11.
Hymes, D. On communicative competence. In J. B. Pride & J. Holmes. (eds.). Sociolinguistics. Harmondsworth: Penguin, 1972: 269-293.
Jin, L., & Cortazzi, M. The culture the learner brings: A bridge or a barrier?. In M. Byram & M. Fleming (eds.). Language Learning in Intercultural Perspective: Approaches through drama and ethnography. Cambridge: Cambridge University Press, 1998: 98-118.
Kramsch, C. Context and Culture in Language Teaching. Oxford: Oxford University Press, 1993.
Kramsch, C. The Privilege of the Non-native Speaker. Plenary address at the Annual TESOL Convention, Long Beach, California, March 28-April 1, 1995.
Kramsch, C. Language and Culture. Oxford: Oxford University Press, 1998.
Kramsch, C. The privilege of the intercultural speaker. In M. Byram & M. Fleming (eds.) Language Learning in Intercultural Perspective: Approaches through Drama and Ethnography. Cambridge: Cambridge University Press, 1998: 16-31.
Lessard-Clouston, M. Towards an understanding of culture in L2/FL education. The Internet TESL Journal, 1997 (3). Retrieved August 22, 2009 from http://iteslj.org/Articles/Lessard-Clouston-Culture.html
Littlewood, W. Do Asian students really want to listen and obey? ELT Journal, 2000 (54), 31–35.
Lustig, M. W., & Koester, J. Intercultural Competence: Interpersonal Communication across Cultures. New York: Addison Westerly Longman, Inc., 1999.
Martin, J. N., & Nakayama, T. K. Intercultural Communication in Contexts (2nd ed.). Mountain View: Mayfield Publishing Company, 2000.
Maurais, J., & Morris, M. A. Introduction. In J. Maurais & M. A. Morris (eds.). Languages in a Globalising World. Cambridge: Cambridge University Press, 2003: 1-12.
McArthur, T. The English Languages. Cambridge University Press, 1998.
McKay, S. L. Teaching English as an International Language: Rethinking Goals and Approaches. Oxford: Oxford University Press, 2002.
McKay, S. L. The Cultural Basis of Teaching English as an International Language. TESOL Matters, 2003 (13), 1-4.
Mugglestone, P., Elsworth, S., & Rose, J. Go for Chile, Book 1. Santiago, Chile: Addison Wesley Longman, 1999.
Mugglestone, P., Elsworth, S., & Rose, J. Go for Chile, Book 2. Santiago, Chile: Addison Wesley Longman, 2000.
National Standards in Foreign Language Education Project. Standards for Foreign Language Learning in the 21st Century. Yonkers: National Standards in Foreign Language Education Project, 1999.
Nobuyuki Honna. English as an international language and Japan English language teaching. Foreign Language Teaching and Research, 2001 (5), 340-347.
Nostrand, H. L. The“emergent model”applied to contemporary France. Contemporary French Civilization. 1978 (2), 277-294.
Paikeday, T. M. The Native Speaker is Dead! Toronto: Paikeday Publishing Inc., 1985.
Rajagopalan, K. Of EFL teachers, conscience, and cowardice. ELT Journal, 1999 (53), 200-206.
Peck, D. Teaching Culture: Beyond Language, 1998. Retrieved July 21, 2009 from http://www.yale.edu/ynhti/curriculum/units/1984/3/84.03.06.x.html.
Risager, K. Language teaching and the process of European integration. In M. Byram & M. Fleming (eds.). Language Learning in Intercultural Perspective: Approaches through Drama and Ethnography. Cambridge: Cambridge University Press, 1998: 242-254.
Samovar, L. A., Porter, R. E., & Stefani, L. A. Communication Between Cultures. Foreign Language Teaching and Research Press, 2000.
Savignon, S., & Sysoyev, P. V. Sociocultural strategies for a dialogue of cultures. The Modern Language Journal, 2002 (86), 510-524.
Schumann, J. H. The acculturation model for second language acquisition. In R. C. Gingras (ed). Second Language Acquisition and Foreign Language Teaching. Washington, DC: Center for Applied Linguistics,1978: 27-50.
Seelye, H. N. Teaching Culture: Strategies for Intercultural Communication.Lincolnwood, IL: National Textbook Company, 1984.
Seidlhofer, B. Double standards: Teacher education in the expanding circle. World Englishes, 1999 (18), 233–245.
Smith, L. English as an international auxiliary language. RELC Journal, 1976 (7), 38-43.
Stern, H. H. Toward a multidimensional foreign language curriculum. In R. G. Mead (ed.). Foreign Languages: Key Links in the Chain of Learning. Middlebury: Northeast Conference, 1983: 120-146.
Stern, H. H. Issues and Options in Language Teaching. Oxford: Oxford University Press, 1992.
Tang, R. The place of“culture”in the foreign language classroom: A reflection. The Internet TESL Journal, 1999 (5). Retrieved August 22, 2009 from http://iteslj.org/Articles/Tang-Culture.html.
Tomlinson, B. Managing change in Indonesian high schools. ELT Journal, 1990 (44), 25–37.
Valette, R. M. Modern Language Testing (2nd ed.). New York: Harcourt Brace Jovanovich, 1977.
Valette, R. M. The culture test. In J. M. Valdes (ed.). Culture Bound: Bridging the Cultural Gap in Language Teaching. Cambridge: Cambridge University Press, 1986.
Widdowson, H. G. The ownership of English. TESOL Quarterly, 1994 (28), 377–389.
Widdowson, H. G. EIL, ESL, EFL: global issues and local interests. World Englishes, 1997 (16), 135–146.
Widdowson, H. G. Context, community, and authentic language. TESOL Quarterly, 1998 (32), 705-16.
Chen, Shen. [陈申].语言文化教学策略研究.北京:北京语言文化大学出版社, 2001.
Cong, Cong. [从丛].“中国文化失语”:我国英语教学的缺陷.光明日报, 2000-10-19.
Ding, Wangdao. [丁往道].英语专业的中国文化简史课.外语教学与研究, 1983 (3): 45-49.
Dong, Naiting. [董耐婷].调整词汇教学提高写作能力.外语界, 2007 (1): 47-52.
Du, Zhengming. [杜争鸣].中国英语问题及其它.外语教学, 1998 (3): 6-14.
Du, Zhengming, et al. [杜争鸣].世界英语语境与中国英语中的语言与文化.外语与外语教学, 1998 (8): 14-16.
Du, Ruiqing, et al. [杜瑞清,姜亚军].近二十年“中国英语”研究述评.外语教学与研究, 2001 (1): 37-41.
Fei, Xiaotong. [费孝通].反思·对话·文化自觉.北京大学学报, 1997 (3): 15-22.
Feng, Tianyu, et al. [冯天瑜,何晓明,周积明].中华文化史.上海:上海人民出版社, 2005.
Feng, Youlan. [冯友兰].三松堂学术文集.北京:北京大学出版社, 1984.
Gao, Yihong. [高一虹].生产性双语现象考察.外语教学与研究, 1994 (1): 59-64.
Gao, Yihong. [高一虹].跨文化交际能力的培养:“跨越”与“超越”.外语与外语教学, 2002 (10): 27-31.
Gu, Zhengkun. [辜正坤].中西文化比较导论.北京:北京大学出版社, 2007.
Gu, Zhengkun. [辜正坤].外语研究与中国文化复兴之路.中国外语, 2008 (3): 105-106.
He, Lin. [贺麟].文化与人生.上海:商务印书馆. 1947.
He, Ziran. [何自然].跨文化交际中的语言“离格”现象刍议.外语与外语教学, 1993 (2): 1-7.
Hu, Wenzhong. [胡文仲].文化教学与文化研究.外语教学与研究, 1992 (1): 3-9.
Li, Guirong. [李桂荣].非英语专业研究生英语教学中的“中国文化"选修课——教学定位和教学方法.中国大学教学, 2006 (1): 56-57.
Li, Wenzhong. [李文中].中国英语与中国式英语.外语教学与研究, 1993 (4): 18-24.
Liang Qichao [梁启超].什么是文化.《时事新报》副刊《学灯》, 1922-12-7.
Liu, Shiwen. [刘世文].对中国文化英语表达能力的调查及其启示.基础教育外语教学, 2003 (1): 29-32.
Shao, Hanming. [邵汉明].中国文化研究二十年.北京:人民出版社: 2003.
Shu, Dingfang, et al. [束定芳,庄智象].现代外语教学——理论、实践与方法.上海: 上海外语教育出版社, 1996.
Wang, Shouren. [王守仁].关于全面加强中国英语教育的思考.外语教学, 2002 (2):89-92.
Wang, Zhengya. [王振亚].以跨文化交往为目的的外语教学.北京:北京语言大学出版社, 2005.
Wang, Zongyan. [王宗炎].自我认识与跨文化交际.胡文仲(主编).文化与交际.北京: 外语教学与研究出版社, 1994: 1-12.
Wang, Rongpei. [汪榕培].中国英语是客观存在.解放军外语学院学报, 1991 (1): 1-8.
Wu, Dingmin. [吴鼎民].大学英语的“三套车”构想与高素质人才培养.江苏高教, 2005 (4): 65-67.
Wu, Dingmin. [吴鼎民].不能只搞内销,不做外贸.编辑学刊, 2008 (2): 10-12. Yuan, Fang. [袁芳].试析外语教学中“母语文化”的地位与作用.外语教学, 2006 (5): 67-70.
Zhang, Dainian, et al. [张岱年,程宜山].中国文化与文化论争.北京:中国人民大学出版社, 1990.
Zhang, Hongling. [张红玲].跨文化外语教学.上海:上海外语教育出版社, 2007.
Zhang, Weiming, et al. [张为民,朱红梅].大学英语教学中的中国文化.清华大学教育研究, 2002 (增1): 34-40.
Zhao, Aiguo, et al. [赵爱国,姜雅明].应用语言文化学概论.上海:上海外语教育出版社, 2003.
Bamgbose, A. World Englishes and globalization. World Englishes, 2001 (3), 357-363.
Barkhuizen, G. P. Discovering learners’perceptions of ESL classroom teaching/learning activities in a South African context. TESOL Quarterly, 1998 (32), 85–108.
Bennett, M. J. Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (ed.). Education for the Intercultural Experience, Yarmouth: Intercultural Press, 1993: 109-135.
Berk, L & Winsler, A.“Vygotsky: His life and works”and“Vygotsky’s approach to development”. In Scaffolding children's learning: Vygotsky and early childhood learning. Washington, DC: National Association for the Education of Young Children, 1995: 24-34.
Brown, G.. Cultural values: The interpretation of discourse. ELT Journal, 1990 (44), 11-17.
Brown, H. D. Principles of Language Learning and Teaching. New Jersey: Prentice Hall Regents, 1994.
Brutt-Griffler, J., & Samimy, K. Transcending the nativeness paradigm. World Englishes, 2001 (20), 99–106.
Byram, M. Cultural Studies in Foreign Language Education. Clevedon: Multilingual Matters Ltd, 1989.
Byram, M., & Morgan, C. Teaching-and-Learning Language-and-Culture. Clevedon: Multilingual Matters Ltd, 1994.
Byram, M., & Zarate, G. (eds.). The Sociocutural and Intercaultural Dimension of Language Learning and Teaching. Strasbourg: Council of Europe Publishing, 1997.
Byram, M., Zarate, G., & Neuner, G.. Sociocultural Competence in Language Learning and Teaching. Strasourg: Council of Europe Publishing, 1997.
Byram, M., & Fleming, M. Introduction. In M. Byram & M. Fleming (eds.). Language Learning in Intercultural Perspective: Approaches through drama and ethnography. Cambridge: Cambridge University Press, 1998: 1-10.
Canale, M. From communicative competence to communicative pedagogy. In J.C. Richards & R.W. Schmidt (Eds.). Language and Communication. London: Longman, 1983: 2-27.
Canale, M., & Swain, M. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1979 (1), 1-39.
Chastain, K. The Development of Modern Language Skills: Theory to Practice. Chicago: Rand McNally, 1971.
Cortazzi, M., & Jin, L. Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (ed.). Culture in Second Language Teaching and Learning. Cambridge: Cambridge University Press, 1999: 196-219.
Del Valle, S. Language Rights and the Law in the United States: Finding Our Voices. Clevedon: Multilingual Matters, 2003.
George, H. V. Unhappy professionalism. World Language English, 1981 (1), 9-14.
Goode, T., Sockalingam, S., Brown, M., & Jones, W. A Planner’s Guide . . . Infusing Principles, Content and Themes Related to Cultural and Linguistic Competence into Meetings and Conferences. Washington, DC: National Center for Cultural Competence, 2000. Retrieved October 10, 2009, from http://gucchd.georgetown.edu/72348.html
Graddol, D. The future of English as a European language. The European English Messenger. 2001 (10), 47–50.
Grittner, F. M. Introduction to special issue on culture. Foreign Language Annals, 1996 (29), 17–18.
Guest, M. A critical“checkbook”for culture teaching and learning. ELT Journal, 2002 (56), 154–161.
Hall, E. T. The Silent Language. Garden City, NY: Doubleday and Company, 1959.
Hammerly, H. Synthesis In Second Language Teaching: An Introduction to Languistics. Blaine: Second Language Publications, 1982.
Hofstede, G. Cultures and Organizations: Software of the Mind. London: McGraw-Hill, 1991.
Holliday, A. Appropriate Methodology and Social Context. Cambridge: Cambridge University Press, 1994.
Howatt, A. P. R. A History of English Language Teaching. Oxford: Oxford UniversityPress, 1984.
Hu, G. Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum, 2002 (15), 93–105.
Hyde, M. Intercultural competence in English language education. Modern English Teacher, 1998 (7), 7-11.
Hymes, D. On communicative competence. In J. B. Pride & J. Holmes. (eds.). Sociolinguistics. Harmondsworth: Penguin, 1972: 269-293.
Jin, L., & Cortazzi, M. The culture the learner brings: A bridge or a barrier?. In M. Byram & M. Fleming (eds.). Language Learning in Intercultural Perspective: Approaches through drama and ethnography. Cambridge: Cambridge University Press, 1998: 98-118.
Kramsch, C. Context and Culture in Language Teaching. Oxford: Oxford University Press, 1993.
Kramsch, C. The Privilege of the Non-native Speaker. Plenary address at the Annual TESOL Convention, Long Beach, California, March 28-April 1, 1995.
Kramsch, C. Language and Culture. Oxford: Oxford University Press, 1998.
Kramsch, C. The privilege of the intercultural speaker. In M. Byram & M. Fleming (eds.) Language Learning in Intercultural Perspective: Approaches through Drama and Ethnography. Cambridge: Cambridge University Press, 1998: 16-31.
Lessard-Clouston, M. Towards an understanding of culture in L2/FL education. The Internet TESL Journal, 1997 (3). Retrieved August 22, 2009 from http://iteslj.org/Articles/Lessard-Clouston-Culture.html
Littlewood, W. Do Asian students really want to listen and obey? ELT Journal, 2000 (54), 31–35.
Lustig, M. W., & Koester, J. Intercultural Competence: Interpersonal Communication across Cultures. New York: Addison Westerly Longman, Inc., 1999.
Martin, J. N., & Nakayama, T. K. Intercultural Communication in Contexts (2nd ed.). Mountain View: Mayfield Publishing Company, 2000.
Maurais, J., & Morris, M. A. Introduction. In J. Maurais & M. A. Morris (eds.). Languages in a Globalising World. Cambridge: Cambridge University Press, 2003: 1-12.
McArthur, T. The English Languages. Cambridge University Press, 1998.
McKay, S. L. Teaching English as an International Language: Rethinking Goals and Approaches. Oxford: Oxford University Press, 2002.
McKay, S. L. The Cultural Basis of Teaching English as an International Language. TESOL Matters, 2003 (13), 1-4.
Mugglestone, P., Elsworth, S., & Rose, J. Go for Chile, Book 1. Santiago, Chile: Addison Wesley Longman, 1999.
Mugglestone, P., Elsworth, S., & Rose, J. Go for Chile, Book 2. Santiago, Chile: Addison Wesley Longman, 2000.
National Standards in Foreign Language Education Project. Standards for Foreign Language Learning in the 21st Century. Yonkers: National Standards in Foreign Language Education Project, 1999.
Nobuyuki Honna. English as an international language and Japan English language teaching. Foreign Language Teaching and Research, 2001 (5), 340-347.
Nostrand, H. L. The“emergent model”applied to contemporary France. Contemporary French Civilization. 1978 (2), 277-294.
Paikeday, T. M. The Native Speaker is Dead! Toronto: Paikeday Publishing Inc., 1985.
Rajagopalan, K. Of EFL teachers, conscience, and cowardice. ELT Journal, 1999 (53), 200-206.
Peck, D. Teaching Culture: Beyond Language, 1998. Retrieved July 21, 2009 from http://www.yale.edu/ynhti/curriculum/units/1984/3/84.03.06.x.html.
Risager, K. Language teaching and the process of European integration. In M. Byram & M. Fleming (eds.). Language Learning in Intercultural Perspective: Approaches through Drama and Ethnography. Cambridge: Cambridge University Press, 1998: 242-254.
Samovar, L. A., Porter, R. E., & Stefani, L. A. Communication Between Cultures. Foreign Language Teaching and Research Press, 2000.
Savignon, S., & Sysoyev, P. V. Sociocultural strategies for a dialogue of cultures. The Modern Language Journal, 2002 (86), 510-524.
Schumann, J. H. The acculturation model for second language acquisition. In R. C. Gingras (ed). Second Language Acquisition and Foreign Language Teaching. Washington, DC: Center for Applied Linguistics,1978: 27-50.
Seelye, H. N. Teaching Culture: Strategies for Intercultural Communication.Lincolnwood, IL: National Textbook Company, 1984.
Seidlhofer, B. Double standards: Teacher education in the expanding circle. World Englishes, 1999 (18), 233–245.
Smith, L. English as an international auxiliary language. RELC Journal, 1976 (7), 38-43.
Stern, H. H. Toward a multidimensional foreign language curriculum. In R. G. Mead (ed.). Foreign Languages: Key Links in the Chain of Learning. Middlebury: Northeast Conference, 1983: 120-146.
Stern, H. H. Issues and Options in Language Teaching. Oxford: Oxford University Press, 1992.
Tang, R. The place of“culture”in the foreign language classroom: A reflection. The Internet TESL Journal, 1999 (5). Retrieved August 22, 2009 from http://iteslj.org/Articles/Tang-Culture.html.
Tomlinson, B. Managing change in Indonesian high schools. ELT Journal, 1990 (44), 25–37.
Valette, R. M. Modern Language Testing (2nd ed.). New York: Harcourt Brace Jovanovich, 1977.
Valette, R. M. The culture test. In J. M. Valdes (ed.). Culture Bound: Bridging the Cultural Gap in Language Teaching. Cambridge: Cambridge University Press, 1986.
Widdowson, H. G. The ownership of English. TESOL Quarterly, 1994 (28), 377–389.
Widdowson, H. G. EIL, ESL, EFL: global issues and local interests. World Englishes, 1997 (16), 135–146.
Widdowson, H. G. Context, community, and authentic language. TESOL Quarterly, 1998 (32), 705-16.
Chen, Shen. [陈申].语言文化教学策略研究.北京:北京语言文化大学出版社, 2001.
Cong, Cong. [从丛].“中国文化失语”:我国英语教学的缺陷.光明日报, 2000-10-19.
Ding, Wangdao. [丁往道].英语专业的中国文化简史课.外语教学与研究, 1983 (3): 45-49.
Dong, Naiting. [董耐婷].调整词汇教学提高写作能力.外语界, 2007 (1): 47-52.
Du, Zhengming. [杜争鸣].中国英语问题及其它.外语教学, 1998 (3): 6-14.
Du, Zhengming, et al. [杜争鸣].世界英语语境与中国英语中的语言与文化.外语与外语教学, 1998 (8): 14-16.
Du, Ruiqing, et al. [杜瑞清,姜亚军].近二十年“中国英语”研究述评.外语教学与研究, 2001 (1): 37-41.
Fei, Xiaotong. [费孝通].反思·对话·文化自觉.北京大学学报, 1997 (3): 15-22.
Feng, Tianyu, et al. [冯天瑜,何晓明,周积明].中华文化史.上海:上海人民出版社, 2005.
Feng, Youlan. [冯友兰].三松堂学术文集.北京:北京大学出版社, 1984.
Gao, Yihong. [高一虹].生产性双语现象考察.外语教学与研究, 1994 (1): 59-64.
Gao, Yihong. [高一虹].跨文化交际能力的培养:“跨越”与“超越”.外语与外语教学, 2002 (10): 27-31.
Gu, Zhengkun. [辜正坤].中西文化比较导论.北京:北京大学出版社, 2007.
Gu, Zhengkun. [辜正坤].外语研究与中国文化复兴之路.中国外语, 2008 (3): 105-106.
He, Lin. [贺麟].文化与人生.上海:商务印书馆. 1947.
He, Ziran. [何自然].跨文化交际中的语言“离格”现象刍议.外语与外语教学, 1993 (2): 1-7.
Hu, Wenzhong. [胡文仲].文化教学与文化研究.外语教学与研究, 1992 (1): 3-9.
Li, Guirong. [李桂荣].非英语专业研究生英语教学中的“中国文化"选修课——教学定位和教学方法.中国大学教学, 2006 (1): 56-57.
Li, Wenzhong. [李文中].中国英语与中国式英语.外语教学与研究, 1993 (4): 18-24.
Liang Qichao [梁启超].什么是文化.《时事新报》副刊《学灯》, 1922-12-7.
Liu, Shiwen. [刘世文].对中国文化英语表达能力的调查及其启示.基础教育外语教学, 2003 (1): 29-32.
Shao, Hanming. [邵汉明].中国文化研究二十年.北京:人民出版社: 2003.
Shu, Dingfang, et al. [束定芳,庄智象].现代外语教学——理论、实践与方法.上海: 上海外语教育出版社, 1996.
Wang, Shouren. [王守仁].关于全面加强中国英语教育的思考.外语教学, 2002 (2):89-92.
Wang, Zhengya. [王振亚].以跨文化交往为目的的外语教学.北京:北京语言大学出版社, 2005.
Wang, Zongyan. [王宗炎].自我认识与跨文化交际.胡文仲(主编).文化与交际.北京: 外语教学与研究出版社, 1994: 1-12.
Wang, Rongpei. [汪榕培].中国英语是客观存在.解放军外语学院学报, 1991 (1): 1-8.
Wu, Dingmin. [吴鼎民].大学英语的“三套车”构想与高素质人才培养.江苏高教, 2005 (4): 65-67.
Wu, Dingmin. [吴鼎民].不能只搞内销,不做外贸.编辑学刊, 2008 (2): 10-12. Yuan, Fang. [袁芳].试析外语教学中“母语文化”的地位与作用.外语教学, 2006 (5): 67-70.
Zhang, Dainian, et al. [张岱年,程宜山].中国文化与文化论争.北京:中国人民大学出版社, 1990.
Zhang, Hongling. [张红玲].跨文化外语教学.上海:上海外语教育出版社, 2007.
Zhang, Weiming, et al. [张为民,朱红梅].大学英语教学中的中国文化.清华大学教育研究, 2002 (增1): 34-40.
Zhao, Aiguo, et al. [赵爱国,姜雅明].应用语言文化学概论.上海:上海外语教育出版社, 2003.