historical framework in which a unique culture has been established and is developing. As there are no two languages in the world, which are identical in every way, there are no two cultures that are the same in every aspect. There are differences or contrasts between English and Chinese cultures. B. What is language?
We use language every day. We live in a world of words. Hardly any moment passes without someone talking, writing or reading. But what is language? Most linguists agree that language is a system of arbitrary vocal symbols used for human communication. All human languages have some important properties in common like this: systematic, arbitrary, symbolic, vocal, used for communication.
C. The Relationship between Language and Culture
Gudykunst and Kim classify intercultural communication as “a transactional, symbolic process involving the attribution of meaning between people from different cultures” (Gudykunst and Kim 1992:13-14). Different nations use different languages, so there will be loss or misunderstanding during interpreting. Language is a part of culture and plays a very important role in it. It can represent every aspect of culture. Human knowledge, experience, customs, habits and behavioral patterns, social institutions, value systems, beliefs, world views all can be described and evaluated in language. So language is the carrier and container of culture. Without language, culture would not be possible. On the other hand, language is influenced and shaped by culture. In the broadest sense, language is the symbolic representation of a people, and it comprises their historical and cultural backgrounds as well as their approach to life and their ways of living and thinking.
III. The importance of cultural background knowledge in English teaching A. Necessity of cultural background knowledge in listening comprehension Maybe we have this experience: when we are listening to something familiar to us, whatever is concerned, usually we are easy to understand. Even if there are some new words in the material, we are able to guess their meanings according to its
context. However, when we encounter some unfamiliar material or something closely related to cultural background, we may feel rather difficult. Even if the material is easy, we only know the literal meaning, but can’t understand the connotation, because we lack knowledge of cultural background. Here is a sentence from a report: “The path to November is uphill all the way.” “November” literally means “the eleventh month of year”. But here refers to “the Presidential election to be held in November”. Another example is “red–letter days”—which is a simple phrase and is easy to hear, meaning holidays such as Christmas and other special days. But students are often unable to understand them .without teacher’s explanation. Below are two jokes often talked about by Americans: 1. A: Where are you from? B: I’ll ask her. (Alaska)
A: Why do you ask her? 2. A: Where are you from? B: How are you? (Hawaii)
A may think B has given an irrelevant answer. But if A knew something about knowledge of the USA and the names of two states of the USA—Alaska and Hawaii, he would not regard “Alaska” as “I’ll ask her”, or “Hawaii” as “How
are you”. In view of this, the introduction of cultural background is necessary in the teaching of English listening.
B. Necessity of cultural background knowledge in oral English
Likewise, speaking is not merely concerned with pronunciation and intonation.
Students can only improve their oral English and reach the aim of communication by means of enormous reading, mastering rich language material and acquaintance of western culture. Therefore, in oral training, teachers should lay stress on factuality of language and adopt some material approaching to daily life, such as daily dialogues with tape, magazines, newspapers and report etc., because the material is from real and it helps students to be well acquainted with standard pronunciation and intonation, to speak English appropriate to the occasion, to understand western way of life and customs etc. Otherwise, misunderstanding and displeasure are inevitably aroused. Let’s look at some examples.
Many fixed English ways of expression cannot be changed randomly. For example, the answer to “How do you do?” is “How do you do?” When asking price, people usually say,” How much, please?” instead of: “How much do you charge me? Or” How much do I owe you”; when paying bill, “Waiter, bill please.” Instead of
“Excuse me, sir. We’re finished eating. How much is it, please?” When asking the other one’s name on the telephone, “Who’s speaking, please?” or “Who is it, please?” Instead of “Who are you?” “Where are you?” What’s your surname?” or “What is your unit?” In English, there are so many euphemisms that sometimes it’s hard to know the other one’s actual mood. So we should pay attention to our answer. For example, when one ask: “How do you like the film?” and the other answer: “I think it’s very interesting”, it shows he doesn’t like it very much instead of the literal meaning “very interesting”. When one asks: “What do you think of my new coat?” and the other answers: “I think the pocket is very nice”, it also shows his dislike. In America and England, usually people don’t say unpleasant words to one’s face, they always say pleasant words to the full or evade direct answering, saying “I don’t know.” For example, when one asks, “Do you like our teacher”, you may answer: “ Well, I don’t know him very well.” Sometimes out of his politeness, when meeting unfamiliar people, he may conceal his true feelings. For example, A asked B: “How are you?” Although B had got a bad cold, his answer was “Fine, thank you”, but not “Not very well, I’m afraid” or other similar answers.
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