Analysis of vocabulary teaching in cross-cultural awareness training（分析詞匯教學(xué)中跨文化意識培訓(xùn)）

1、 Analysis of vocabulary teaching in cross-cultural awareness training Paper Keywords: Foreign language vocabulary vocabulary vocabulary teaching cross-cultural awareness Abstract: Language is the carrier of culture, a peoples culture is reflected in their language at all levels. Specific to the voca

2、bulary level, there will be a second language as their mother tongue vocabulary and the vocabulary to express meaning on non-reciprocal communication barriers caused by the student in a foreign language learning tend to correspond to native and foreign language vocabulary words eleven pairs, etc. up

3、, ignoring the implication in terms of social and cultural factors, so that they can not be effective in the actual use of language, which requires teachers in the teaching process in a conscious to train students in cross-cultural awareness. Language is a certain voice, vocabulary, grammar, composi

4、tion of the symbol system, learning any language is bound to the language of voice, vocabulary and grammar as an important learning content, but at a higher level, a national language is an integral part of the national culture, language, culture is also reflected on the different planes. vocabulary

5、 specific to the plane, foreign language learners in terms of understanding the cross-cultural issues mainly in: the target language with native vocabulary words to express meaning does not correspond to terms with the concept of a nations unique culture, etc. , 1 (P265 Specifically, mainly in the f

6、ollowing two aspects. First of all, the same thing or concept, in a language may only be expressed in one word, but in another language may have several or more words to express. Generally speaking, said the same concept of the word more more meaning to distinguish between the more detailed . 2 (P78

7、, such as, for the ship of the desert camel, in Arabic the word that there are nearly 400 camels, can distinguish between different age, breed, sex and size of the camel, because Arab camel is an important means of transport. the same examples are that kinship words, when people from the Chinese cul

8、tural background and cultural background of people from English to communicate, often involving kinship will bring understanding of the words difficulties, because not all can be called one by one in another language to find the corresponding word, such as the translation for the next sentence, inde

9、ed, difficult: Marys brother married my sister. because the brother did not know what the sentence refers to the brother or the brother, sister or sister refers to her sister with the English than the Chinese in the title of kinship to the rich much more. like sister-in-law and brothers and sisters,

10、 nephews and nephew and that sort of address detail, its Western can not understand. On the other hand, even in the two languages ?are present indicating the same thing or concept of the word, they are not among the eleven pairs of such relationship, there may even lead to the opposite emotion, such

11、 as, peasant word translated into Chinese refers to the farmers, but in-depth study of these two words meaning, then that is a pejorative English peasant, according to <<Websters dictionary>>, peasant farmers in addition, it also refers to the 1 countryman, rustic, 2. not well-educated p

12、eople, rude people, but Chinese farmers in the negative term, but no such significance. In contrast, in China, farmers, workers with positive meaning, reflecting the different social classes for the different ideological attitude No matter what approach is taken by individuals, and only acknowledge

13、the fact that this language in order to make communication a real mutual understanding between the two sides. In foreign language learning process, learners understanding of the meaning of a word is often translated into the mother tongue of some form, then Muyu to understand the meaning of words th

14、e meaning of foreign words, textbooks often use this approach on many cross- cultural phenomenon appeared in the symbolic significance of the conversion and the transfer Note on . 3 (P132 because this approach tend to make some meaning of the word aliasing, so that, for students to accurately grasp

15、the meaning of foreign words, symbols alone transformation and meaning transfer note is not enough, students need the help of teachers with a comprehensive understanding of foreign language vocabulary related to certain socio-cultural factors in order to solve this cross-cultural issues, but in prac

16、tice, teachers of students with regard to cross-cultural awareness role is very limited. The traditional English teaching, emphasis on words used in the correctness of grammar, but ignored the terms of the social and cultural significance and the impact on students communicative abilities, students

17、master the vocabulary despite the large grammar is also very detailed, but the lack of appropriate the ability to use language, often misleading, and even funny. translated into milk to milk way road, rest room understood as the lounge, senior citizens that is of high social status of citizens and i

18、n fact, senior in the phrase belonging to the use of euphemism, and the Western culture of the youth advocate, although in China and other eastern countries has always been a tradition of respect for the old, but people in Western countries, but others say that they do not want the old, fear of agin

19、g, because age means loneliness and weakness, so we avoid the use of old, and known as the senior of the glamorous word for living in the Chinese social and cultural background of the Chinese people learn English, master the English language, social and cultural knowledge and mastery of the concept

20、of words meaning, grammar equally important, do not understand the cultural differences between English and Chinese, it would not really learn English, so for the teachers, the teaching process in English, we should focus on English words of the social and cultural significance, the specific , the f

21、ollowing initiatives. Links to free download 1 Teachers must constantly improve their own cultural accomplishment in teaching to impart cultural knowledge is not an easy task. Cultural knowledge inclusive, broadly speaking, the foreign language which includes the countrys political, economic, histor

22、ical, geographical, cultural, religious, moral, ethical, psychological, customs, rituals and other aspects of social life; a narrow sense, everyday language, proper nouns, and idioms, allusions, folk proverbs can reflect the large number of cultural background knowledge, which requires teachers to n

23、ot only provide cultural information to students, more importantly, to guide students in different situations correctly expressed, so as a foreign language teachers must continue to learn and continuously improve their cultural accomplishments, the only way to be competent cross-cultural knowledge d

24、isseminators of this responsibility. (2) knowledge of language teaching and cultural education should go hand in hand, in close connection with the latter to the former service, rather than replace them. Therefore, when the cultural background knowledge must give priority to the teaching of foreign

25、language teaching practice and the principle of communication, do to complement each other and vivid. 3 random teaching, because now the school has not set up cultural background knowledge of the specialized courses, it can only existing materials related to what to talk about, focusing on those wit

26、h a background to explain the meaning of words and communication language, in addition to clarifying the significant part of its concept, but also expand their knowledge of content, make clear the implication of cultural meaning, and the associated knowledge of foreign customs and communication, etc

27、. There are many textbooks and culture-related words can be tapped and teaching. the most basic breakfast, for example, people immediately put it in the breakfast and Chinese equated put on the table does not know what is different. And if in the process of teaching, the students ability to accept a

28、 little bit extended , the Chinese and Western-style breakfast breakfast to compare, then placed on the teaching of vocabulary and cultural background, do both. Again, in the floor talking about the word, should inform students that besides the floor, you can also refer to floor, and that floor when

29、 they involve American English and British English differences, American English and Chinese expression is similar to the British English put on the first floor as ground floor, while the second floor as first floor, and so on. In the mentioned figures, the number 13 should be mentioned that the tab

30、oo on the West, from religious influences. Another example: we are familiar with the football in the British-style English football, but American English is to use another words that soccer, football in American English is referred to in rugby, or football, is olive rather than round, playing with their feet instead of hands, etc. This will be linked to vocabulary and cultural differences, students master The English would not be Chinese, but the authentic American English. 4 entertaining. The purpose of language learning applications, learning a foreign language pr