考研英语作文26600字：Cultural Background Knowledge and English Teaching,Cultural第3页
ents for pepsodent tooth paste, one of the better-known brands in the usa.
idiom is an important part of the language and culture of a society. they are often hard to understand and hard to use correctly. they are almost impossible to understand from the meanings of the individual words. and with english idioms, even the same words may have different meanings as in the eamples blow:
so, first of all, a student should learn not to look down on such idioms just because they’re made up of such simple and easy words. he should look out for identical phrases with different meanings and look them up in a dictionary if he’s not sure. he’s bound to run into a lot of trouble when he first uses them, but he shouldn’t give in, much less give up. if he keeps trying and keeps at it long enough he’ll make out and things will turn out well in the end.
though the passage is short, it includes ten idioms: look down, made up of, look out for, look up, run into, give in, give up, keep at it, make out and turn out (well).
it is thus clear that difficulties in reading cannot be completely solved by one’s language knowledge, because works of a people cannot be separated from the people’s cultural tradition. so, in teaching reading, a teacher should eplain grammatical difficulties as well as epound cultural background.
similarly, writing and translating cannot be separated from cultural background knowledge.
in translation, even the very simple epressions cannot be dealt with without any consideration of specific contet and customs.
we shall take the word “dog” as an eample.
to english-speaking people, the dog does not carry the same associations as it does to chinese. the dog is considered to be derogatory, for eample, “癩皮狗” “丧家之犬” “走狗” “狗急跳墙” “狗头军师” etc. are often used to describe disgusting people. but dog in english, especially in proverbs, is a commendatory term. if we translate dog into chinese “狗” without eception, we may make jokes. for eample:
1. every dog has his day.
2. you are, indeed, a lucky dog.,
3. last night my father came home dog-tired.
because some learners are not well aware of the cultural differences, they take it for granted that the three sentences should be translated into the following:
1.每条狗都有自己的节日。
2.你真是一条幸运的狗。
3.昨晚我爸爸回到家中像狗一样得累。
in fact, the right translations are as follows:
1.人人皆有得意时。
2.你真是个幸运儿。
3.昨晚我父亲回到家中非常累。
in writing, cultural background knowledge is also important. why is it that the english writing of chinese students read so much like translations of chinese? why is it that one can fairly easily tell whether an article was written by a chinese or by a native speaker of english? on the one hand, it is probably because most chinese students have not yet mastered the language; on the other hand, it is probably because of differences in chinese and english writing styles that reflect cultural differences.
narration and description in chinese seem to be a bit more ornate, or “flowery”, than in english. the following passage from a student’s composition is typical of this kind of faulty writing in english:
“i walked joyfully along the path that was lit up by the golden rays of the morning sun. beautiful flowers of many colors were blooming. how fragrant they smelled&33; little birds were singing in the trees, as if greeting me ‘good morning&33; good morning&33;’… my heart was bursting with happiness…”
one of the common faults in this matter is the tendency of chinese students to use too many adjectives. adjectives, of course, are necessary in good writing. but if not used with care, they can have the opposite effect—quickly kill interest and produce boredom.
chinese and english-speaking people seem to look differently on the use of set phrases and epressions. good english writing discourages what are called “clichés” or “trite epressions”. chinese writing, on the other hand, gives its approval to well-chosen “four-character epressions.” to a native english-speaker, the following sentence would be frowned on as an eample of poor writing: he slept like a log and woke up at the crack of dawn, fresh as a daisy.
trite epressions and clichés originally caught people’s attention precisely because they were and are so colorful and epress an idea so well. but overuse caused them to lose their charm and freshness.
in persuasive writing such as social or political essays and editorials, english-speaking writers tend to be less militant in tone and language than most chinese. the idea is to let the facts speak for themselves. in other words, the facts themselves should be able to convince the reader. thus in such types of writing, one finds rather sparing use of such phrases as we must, we should not, it is wrong to, it is absurd, cannot be denied, resolutely demand. the tone is usually restrained; the language id generally moderate. in present-day chinese social and political writings, facts are of primary importance, of course, but considerable stress is also laid on militancy, on making one’s stand clear. this difference in attitudes is an important one. eperience has shown that a hard-hitting essay or editorial in chinese does not always have the effect intended when translated into english. instead of convincing people, the blunt tone and language often antagonize people or arouse suspicion that the writer does not have a strong case and must resort to fiery language, rather than rely on facts and reasoning.
besides the three points of differences mentioned above, there are others. if we couldn’t be acquainted with these differences, we would not write a standard english composition.
from what had been said, it is clear that cultural background knowledge is necessary in language teaching. teachers should help students to solve the difficulties in language as well as in culture. thus, further improve our quality of teaching.
it is not easy to teach cultural background knowledge. firstly, teachers must be acquainted with the differences between the two linguistic cultures. teachers can provide cultural information, as well as make students epress themselves correctly in different occasions, and the latter is more important.
firstly teaching material is important. a proportion of foreign material and authentic material should be used, especially dialogues, because it’s more authentic and reflects cultural behavior followed by speakers. authentic material refers to material selected from authentic activities concerning social factors. net, teachers should eplain cultural factors involved in the material with purpose. below is a dialogue between two english persons:
helen: hello, susan.
susan: hello. i’m going to get a magazine and some chocolate. would you like to go with me?
helen: ok. let’s go to that newsagent in the corner. i want some cigarettes.
susan: i want to go to the one down the road. i’ve got to send off this parcel and there is a post-office in that one.
this dialogue tells us in england some newsagent’s shops not only sell sweets and cigarettes, but also install post office where people can send off letters and parcels. but in china, there are not such shops. if teachers don’t give the eplanations, students may feel puzzled.
secondly, encourage students to read etensively, including novels, magazines, and newspapers etc. to most chinese learners, acquisition of knowledge of western culture, mainly depend on reading material, while literal works is the most rich material through which we can know something about a people’s psychology, cultural characters, customs and habits, social relations etc. teachers should guide students to accumulate relative cultural background knowledge when reading material. through enormous reading, students’ understanding of culture will become ripe and complete.
thirdly, in the classroom, teacher should pay attention to proper language forms as well as suitable use of lan
