【作者】 李松涛；

【导师】 文旭；

【作者基本信息】 西南师范大学 ， 英语语言文学， 2002， 硕士

【摘要】 随着我国加入世界贸易组织，中国与英、美等以英语为母语的国家之间的交流与合作与日俱增。因此，时代迫切需要既有专业知识又有跨文化英语交际能力的人才。在当今中国各高校的英语学习者中，非英语专业的大学生占绝大多数，他们作为祖国现代化建设的生力军，肩负着与别国进行科技、经济、文化等方面合作与交流的艰巨任务，而他们的跨文化交际能力却不令人十分满意。对国外留学生和已走上工作岗位的非英语专业学生的调查表明，他们普遍缺乏文化差异意识，因而在跨文化交际中，不能得体地与外国人交流，经常犯这样或那样的文化错误。对在校的已通过国家大学英语四级统考的非英语专业学生的社会文化能力调查表明，他们的社会文化能力与语言能力之间的相关性低，换言之，学生的社会文化能力低于语言能力。在英语学习中，学生文化背景知识的缺乏成为听、说、读、写能力发展的一大障碍。这些现象的发生，究其原因，是因为我们在教学中长期以语言形式为重点，以应试为目的，而忽略了语言学习中文化因素的重要性。结果，非英语专业的学生尽管通过了大学英语四级甚至六级考试，但由于缺乏文化差异意识与文化背景知识，他们的跨文化交际能力却令人失望。这种现状完全不能跟上当今日趋频繁的对外交流和合作形势的需要。 要改变这种状况，首先就得充分认识到文化在语言学习中的重要性。语言与文化密不可分。学习一门语言不仅要学习其语音、词汇、语法等知识，还应了解该语言赖以生存的社会、文化因素，这其中包括社会习俗、语言习惯、价值观念、思维方式，甚至还包括非语言交际手段。一个人语言能力的高低在很大程度上取决于其了解和掌握该文化的程度。如果只重视语言本身而忽视文化因素，就不可能学好这门语言，也不会具有用该语言进行跨文化交际的能力。在这一理论的指导下，在大学英语教学中，应对非英语专业的学生进行文化因素的导入，以增强其文化差异意识、提高其跨文化交际能力。针对非英语专业学生的具体情况，应充分利用好现行教材，在英语主干课——精读课中，结合具体的篇章内容，从词汇、阅读、翻译及写作入手，给学生导入广泛的文化背景知识，尤其是影响其今后跨文化交际的各种文化背景知识，特别注重英汉文化差异的对比。为了扩大学生的知识面，促进精读课中的文化教学，可充分利用好学生的课外活动，并向学生增设有夫语言与文化的选修课，使学生获得更多的英美国家的文化背景知识，提高其文化素养。为了确保精读课中文化教学的实施，有必要对现行的大纲、大学英语测试及教材进行一系列的改革，以便科学地指导大学英语教学。目前现行《大纲》中已有完整的词汇表、语法结构表、功能意念表、语言技能表，而文化教学还没有形成体系，仍无纲可循。因此有必要在现行《大纲》中增补文化因素细目表，作为教学和测试的依据。为了充分发挥四、六级考试的“指挥棒”作用，应在考试中增加检测语言运用能力和目标语文化知识的试题。为了科学地进行文化教学，有必要对现行教材进行改革，在编写教材时贯彻语言技能训练与文化传授并重的原则，通过各种体裁的语言材料有步骤、有系统地向学生导入与目标语有关的各种文化因素。当然，在文化教学中，教师的素质起着至关重要的作用。在目前状况下，如何对非英语专业学生有效地进行文化导入，这对教师的知识和教学技能都提出了较高要求。 全文共分六章： 第一章介绍了精读课对于非语专业学生的重要性以及大学英语教学的现状。从中可以看出，目前非英语专业学生的社会文化能力低，与语言能力发展不同步，从而导致了不令人十分满意的跨文化交际能力，这种状况完全不能满足新形势的需要。 第二章从理论上论述了语言与文化的关系以及文化在语言学习中的重要性，并阐述了对非英语专业学生进行文化因素导入的可行性。 第三章针对大学英语精读课的特点，探讨了在精读课中进行文化因素导人的具体途径，即怎样从词汇、阅读、翻译及写作入手，对学生进行文化知识的导入。木章是全文的重点。 第四章论述了为推动精读课中的文化教学所应采取的措施。其中包括充分利用好学生的课外活动及为非英语专业学生增设有关目标语文化的选修课。为了确保文化教学的实施及文化教学的科学性，本章还着重讨论了如何改进教学大纲、四、六级测试及现行教材，使学生的语言能力与社会文化能力得到同步发展。 第五章对教师所应具备的素质进行了论述，以确保文化教学的成功实施。 第六章为全文总结，强调指出要改变目前大学英语教学现状，有必要在大学英语教学中进行文化因素的导入，以增强学生的跨文化差异意识，提高学生的跨文化交际能力。更多还原

【Abstract】 China’s entry into WTO will take its cooperation with foreign countries to a new stage of development. English as an international language is becoming increasingly important. The society is in great need of persons with both specialized knowledge and intercultural communicative competence in English. Non-English majors in China make up the majority of English learners and they shoulder the arduous task of cooperation and exchange with the outside world. However, in our college English teaching, the teaching of the culture of the target language has long been ignored and importance is only attached to the linguistic competence of students. We are more aware of students’ linguistic deficiencies than of their cultural inadequacy. As a result, the students’ socio-cultural competence is low, as can be seen from the survey in this paper. Accordingly, the students’ communicative competence is far from satisfactory, as is revealed by many investigations. The present situation of college English teaching hi China can not fit in with the needs of the current society when intercultural contacts become more and more frequent and requirements to the English proficiency of college and university graduates run higher and higher. Therefore, something must be done to improve this situation.Since language and culture are so closely related that learning a foreign language inevitably involves learning its culture, one cannot learn English well if he or she is ignorant of the culture of the English-speaking countries. It is universally accepted that the goal of English teaching is to equip students with communicative competence. Accordingto Hymes, one of the important components of communicative competence is the ability to select a linguistic form that is appropriate for a specific situation, or use English appropriately in social interactions. Therefore, in college English teaching, we should not only attach importance to the linguistic competence of students, but also to their socio-cultural competence so as to bridge the gap between linguistic competence and communicative competence. Thus it is up to the EFL teachers to introduce to students cultural elements in IR course, which is the predominant course for non-English majors, with an aim to enhance their intercultural awareness and improve their communicative competence in English. The introduction of cultural elements to non-English majors is not only necessary but also feasible because of the ever-increasing linguistic proficiency of freshmen and the requirement of the new College English Syllabus. In view of the characteristics of IR course, the introduction of cultural elements can be done from several aspects, including vocabulary, translation, reading and writing. Special attention should be paid to the comparison of cultural differences between English and Chinese.To facilitate the culture teaching in IR course, we should make full use of students’ extracurricular activities and offer them selective courses about English culture in order to broaden their cultural horizons and strengthen their cultural sensitivity. In spite of all these efforts, culture teaching can not be guaranteed or done in an effective and scientific way unless we make proper changes in the existing College English Syllabus, tests, and textbooks. In addition, teachers’ qualifications are the key to the successful implementation of culture teaching. Teachers should constantly improve themselves both in professional knowledge and in teaching technique.This dissertation is divided into six parts:Part one introduces the importance of IR course to non-English majors and the present situation of college English teaching.Part two deals with the relationship between language and culture, and the importance of culture in TEFL. It also talks about the feasibility of introducing cultural elements to non-English majors.Part three is the core part of this dissertation. It discusses several approaches to introducing cultural elements in IR course, that is, the integration of culture teac更多还原