畢業(yè)論文論文題目ResearchonTheCultureEducationofEnglishTeachinginMiddleSchools學院：專業(yè)：英語語言文學年級：姓名：xxx指導教師：xxxx職稱：xxxxxxxx教務處制ResearchonTheCultureEducationofEnglishTeachinginMiddleSchoolsxxxxxAthesissubmittedtoSchoolofxxxxforthedegreeofBachelorofArtsUnderthesupervisionofxxxxxxxxxJune，2019ContentsAbstract………..................i摘要………………..…...iiI.Introduction……..…………….….........11.1Literaturereview………………….11.2Thedefinitionofcultureandlanguage …………...31.3Therelationshipbetweencultureandlanguage …...4II.Theimportanceofcultureeducationinmiddleschools……………...62.1Theneedoflanguagelearning…....…….…………62.2Theneedofinterculturalcommunication…………7III.Theproblemsofcultureeducationinmiddleschool………….……..83.1.Lackingawarenessofcultureeducation..........................................93.2Themethodsofthecultureeducationaretoosingle………….…..10IV.ApproachestoputcultureeducationintoEnglishteachinginmiddleschools..114.1Studyingculture-loadedvocabulary…....…….…..114.2Comparingculturedifferences………....….….….134.3Usingrole-playingteachingmethod……….....….154.4Makinggooduseofmultimedia…….……………154.5Readingliteratureworksandnewspapers……….16V.Conclusion…………...18WorksCited…………….20Acknowledgements………………….22AbstractIntraditionalEnglishteaching,languageknowledgeispaidtoomuchattentionto,andwords,sentencesandgrammararetakenasthedominantfactors,separatedfromtheculture.Englishteachers,especiallythoseinmiddleschools,neglectcultureteachingintentionallyorunintentionally,becauseoflackingculturalknowledgethemselves.Inthispaper，thefirstparttheauthordefinitethemeaningofcultureandlanguageindetail.Thesecondpartitreferstotheimportanceofcultureeducationinthemiddleschools’Englishteaching.Thethirdparttheauthorsummarizestwomainproblems:Lackingawarenessofcultureeducation;themethodsofthecultureeducationaretoosingle.Thefourthpart,theauthorproposesthefollowingsolution:Studyingculture-loadedvocabulary;Comparingculturedifferences;Usingrole-playingteachingmethod;Makinggooduseofmultimedia;Readingliteratureworksandnewspapers.Therefore,thisthesispointsoutthatlanguageshouldbetaughtwithcultureevenatthebeginning.EnglishteachersoughttofamiliarizethestudentswithcultureknowledgethroughdifferentchannelssoasnotonlytoenrichandimproveEnglishteaching,butalsotohelpstudentstocommunicatewithEnglishnativespeakersofinacorrect,properanddecentway.Keywords:Englishteaching;Cultureeducation;Approaches

摘要在傳統(tǒng)的英語教學中，教師授課注重語言知識的學習，詞，句，語法的學習被作為教學的重點和文化的學習相分離。尤其是中學的英語教師，由于自身缺少對文化知識的了解，有的甚至認為沒有必要進行文化教育，因此有意無意忽視文化教育。在本文中，第一部分對文化及語言的定義做了詳盡的分析，第二部分提到文化教育對于中學英語教學的重要性。第三部分結(jié)合其他學者對于這一問題的探究，從中總結(jié)出兩點問題：老師和學生缺乏進行文化教學的意識；文化教育過程中存在嚴重的單一性。第四部分針對以上兩點主要問題，提出了以下幾點解決方案：從詞匯的基礎上來了解和學習文化；對比文化的差異；運用角色扮演的教學方法；注重運用多元化的文化教育；閱讀大量的文學作品和報刊。所以，本論文的目的意在指出從起步學習英語的同時就應該將語言教學與文化教學統(tǒng)一起來。讓學生在多種形式下多角度了解英語文化，并以此豐富和完善英語教學，從而增強文化意識，從而使學生能準確合理，得體的與英語母語者交流。關(guān)鍵詞:英語教學；文化教育；途徑

Ⅰ.IntroductionLanguageandcultureareinseparable.Languageisthemostimportantcarrierofculture.Learningalanguageislearningaculture.Therefore,tolearnEnglishwell,weneedtounderstandthecharacteristicsoftheEnglishlanguageanditsculturalbackground.MistakeshaveoftenbeenmadewhenweuseEnglish,owingtoourlackoftheknowledgeofEnglish-speakingcountries’culture.ThenewEnglishCourseStandards(2002)formiddleschoolshasaddedcultureteachingasoneofitsmainparts;Fromthe1950s,quiteafewscholars，bothathomeandabroad,haveresearchedculturalfactorsinEnglishteaching.Butwhatandhowtoteachitinmiddleschoolsstillneedssystematicstudy.NowadayswenoticetheimportanceofculturalfactorsinEnglishteaching.Teachinglanguagealsoinvolvesteachingculture.Wecannotlearnalanguagewithoutlearningthecultureinwhichthelanguagedeeplyrooted.Languageisjustliketherunningwater.Itchangesineverymoment,forculturechangesfromtimetotime.Iflanguageisaflower,culturewillbethesoilforthisflower.1.1LiteraturereviewSincethe20thcentury,culturehasbeenillustratedbymanyphilosophers,socialists,anthologists,historiansandlinguists.AccordingtoBrown(1987)“Cultureisacollectionofbeliefs,habits,livingpatternsandbehaviorswhichareheldmoreorlessincommonbypeoplewhooccupyparticulargeographicareas.”Eugene.A.Nida,afamouslinguist,translatorintheworld,definedcultureas“thetotalityofbeliefsandpracticesofasociety.”(1998)“cultureistheevolvingwayoflifeofagroupofpersons,consistingofasharedsetofpracticesassociatedwithasharedsetofproducts,baseduponasharedsetofperspectivesontheworld,andsetwithinspecificsocialcontexts”.①Socultureseemstocontaineverythingintheworld,includingcustoms,habits,ideasandbeliefs.Culturedoesn’tcomeoutinoneday.Whenpeopleliveinacertainareaingroups,theirwayofworking,entertainment,communicationorotherregularactivitiesappeared.Astimewentby,thesethingsgraduallyfixedandsharedbythemembers.Therefore,everythingthatapersonexperiencedispartofhisorherculture.Itisalsogenerallyacceptednowadaysthat“culture”canbeinterpretedinitsbroadsenseandnarrowsense.Thatis,thetraditionalnotionofcultureinlanguageeducationhasbeenexpandedfrom“culturewithabigC”to“culturewithasmallc”.Mostscholarssupportthat“culturewithabigC”focusonalltheachievementsandcontributionstocivilization:art,music,literature,architecture,technology,scientificdiscoveryandphilosophy.And“culturewithasmallc”includes“thebehaviorpatternsofthelifestyleofpeople:whenandwhattheyeat,howtheymakealiving,thewaytheyorganizetheirsociety,theattitudestheyexpresstowardsfriendsandmembersoftheirfamilies,howtheyactindifferentsituations,whichexpressionstheyusetoshowapprovalanddisapproval,thetraditionstheymustobserve,andsoon”.Meanwhile,scholarsinChinaalsohavedifferentdefinitionsaboutculture.AccordingtoZhangZhanyi(1990),culturecanbedividedintoknowledgecultureandcommunicationcultureinaccordancewithitsfunction.Knowledgecultureincludesanation'spolitics,economy,education,religion,law,artsandliteratureetc.Communicationcultureiscomposedoflanguageandnon-languagefactorsincludinggreeting,appreciation,title,euphemismandtaboo.Itreflectspeople'svaluesandbeliefs,socialcustoms,psychologicalstatementandthemodeofthinking,whichishiddeninthelinguisticsystem.②1.2Thedefinitionofcultureandlanguage.1.2.1ThedefinitionofcultureWhatisculture?Thedefinitionofculturevariesfrompersontoperson.Cultureisalargeandevasiveconcept,whichisverycomplexanddifficulttodefine."Culturemeansthetotalbodyoftraditionbornebyasocietyandtransmittedfromgenerationtogeneration.Itthusreferstothenorms,values,standardsbywhichpeopleact,anditincludesthewaysdistinctiveineachsocietyoforderingtheworldandrenderingitintelligible.Cultureis...asetofmechanismsforsurvival,butitprovidesusalsowithadefinitionofreality.Itisthematrixintowhichweareborn,itistheanviluponwhichourpersonsanddestiniesareforged."(RobertMurphy.CultureandSocialAnthropology:AnOverture.2nded.EnglewoodCliffs,NJ:PrenticeHall,1986:14)Inmymind,cultureisapartoflife.Itisawayoflife,especiallythegeneralcustomsandbeliefs,ofaparticulargroupofpeopleataparticulartime.1.2.2ThedefinitionoflanguageWhatislanguage?Itdefiniteasanymeansofconveyingorcommunicatingideas;specifically,humanspeech;theexpressionofideasbythevoice;sounds,expressiveofthought,articulatedbytheorgansofthethroatandmouth.LanguageasasocialphenomenonwasfirstdescribedbyFerdinandseSaussurewhoclaimedthatprovidingonlyhistoricaldescriptionoflanguages(asitwasdoneathistime)shouldnotbetheonlyapproachtothiscomplexentity.Hemaintainedthatcrucialinformationaboutlanguagecanbeobtainedfromitscommonusers,whoinmostcasesdonotpossespracticallyanytheoreticalknowledgeabouttheirnativetongueandyetarecompetentspeakers.Moreover,asSaussureassumedlanguageusereflectsthecontemporarystructurewhichshouldenablesynchroniclanguageanalysis(languageusedatagivenpointintime)inadditiontodiachronicanalysisconcernedwiththepastlinguisticforms.Thesocialaspectofusinglanguage,orspeechwascalledparolebySaussure,whiletheunderlyingknowledgeoflinguisticstructurewasknownaslangue.Sofromabovecontents,wecanmakeaconclusionthatlanguageisabroadcategory.1.3TherelationshipbetweencultureandlanguageAlanguageisasystemofwrittensymbols,withstandardizedmeanings.Languageistheoutwardmanifestationofthespiritofpeople:Theirlanguageistheirspirit,andtheirspiritistheirlanguage.Throughwords,weareabletocommunicatewithothersandexpressourownideas;tolearndifferentkindsofexperiencesandsoon.However,themostimportantfunctionoflanguageistodevelopandtransmitculture.Itisgenerallyacceptedthatlanguageandculturearecloselyrelatedtoeachother.“Alanguageispartofcultureandacultureispartoflanguage;thetwoareintricatelyinterwovensothatonecannotseparatethetwowithoutlosingthesignificanceofeitherlanguageorculture”(Brown,1987:123).Languageisthecarrierofculture（SuDingfang，1996:58).Anintegralpartoflanguagessuchaswordphrasecarriesalotofculturalinformation,whichisaportrayalofhumansocialandculturallife.Knowingalanguageisnotonlytoknowthegrammar,vocabulary,discoursepatterns,butalsotheculturebehindit,whichdeterminewhetherthelanguageusinginaparticularcontextisappropriate.Therefore,wemaysay,languageisawindowtotheculture.Topracticetheculture,wealsoneedlanguage.Weneedtobeabletoexpressourselvesandtocommunicatewithmembersoftheculture.Weengagewiththeminmanypracticesandproducts.Insum,AsSeelye(1984)pointedout,“Itisbecomingincreasinglyapparentthatthestudyoflanguagecannotbedivorcedfromthestudentofculture,andviceversa.”Itwouldbedifficulttotransmitculturefromplacetoplaceandfromgenerationtogenerationwithoutlanguages,itisimpossibletounderstandlanguagewithoutculturalcontext.Theformationanddevelopmentoflanguageisbasedonculture.Languagecannotexistwithoutculture.Cultureandlanguageareinseparablyinterwovenwitheachotherbecausethelanguageisoneaspectofitscultureandcultureinturnhasprofoundinfluenceonlanguage.Inotherwords,itisnecessaryandmorepropertoteachbothlanguageandcultureinanintegratedway.II.Theimportanceofcultureeducationinmiddleschools’EnglishteachingCultureisaveryimportantpartinthewholeteachingprocess.cultureeducationasanimportantwayinmiddleschools’Englishteaching,nomatterteachersorstudents,theybothshouldpayenoughattentiontothecultureeducation.2.1TheneedofEnglishlanguagelearningAnincreasingnumberoflinguistsandforeignlanguageteachersrealizethatlinguisticknowledgedoesnotguaranteemutualunderstandingunlessonegainanunderstandingofanotherone’sculture.Thatistosay,nolanguagecanbetaughtinaculturalvacuum.Tolearnaforeignlanguagewelldoesnotonlymeantolearnthepronunciation,thewordsandthegrammar.Theyshouldbefamiliarwiththeculturaldifferences,becausepeoplewithdifferentculturalbackgroundhavedifferentcustoms,andbehaviors.“Tostudylanguagewithoutstudyingthecultureofnativespeakersisalifelessendeavor”.(Crawford-Lange&Lange,1987).Learningalanguagewithoutcultureisboringformostofthestudentsintheclass.Culturalunderstandingpromotesgreaterinterestforthestudentstolearnalanguage.Wecanusethelanguageappropriatelyifwehaveabetterunderstandingoftheirthoughts,feelings,behaviors,andcustoms.CultureisoftenneglectedinEnglishteachingorEnglishlearning.However,changesinlinguisticlearningtheoryindicatethatcultureshouldbehighlightedasavitalelementinlanguagelearning.Competenceinlanguageuseismeasurednotonlybytheabilitytouseitwithoutgrammaticalerror,butalsotouselanguageappropriatelyinaspecificculturecontext,sosuccessfullanguagelearningrequireslearnerstoknowtheculturethatunderlieslanguage.2.2TheneedofinterculturalcommunicationNowadays,EnglishisthefirstforeignlanguageinChina.Withthedevelopmentofglobalization,interculturalcommunicationbecameanindispensablepartofallnations’life.Itisveryimportanttoimprovestudents’foreignlanguageskills.ThemodernsocietyneedspeoplewhocanchatwithothersinEnglishfluentlyandhaveprofoundunderstandingindifferentcultures.ThisrequiresustopaymoreattentiontointerculturaleducationinMiddleSchools.Sometimes,wefindinterculturalcommunicationdifficult.Evenifweovercomethenaturalbarriersoflanguagedifferences,wemayfailtounderstandandtobeunderstoodbecauseculturaldifferencesarethemainbarriersininterculturalcommunication.Forinstance,aharmlessstatementmaycauseshockoranger,andaseriousstatementmaycausejoyoramusement.Forexample,whenaChinesestudentknewhisforeignteachergotsick,hevisitedherandsaid“youshouldgotoseethedoctor.”However,theforeignteacherwasveryangryaboutwhattheChinesestudentshadsaid.InChinathisisakindofexpressiontoshowyoursolicitudewhileinAmericanitwillberegardedasdoubtingone’sability,becauseeventhelittlechildrenknowthattheyshouldgotoseethedoctorwhengettingillanditisunnecessarytoadvicepeopletodoso.ItseemsthatChinesestudentshaveagoodknowledgeofgrammaticalrulesandvocabularies,buttheycannotcommunicateappropriatelywithforeignpeople,whichmayresultincommunicativefailuresininterculturalcommunication.Theultimategoaloflanguagelearningistoachieveeffectivecommunicationwiththepeopleintargetcountries.AccordingtoKramsch(1993:237)，thepurposeofforeignlanguagelearningis“awayofmakingculturalstatements”aswellas“l(fā)earninganewwayofmakingcommunication.”Languageabilityisthefoundationofcommunicationability.Communicationabilityincludesfiveaspects:Fourskills(listening,speaking,readingandwriting)andsocialability(theabilitywhichpeoplefromdifferentculturescarryonsuitablecommunication).Totrainstudents’cross-culturalcommunicativecompetence,teachershouldprovidethemwithacertaindegreeofcross-culturalknowledge.OnlywhenstudentsmasteredtheculturalknowledgecantheymakethecomparisonbetweenChineseandWesterncultures,andavoidculturalmistakesincross-culturalcommunication.III.TheproblemsofcultureeducationinmiddleschoolsInrecentyears,cultureteachinghasbeenpaidmoreandmoreattention.InChina,manyscholarshavebeenworkingonculturalstudiessince1980s.ForexampleHuwenzhongisoneofthepioneerswhoadvocatetheteachingofcultureinforeignlanguageeducation.HefirstexplainsthenecessityofcultureteachingbyanalyzingtheculturalfaultsChinesestudentstendtocommitininterculturalcommunication.(HuWenzhong,1988).Howevertherearestillsomelimitationsandproblemsincultureinstruction.3.1LackingawarenessofcultureeducationInmiddleschoolEnglishclassrooms,studentsonlyactedaslistenersandreceiversoftheculturalknowledge.Theyalwaysaccepttheknowledgepassivelyandseldomparticipateintheclassroomactivitiesactively.Culturalawarenessisthetermusedtodescribesensitivitytotheimpactofculturalbehavioroncommunication.Itreferstoanunderstandingofone’sownandother’sculturethataffecthowpeoplethinkandbehave.Culturalawarenessisagoodcommandofculturalknowledgeofthetargetlanguage,astrongcompetenceofadjustmentandcommunication.Alanguageteacherplaysaleadingroleinlanguageeducation.Ateacheristhemediatorofaforeignculture.Soteachers’culturalcompetenceisofgreatimportanceincultureteachinginforeignlanguageeducation.Theymustgetacquaintedwiththetargetcultureandupdatetheknowledgeaboutlanguageteaching.Whethertheimplementationofcultureinstructioninforeignlanguageeducationissuccessfullycarriedoutmainlydependsonteachers’culturalawarenessandknowledge.Mostteachersinmiddleschooldonothaveagoodunderstandingofcultureinstructioninforeignlanguageteaching.ManyEnglishteachersusedtobelievethatitisunnecessarytoteachcultureanyway,andtheteachingofthebasiclinguisticknowledgeisthemostimportantthing.Mostteachershaveneverreceivedspecialtrainingbeforeoraftertheybecomeateacher.Theyhavenotbeeneducatedunderaprogramthatembracesbothlinguisticformsandsocioculturalcontents.Theyarenotequippedwithsuchawarenessorknowledgewhentheyfirstbecomeateacher.Moreover,theteacherthemselveslackdirectcontactwithforeignculture,sincemostofthemhavenotgotthechanceofgoingabroad,whichisthebestwayoffamiliarizingoneselfwiththeforeigncultureanddevelopingculturalawareness.SotheyarenotasexperiencedincultureinstructionasinlanguagepointsandstructuresteachinginEnglishlessons.Therefore,theythemselvesneedtobesensitivetotheimportanceofcultureinstructioninlanguageteachingandgainamaximumofknowledgeabouttargetculture.What’smore,theyshoulddevelopculturalawarenessandhaveanappropriateculturalunderstandingabouttargetculture.3.2ThemethodsofthecultureeducationaretoosingleInmostmiddleschools,Englishteachersteachcultureeducationonlythroughtextbooks,theyrelyontextbookstoomuch,soastointhewholeteachingprocesslackingofinnovationandinteraction;Ontheotherhand,theteachingofcultureisonlyregardedasasupportivemeanstoimprovestudents’linguisticcompetence.Englishlanguageteachingemphasizesonexplainingandpracticingwords,phrase,sentencepattern,orgeneralideaofparagraph.Thispatternexertsapositiveeffectonstudyinglanguageknowledgeandgraspinglanguageskills,butsomeobviousdrawbacksexistinthiskindofpatternofteaching,becauseitneglectstheexistingofculturethatlanguageisthecarrierofit.Atpresent,inthemiddleschool,theexam-orientededucationisstillinfluencingtheteachers’teachingideaseriously.Someteachersonlyemphasizeonstudyingthelanguageknowledgeandspendmostoftimeinteachingtheknowledgeofvocabularies,expressionsandgrammarsintheclassroom.Someteacherspaymoreattentiontotrainingthelanguageabilityofstudents,especiallythecultivationofreading,buttheyignorethecultivationofthecommunicationabilityoflanguageduringEnglishteaching.Asaresult,studentscouldonlyunderstandthelanguageknowledge,butcouldnotreachtheunderstandinglayeroftheculturalknowledge.Thoughstudentshavepossessedlanguageability,theyhavenottotallypossessedthecommunicationabilityoflanguage.Inthiscase,studentsaregoodatlanguageusing;however,theystilloftencausethemisunderstandingincommunication.Theyaretheproductsoftraditionalteachingmethodsandexam-orientedteachingIV.ApproachestoputcultureeducationintoEnglishteachinginmiddleschoolsTeachingEnglishisalsoteachingEnglishculture.Theimportanceofteachingculturehasbeendiscussedalotandwidelyrecognized.NowhowtocultivateculturalawarenessandmakecultureeducationdiversityinmiddleschoolisalsoaproblemwhichallEnglishteachersconfront.ThefollowingaresomeapproachesIhaveeveradoptedinmyteaching.4.1Studyingculture-loadedvocabularyVocabularyjustlikesthebasisfoundationoflanguagebuilding.Vocabularyisthemostactiveandculture-loadedelementinalanguage,theculturefeaturesofacommunityareusuallyfirstreflectedfromvocabulary.Soteachingvocabularyistheinitialsteptoteachculture.Awordusuallyhasthreelayersofmeaning--lexicalmeaning,structuralmeaningandsocial-culturalmeaning,amongwhichthethirdlayerofmeaningisthemostdifficulttoseize,becauseittouchesuponsocialexperiences.Therefore,teachersshoulddrawstudents’attentiontothespecificmeaningandusageoftheculture-loadedwords,especiallythosewordsthatareoftenusedbynativespeakersofEnglish,inordertoexpandtheirvocabulariesandtoincreasetheircommunicativecompetenceinconveyingdifferentmoodsandconnotationssatisfactorily.Superficiallyequivalentwordsortermsmayexpressdifferentculturalpsychology,orarousedifferentassociations.InChina，themeaningof“dragon”iscolorful.“Dragon”isamythicalanimalinancientChinawithfive-clawed,whichcouldwalk,flyandsummonwindandrain.ItisasymbolofemperorsinChinesefeudalSociety.ButinEnglish,dragon”isakindofviolentcreature.Thiskindofphenomenaalsocanbefoundinmanywords.ThetermofRedisusuallyassociatedwithcelebrationsandjoyfuloccasions.Forexample,AttheSpringFestival,itiscustomaryfortheChinesetopostupantitheticalcoupletswrittenontheredscrolls,toputontheredChinesecharacter“福”andtohangtheredlanternsinordertocreateajoyfulfestivalatmosphere.ThemoneygiventochildrenasalunarNewYeargiftisusuallycoveredinapieceofredpaperforthepurposeofexpressinggoodwills.Onthecontrary,itisassociatedwithwar,blood,terror,anger,crimeanddebtinwesternculture,suchas“red-handed”,“seered”,“wavearedflag”,“redink”,and“beinthered”.Thefollowingaresomeexamplesconcernedwithred.(1)Heisamanofmuchredblood.(2)Richard’scominglatemadehisteacherseered.(3)Theyargueduntileveryonewasredintheface.(4)Thethiefwascaughtred-handed.The”redblood”insentence(1)meansdynamismorvigor.Insentences(2)and(3),“red”shouldbeunderstoodasarage,whileinsentence(4)“catchsomebodyred-handed”referstobeingcaughtonthespot.Introducingaspecificculturalfeaturethroughwordslearningisaneffectivewaytoincreasestudents’culturalawareness.Itisobviousthatforeignlanguagelearningisfirstlymadeupofwordsunderstanding.Manyteacherstendtoteachstudentswordsdefinitiononly,asaresult,studentsjustknowtheChinesemeaningofaword.Theyhavenoideaoftheculturalcontextinwhichthewordsoccur.Itissafetosaythatwithoutunderstandingtheculturalconnotationofavocabularyatadeeperlevel,onecan’treallylearnaforeignlanguagewell.Soteachingculture-loadedwordsisveryimportantinforeignlanguageteaching.4.2ComparingculturedifferencesThemiddleschoolsyllabuspointsoutclearly:“Inordertolocatefocalanddifficultlanguagepointsforteaching,teachersmayadopttheapproachofmakingcontrastsbetweenEnglishandmothertongue.”MiddleschoolstudentsalwaysliketoequalizeEnglishwiththeirmothertongue.Unfortunatelythislearningmethodwillbecomeacommunicativeobstacleinthefuture.Onthecontrary,theapproachofcomparingthedifferencesisaneffectivewaytolearntheculturalknowledge,andthroughwhichstudentscouldhaveabetterunderstandingofbothChineseandEnglishculture.Throughthecomparisonoftwoculturedifferencesandsimilaritiesitwillenhancestudents’sensibilityforinterculturalcommunication.Westerncultureisbasedonindividualismratherthanoncollectivism.Forinstance,intheUS,youalwaystalkaboutindividualrights,insteadofplacingthewholesocietyaboveyourown.WhileinChina,country,societyorfamilyisplacedaboveyourown.Thesentencepattern“Iappreciate/like/love...”,asacomplimentisfrequentlyusedinAmericanEnglishwhileitisnoticeablethatmostoftheChinesecomplimentsareinitiatedbythepronouns“you”.Inmostcases,theAmericangivecomplimentsonlytoshowfriendlinesssotheywouldreadilyacceptthecomplimentsbysayingsomethinglike”thankyou"toshowtheirappreciationofthepraise,whereasaChinesespeakerwouldtrytodenythetruthofthecompliment.ThenormofChinesesocietyistobemodest.Modestyisoneofthemostconstitutesofself-image.SotheChinesespeakerchoosestolowerhimself/herselfwhenrespondingtocompliments.Whentheycomeintocontact,theymayboththinktheyarebehavingpolitely.Yetneitherofthemwouldthinktheotherisbeingpolite.Manyofthecross-culturalmisunderstandingsarecausedbydifferentsocialnorms.Unit2inBook6ofNewSeniorEnglishforChinagivesanintroductiontoEnglishpoems,whichcontainalotofculturalinformation.TheteachercanhelpstudentstomakeacomparisonbetweenEnglishpoemsandChinesepoemstoseetheirdifferentformsofwriting,differentculturalbackground.Inshort,throughthecomparison,thestudentscantellthedifferencesoftwocultures,andtreattheforeignculturescorrectlyandequally.4.3Usingrole-playingteachingmethodRoleplayingprovidesstudentswithchancestomakeuseofthelanguagetheyhavelearned,toactoutdifferentsituations.Moreimportantly,ithelpsillustratetheoccasioninwhichtheculturaldifferencesincommunicationoccur.Forexample,ChinesestudentsareinvitedtohavedinnerinEnglishfamily.Asweknow,inwesternculture,guestsshouldbeontimeorseveralminutesearlier.Thehostsfirstlyleadthegueststothelivingroomtodrinksomewinebeforedinner,andthenhavedinner.Inthatway,studentsmayrealizeculture.Intheroleplayingstudentshavetouseappropriatelanguageaccordingtothesituationandtheirownstatus.Manysituationscanbeusedforrole-play,suchasgreetings,askingtheway,seeingthedoctor,telephone-making,doingshopping.Teachersshouldpayattentiontoseveralpointsintheprocessofroleplaying.First,teachersshoulddesignthesituationcarefully.Thesituationshouldbepracticalandrelatedtothedailycommunication,whichserveaclearpurpose.Otherwise,thestu