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    2. 刊物属性
    3. 刊物名称:英语广场
    4. 国内刊号:CN 13-1298/G4
    5. 国际刊号:ISSN 1009-6426
    6. 数据库收录:中国知网
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    8. 当前位置:英语广场 > 优秀论文 >
      时间:2017-06-02 来源:英语广场

        【Abstract】With the constant appearance of cultural shocks in the cross-cultural communication, a large number of English educators are thinking about how to cultivate students’ cross-cultural awareness in daily English teaching. This paper aims to list some effective English teaching methods, hoping to work with all the English teachers to make students become “communicative winners”
        【Key words】Cross-cultural awareness; English Teaching Methods
        To achieve the purpose of cultivating students’ cross-cultural awareness, it is necessary for teachers to adopt various teaching methods in class and out of class. Here, some practical and effective methods are listed as follows:
        I. Comparative teaching method
        Since there are great differences between Chinese culture and western culture, it is difficult for learners to discover and master these cultural characteristics. It is teachers’ task to help them clarify the similarities and differences between cultures, including vocabulary, customs,, education, body language and so on. Take the teaching of words for example, in China, “red” symbolizes happiness and represents “luck” and “blessing”. However, in western culture, it is an unlucky one meaning “blood” and “war”. As teachers, it is helpful to make a comparison of different cultural information.
        II. Communicative teaching method
        We can not intend that the communicative method is the most useful tool in language teaching, but we do think language learning and teaching should be as close as possible to language use in real life.
        1. Role play
        It refers to students’ stimulating intercultural communication situations in daily life such as greetings, telephone talk, shopping, seeing the doctor and so on. Students can benefit a lot from this activity because it not only helps students to understand cultural differences but also provides opportunities for oral communication. For example, in NEW SENIOR ENGLISH FOR CHINA STUDENT’S BOOK 4, Unit 4 is aimed at introducing the cultural differences in body language. Teachers can encourage students to perform different ways of greetings in different countries to make a role play. In this way, students’ interest in intercultural communication will easily be aroused.
        2. English corner
        English corner is a good form for students to practice speaking and listening, where they can not only learn how to use appropriate expressions to express ideas in this mind but also consolidate what they have learned. We teachers should encourage students to join in such an activity and try our best to provide valuable resources, such as meaningful topics, timely guidance as well as a relaxing environment, etc. Actually, in English textbooks, there are many popular topics about different cultural background knowledge, which can be made full use of.