PAGE英語(yǔ)寫(xiě)作中跨文化意識(shí)的培養(yǎng)TheCultivationofCross-culturalAwarenessinEnglishWritingAbstract:WritingplaysanimportantroleinEnglishteachinganditisoneofthemainwaystolearnalanguage.ThenatureoflanguagedeterminesthatEnglishwritingteachingmustbecombinedwithculturalbackgroundknowledge.Cultivatinglearners'cross-culturalawarenesscanensuretheircorrectunderstandingoflanguage.Traditionalteachingmethodsmayleadthefactthatstudentshaveagoodcommandofthegrammaticalstructureofthearticle,buttheystilldonotknowhowtoproduceagoodarticle.Thereasonwhystudentscan'twritegoodarticlesisthattheydon'tfullyunderstandtheculturalbackgroundknowledgeandthebackgroundinputislimited.Therefore,thelackofculturalbackgroundknowledgemayleadtostudents’poorwritingskills.Kramschgivesasummaryoftherelationshipbetweenlanguageandcultureasfollow:languagereflects,expressesandsymbolizesculturalreality,whichdeterminesthatEnglishlanguageknowledgeandculturalknowledgemustbeintegrated.Cross-culturalawarenessemphasizestheimportanceofculturalbackgroundknowledgeinEnglishlearners’minds.Thepurposefulintroductionofcross-culturalawarenesshelpstodevelopstudents'interestinEnglishwritingandimprovetheirEnglishwritingskills.Throughtheoreticalanalysis,itcanbeconcludedthatfirstlytheintroductionofcross-culturalawarenesshelpstoincreasestudents’writinginterest.Secondly,theintroductionofcross-culturalawarenessimproveswritingproficiency.Lastly,relatedteachingsuggestionsareputforwardfortheteachingofwriting.Keywords:Englishwriting;cross-culturalawareness;culturaldifferencesContents1.Introduction2.LiteratureReviewResearchBackground2.2StudiesofCross-culturalAwareness2.2.1Thedefinitionofcross-culturalawareness2.2.2Therelationshipbetweenlanguageandculture3.AnalysisonStudents’EnglishWriting3.1ABriefIntroductiontoStudents’EnglishWriting3.2ReasonsforthisSituation4.InfluenceofCross-culturalAwarenessonEnglishWriting

4.1InfluenceontheThinkingModeofWriting4.1.1ChineseHolisticThinkingandWesternerAnalyticThinking4.1.2DifferencesinChineseandEnglishSentencesStructures

4.2InfluenceonVocabularyMeaning4.2.1WordsCorresponding4.2.2GlossaryVacancy

4.3InfluenceonExpressingModeofWriting5.Strategies

for

Cross-cultural

AwarenessCultivation5.1PrinciplesofPermeatingCross-culturalKnowledgeinWriting5.2MethodsofPermeatingCross-culturalKnowledgeinWriting5.2.1TeachingCulturally-loadedWordsinWriting5.2.2TeachingSyntacticStructureinWriting6.ConclusionAcknowledgementsBibliographyATHESISFORTHEDEGREEOFBACHELORPAGE151.IntroductionEnglishwritingisanimportantaspectofstudents'comprehensiveevaluationofEnglish.However,basedonthisdata,theresultsareoftenfarfromsatisfactory.Afewyearsago,thelevelofinterculturalcommunicativecompetencebecametheevaluationcriterionofEnglishcompetence.Thecultivationofcross-culturalawarenesshasbecomeanindispensablepartofforeignlanguageeducation.What’more,anincreasingnumberoflanguageteachersrealizethatcross-culturalawarenessplaysanimportantpartinforeignlanguageeducation.Manypeoplehavetriedtointegrateculturalelementsintothelanguageclass.However,despitethevigorousdevelopmentofculturalteachinginforeignlanguageteaching,thereseemstobeabigdifferencebetweentheoreticalresearchandpracticalapplication.Beforediscussingtheappropriateschemeofcultivatingstudents'cross-culturalawarenessinEnglishwritingteaching,thispaperattemptstoexploretheimportanceandnecessityofcultivatingstudents'cross-culturalawareness.2.LiteratureReviewThispartmainlyintroducestwoparts:theresearchbackgroundandstudiesofcross-culturalawareness.ResearchBackgroundTherearetworeasonsthatdriveteacherstofocusonintroducingcross-culturalawarenessinEnglishwriting,namely,thecurrentsituationofcross-culturalawarenessinwritingteachingandtherequirementofNewCurriculumStandard.Intheprocessofeconomicintegration,themulticulturalexchangesandculturalglobalizationarebeingstrengthened.Therefore,therearehigherrequirementsforEnglishteaching.Undertheguidanceofthecollegeentranceexamination,Englishteachingpaystoomuchattentiontolanguageknowledgethroughrepeatedmemoryandmechanicalpractice,ignoringthecross-culturalawarenessandlanguageabilityofstudentsinaspecificcontext.TheNewCurriculumStandard(2003)takesculturalawarenessasoneofthemainobjectivesofEnglishteachinginbasiceducation,consideringtherequirementsofEnglishteachingsituationinseniorhighschoolsandtheneedsofdifferentschoolsandstudents.Althoughthecultivationofcross-culturalawarenessmakesabigdifference,atpresent,thecultivationofcross-culturalawarenessalwaysdrawslittleattentioninpractice.Inaddition,inthecurrentsituationofcross-culturalawareness,teachersstillpayattentiontoimpartingthegrammarandlanguageknowledge,ratherthanteachingculturalpenetrationandculturalknowledge.Atpresent,cultureteachinghasnotbeenpaidattentionbyteachersandthesupplementofculturalknowledgehasbeenalsoneglected.Inshort,thesituationofcross-culturalawarenessinEnglishwritingteachingisnotoptimistic.Teachersmustattachgreatimportancetoculturalteaching,whichissignificantforthecultivationofcultural-awareness.Onlyinthiswaycanstudentsenhancetheirabilitytouselanguagecomprehensively.2.2StudiesofCross-culturalAwarenessThispartexplainsbasiccontentsabouttheintroductionofcross-culturalawarenessandpresentspreviousstudiesonEnglishwriting.2.2.1Thedefinitionofcross-culturalawarenessHanvey(1979)arguesthatcross-culturalawarenessisculturalsensitivity.Hedividesitintofourlevels:Thefirstlevelisthatpeoplecangainculturalknowledgethroughtravel,magazinesandtextbooks.Thesecondlevelisthatinthecaseofcertainculturalconflicts,peoplecanexperiencedifferentculturesfromdifferentcountries.Thethirdisthatpeoplecanaccepttheculturaldifferencesafterrationalanalysis.Thefourthlevelisthatpeoplecanlearnculturalknowledgethroughpersonalexperiences.Adler(1987)arguesthatcross-culturalawarenesscanbeconsideredasaninternalrecognitionofagroup'svalues,attitudesandbeliefs.HuandGao(胡文仲,高一虹:1997:3)arguethatcross-culturalawarenessisanunderstandingofanotherculture.Learnerswithagoodunderstandingofculturalabilitypossessreasonablejudgmentandculturaltolerance.Tosumup,accordingtoHanveyandAlder,thecross-culturalawarenessistheunderstandingofsuperficialcharacteristics.InEnglishteaching,itcanbedefinedastheidentificationofculturaldifferencesbetweenChinaandothercountriesandtheacquisitionofculturalbackgroundknowledge.2.2.2TherelationshipbetweenlanguageandcultureLanguageandcultureshouldbeconsideredasawhole.Theyareequallyimportant.Thispartdescribesthedefinitionsoflanguageandcultureandtheirrelationship.AnthropologistTaylor(1871:42)definedcultureas“...thatcomplexwholewhichincludesbelief,art,moral,law,customandanyothercapabilitiesandhabitsacquiredbymanasamemberofsociety”.Afterthat,manypeopledefined"culture."However,itcanbeseenthatalldefinitionsarebasedonTaylor.Halliday(2000)proposedSystemicFunctionalLinguistics(SFL),whichholdsthatlanguageisapartofthesocialsystem.Theselinguistsvaluethesocialfunctionoflanguage,sotheycentralizeondescribinganddiscoveringlanguagevariationscausedbydifferentsocialsituationsandspeakers.Inshort,thereisacloserelationshipbetweenlanguageandculture.Firstofall,cultureistherootoflanguage.Theemergenceanddevelopmentofanynationallanguageisbasedonitssocialculture.Second,languageisthecarrierandportraitofculture.Culturaldifferencescanleadtodifferentlanguageexpressions.Therelativedependenceandinfluencebetweenlanguageandcultureexistinpeople'sinteraction,especiallyamongpeoplewithdifferentculturalbackgrounds.Therefore,languageandcultureshouldbetreatedasawhole,andtheyareequallyimportant.3.AnalysisonStudents’EnglishWritingThispartexploresthesituationsofstudents’Englishwritingandreasonsforthesituations.3.1ABriefIntroductiontoStudents’EnglishWritingWritingisregardedastheemphasisoflearning,aimingtoexaminethecapacityofusingthelanguageknowledge(于書(shū)林,2012).Atthesametime,itputsforwardgreatdemandsonthestudents’writingskills：StudentscanuseEnglishtoexchangeinformation,statethefacts,opinions,emotions,andfeelings,exertimagination,anddevelopthestandardizedwritinghabits(袁丹,2012).However,theEnglishwritingstillhasmanyproblems.Firstly,blindpursuitoflongsentencesanddifficultwords.ForEnglishwriting,moststudentsrecognizethatthemoredifficultandlongersentencesthereareinanarticle,themorecomplexthegrammaticalstructureis,thebetterarticlesyouwrite.InEnglishwriting,longanddifficultsentencescanpolishthearticle.Butifstudentsconcentrateonwritinglongsentenceswithdifficultwordsandviolatethebasicgrammaticalrules,theresultsareoftenunsatisfactory.Secondly,disorderedgrammaticalrules.Inthewritingpractice,itisnotdifficulttofindsomestudentswhohavenotmasteredthecorrectgrammaticalrulesandoftenmakevariousgrammaticalmistakesintheirwriting.Itismainlymanifestedinthestructureofcompoundsentences,theconfusionoftensesandvoices,mixeduseofparticipleandpastparticiple.Thesebasicgrammaticalerrorsshowthatthestudentsareeasytocopyitmechanicallyandlacktheabilitytousecorrectgrammarruleswhenlearninggrammar.Thirdly,neglectingthedifferencesbetweenChineseandEnglishculturalthinking.IntheprocessofEnglishlearning,itisverynecessarytoknowthedifferencebetweenChineseandEnglishculturalthinking.OnlybymasteringthispointcanwemakegooduseofEnglishthinking.Throughauthenticexpressionwecanwritegoodarticles.Butintheactualwritingprocess,manystudentswritedraftsinChinese,andthentranslatethemintoEnglish.Intheprocessoftranslation,studentsareoftenoverlyinfluencedbyChinesethinkingandneglecttheexpressivehabitofEnglishthinking,sothatmostofthesentencescanbewrittenoutas"Chinglish".3.2ReasonsforthisSituationInChina,thegoaloftraditionalEnglishteachingistoensurelanguageskills.Language,grammar,andlexicaltheoryarefullydemonstrated,whileEnglishcultureisdeliberatelyavoidedforfearingtobeculturallyimperialized.Thiswillinevitablyleadtotheconsequenceoflowmotivationofcollegestudentsandknowledgewithoutdeepunderstanding.Thenegativeimpactoftraditionalforeignlanguageteachingisapparent.Theteachingmethodisrelativelysimpleandrigorous,resultinginthelowlevelofEnglishwriting.Suchas,monotonousvocabulary,grammaticalerrorsandotherphenomena.Thetaskofschoollessonsissoheavythatwritingtrainingonlytakesthemechanicalrepetitiontrainingmethods.Besides,becauseofthelimitedtime,itlacksofwell-preparation,suchas,informationcollection,processingandexpressionofrelevantwritingtopic,whichisnotabletobringintotheeffectivenessandvalidityofEnglishwriting.Students'incompetenceininterculturalcommunicationisnottheirincompetenceingrammar,buttheneglectofculturaldifferencesinEnglishwriting.Generallyspeaking,whenstudentslearnEnglish,theypaymoreattentiontotheaccumulationoflanguagepointsbutneglecttheapplicationoflanguageinformation.Theylearnalotofvocabularyandcanbringgrammaticallyperfectsentences.TheyalwaysgethighmarksinEnglishexams.However,whenwritingagoodarticle,theystillcan'tdealwithculturalissues,whicharesometimesreflectedinthetrivialitiesofeverydaylife.Moststudentsalsoacknowledgethatthereareculturaldifferencesbetweennativespeakersandthem,andsometimesculturalinadequaciesmakethemandnativespeakersveryindisposed.4.InfluenceofCross-culturalAwarenessonEnglishWritingLanguageandcultureshouldbeconsideredasawholeandtheyareequallyimportant.Obviously,intheclassroom,studentsnotonlyhavetodealwithlanguagedifferences,butalsodealwithculturaldiversity.Studentsshouldunderstandforeigncultureandlanguageconcepts.Cross-culturalawarenessisoneofthebasicrequirementsofforeignlanguagelearners.Thisisaspecialwayofthinking,astandardofjudgmentorakeensensitivitytoculturaldiversity,andanelementthatstudentsconsciouslyorunconsciouslycultivate.FormostChinesestudents,theymustunderstandwesternculture,especiallythecultureofBritishandAmericancountries.Throughtheanalysis,themainfactorsaffectingthewritingofhighschoolstudentsarelexicaldifferences,differencesinthinkingpatternsanddifferencesinexpression.4.1InfluenceontheThinkingModeofWritingThinkingisacharacteristicofhumanlanguagebehavior.Differentpeoplehavecommonideas,buttheirthinkingpattersandthinkingcharacteristicsarequitedifferent.Writingisaconcentratedexpressionofthewayofthinking.Differentpeoplehavetheirowncharacteristicsonhowtounderstandtheworldandhowtoexpresstheirviewsontheworldinlanguage.Thisisthedifferenceinthinkingpatterns.4.1.1ChineseHolisticThinkingandWesternerAnalyticThinkingChinesetraditionalphilosophyhasalwaysbeenpursuingtheharmoniousnessbetweenmanandnature,andregardheaven,earthandhumanbeingsasanentity.Influencedbythetraditionalholisticthinking,Chinesesentencesusuallyhaveinternalsemanticrelations,formingameaningfulwhole,whichmakesChinesesentencesparataxis,andneglecttheformofitscohesion.Theparataxisistheconcentrationofagreatdealofinformation,butitiseasytocausesemanticfuzziness.Chinesesyntacticrelationsmainlyrelyonwordorderandsemanticrelations.Suchas“吃就吃，不吃就走”，thereisnoconjunctivewordtoshowtheassumptionandtheconditioncontainedinthesentence,howeverthemeaningofthesentencefortheholisticthinkingofChineseisveryclearatthefirstglance.WhilewesternersthinkdifferentlyfromChinesepeople,thewesterntraditionalphilosophyregardstheoppositionbetweenthesubjectandtheobjectasthemainstartingpoint,andtreatsnatureastheoppositeofhumanbeingstounderstandandanalyze,whichenrichedthetheoryofknowledge,andmadewesternersformanalyticthinkinghabit.Theytendtoseetheworldastheexternalobject,andaregoodatscientificallyandlogicallyanalyzingitbyconcepts,judgmentandlanguage.Scientificanalysisisdependentontheformallogic,soEnglishsentenceconnectionrequirescanonicalformmechanism.ThecharacteristicsofEnglishsentenceslieinrationality,analysisandcompleteform.EnglishwritinghasahighleveloforganizationthanChinesewritingandpaysattentiontousingallkindsoftangibleconjunctiontoachievecompleteformofgrammar.Becauseoftheinfluenceoftheirmothertongue,Chinesestudentsdon'tuseconjunctionsintentionallyorunintentionallywhentheyarewriting,andthestructuresoftheirEnglishcompositionslookveryloose.4.1.2DifferencesinChineseandEnglishSentencesStructuresGenerallyspeaking,aspeaker'sideaisexpressedaccordingtohiswayofthinking.EnglishandChineselanguagesystemshavetheirowncharacteristicsintheformofsemanticstructure.Intermsofsemanticexpression,EnglishsentencestendtobedeductivewhileChinesesentencesareofteninductive.InEnglishcomplexsentencesthemainclauseismoreimportantandsetinthebeginningpartofthecomplexsentenceswhilethesubordinateclausesareinthebackpartofthecomplexsentences.Chinesesentencesaregenerallyorganizedinlogicandtimeorder,andputthemainclausesinthebackpartofthesentence.ForExample:GreatchangeshavetakenplaceinChinasince1979.自從1979年以來(lái)，中國(guó)發(fā)生了巨大的變化。Ifthesentencehasnarrativepartandargumentativepart,theargumentativepartisinthebeginningandnarrativepartinthebackofthesentenceinanEnglishsentencewhileinaChinesesentence,itisjustintheoppositeofanEnglishsentence.ForExample:WehadbeendismayedathomewhilereadingofthenaturalcalamitiesthatfollowedoneanotherforthreeyearsafterweleftChinain1949.自從我們?cè)?949年離開(kāi)后，中國(guó)連續(xù)三年遭受自然災(zāi)害。當(dāng)我們?cè)趪?guó)外看到這方面的消息時(shí)，心情頗為沉重。TheaboveexamplesshowthatEnglishsentencesfirsttalkaboutthesubjectiveideas,andthentheobjectiveconditiondirectlyrelatedtothesubjectiveideas,andfinallytalkaboutotherthings.ThereisnocommainEnglishsentences.WhenstudentsarewritingEnglishcompositions,theyshouldpaymoreattentiontoit.InChinese,thesentencewillstartfromtheobjectiveconditionandmakeaconclusionattheend.4.2InfluenceonVocabularyMeaningAstotherelationshipbetweenlanguageelementsandculture,vocabularyhasacloserelationshipwithculture,whichcandirectlyreflectthedeepmeaningofculture.Vocabularyisthebasicelementofalanguage,anditisthebraceoftheexistingoflanguage.Therefore,itisclearthatculturaldifferencesarereflectedinthevocabulary.Themeaningofwordscanberoughlydividedintotwocategories:denotativemeaningandconnotativemeaning.Denotativemeaningofawordoralexicalitemreferstothosewordsthatpeopleusetolabelthingsasrealobjective,suchasanameorasign,etc.inthephysicalworld.Connotativemeaningsofwordsreferto"theattitudesoremotionsofalanguageuseranditsinfluenceonthelistenerorreader'sviewabouttheword".Theconnotativemeaningofawordisdifferentindifferentcountriesandnationalities.Forexample,thedenotativemeaningof"dog"and“狗”isexactlysameinEnglishandChineselanguage.Itreferstoakindof"animal",buttheconnotativemeaningofthewordisverydifferent.InChineseculture,“狗”isgenerallyusedinderogatorysenses,suchas“哈巴狗”，“狗仗人勢(shì)”，“雞鳴狗盜”，“狼心狗肺”andsoon.ButinEnglishculture,adogisthemostloyalandbestfriendforhumanbeingsanditisoftenregardedasafamilymember.Therefore,dogisgenerallyusedforgoodorneutralthing,suchas:Loveme,lovemydog(愛(ài)屋及烏)，Worklikeadog(拼命工作)，EveryDoghashisday(凡人皆有得意日).4.2.1WordsCorrespondingThereisacorrespondingrelationshipbetweendifferentlanguages.Understandingandmasteringthecorrespondenceisthebasisofhumaninterculturalcommunication.StudyinginterculturalcommunicationandlanguagecomprehensionisofgreatsignificanceforresearchingtheculturalandsemanticcontrastofChineseandEnglishcounterparts.Forexample,theChineseword“關(guān)系”andEnglishword"relation"isnotentirelyequivalent.Suchas“他有海外關(guān)系”，inthissentence,theword“關(guān)系”referstothespecificperson,butinEnglish,theword"relation"isanabstractconcept,whichisdifferentfrom“關(guān)系”here.Somestudentstranslate“吸煙有害健康”into"Smokingwillharmyourbody".InChinese,“身體”notonlyrefersto"body",butalsorefersto"thestateofhealth",soitshouldbetranslatedinto"Smokingwillharmyourhealth".Foranotherexample,Somestudentstranslate“這個(gè)病人很危險(xiǎn)”into"Thesickmanisverydangerous",because"dangerous"means"ableorlikelytocausedanger",thetranslationshouldbecorrectedinto“Thesickmanisincriticalcondition”.Therefore,wemustunderstandtheculturalinformationofwordswhenwearewritingandshouldtakeitintoconsideration.Weshouldn'tmatchthecorrespondingwordsblindlyinEnglishandChinese;otherwisethecommunicationshallbebroken.4.2.2GlossaryVacancyGlossaryvacancyreferstothesituationinwhichbetweentwolanguagesthewordsandexpressionsdonothaveequivalence,orthetermmeansnon-correspondencephenomenon.WithdifferentEnglishandChinesenationalcultures,wehavedifferentlanguagevocabularysystems,whichcauses"vacancy"phenomenoninEnglishandChinesewords.Glossaryvacancyphenomenonwidelyexistsinwriting,makingEnglishwritingmoredifficult.Therearemanyappellationstodescribetherelationshipamongone'srelativesinChinese,suchas“伯母”，“阿姨”，“舅媽”，“姑姑”，whichnotonlyshowthegenderofthembutalsoshowtheiragerelationtothepersonconcerned.WhileinEnglish,weusuallysay“aunt”.Becauseofthetraditionalfeudalisticculture,Chinesepeopledistinguishtherelativerelationshipverystrictly.Inaddition,therenocorrespondingwordsinEnglishforhonorificcallandrichmodestwordsinChinese.ItisareflectioninChinesevocabularylevelofChinesenationalbelief"Pridehurts,modestybenefits".4.3InfluenceonExpressingModeofWritingDuetothetraditionalChinesecommunicationmethods,Chinesestudentswritearticleswithareservedandmodestattitude.Theytendtowritearoundthemes,butdon’thavetopicsentence.SomescholarsthinkthatthishabitisrelatedtosomeextentwiththeChineseConfucianwayof"thedoctrineofthemean","benevolence","widecapacity","harmony"and"perseverance"andotherhumanisticspiritmoreorless.Thesetraditionalhabitsandcultureexertsubtleinfluenceonthethinkingmodeinwriting.Theirwritingsarealwayswithsomeforeshadowinginwhichtheywouldfirstusealotofmodestandpoliteandunobtrusivewords,leavingmuchroomforrevisions.Incontrast,Englishwritingismorestraightforwardwithstraighttheme.InanEnglisharticle,thetitleisclear,claspingthefactsanddetailsoftheargument.Thetextofeachparagraphhasacleartopicsentencegoingaroundthetitleandhavethefactsanddetailsfollowedtosupportthetopicsentence.Westernersareusedtothiswritingmodeandpayattentiontologicalthinking.Firstly,itisculturally-loadedwords.Forexample,“peasant”,duetoculturedifferencesbetweenChinaandWest,itsmeaningiswithobviousemotionaldifferences.InChina,itreferstothe"thepersonwhoisengagedinagriculturallabor,andgainlessformaleducation",itisaneutralwordinChinese,nottobringaspecialemotion;whileEnglish-speakingpeopleusuallythinkitrefersto"thebumpkin,therudepeoplewithloweducationandsocialstatus",itisaderogatoryword.Writingisonewayforhumancommunication.Discoursesaremadebyparagraphs,whileparagraphsaremadebysentences,andsentencesaremadebyvocabulary.Therefore,cross-culturallexicalpointisthestartingpointofteachingcross-culturalknowledge.Secondly,itisEnglishsyntacticstructure.TherearemanydifferencesinEnglishandChinesesentencestructures.Generallyspeaking,Englishsentencesarehypotactic,whileChinesesentencesareparataxis.Thatistosay,therearemanyconjunctionsbetweenclausesinEnglishsentences,whichplaythebridgingroletomakediscoursesmorecohesiveandcoherent.Forexample,"Forgetallthereasonswhyitwon’tworkandbelievetheonereasonwhyitwill."(忘掉所有那些不可能的借口，去堅(jiān)持那一個(gè)可能的理由)IntheEnglishsentence,thereis"and"asconjunctiontochainuptheclauses.ThereisnoconjunctionintheChinesesentence,butwecanunderstanditsmeaningbytheorderofwordsandlogic.5.Strategies

for

Cross-cultural

AwarenessCultivationFromthepreviouspartofthisthesis,itisconcludedthatitisofgreatsignificanceforustocultivatestudents'cross-culturalawarenessandcarryoutcultureteaching.Butwhatshouldstudentsdo,orwhatmeasuresorprinciplesshouldstudentstakesothattheyarewellpreparedforwritinggoodarticles?Thispartwillfocusonsometentativesuggestionsandadvice.5.1PrinciplesofPermeatingCross-culturalKnowledgeinWritingInordertopermeatecross-culturalknowledgeeffectively,teachersshouldkeeptothefollowingthreeprincipleswhenteachingwriting.Firstly,itisgradualnessprinciple.Thepenetrationofcross-culturalknowledgeshoulddealwellwiththerelationshipbetweenlanguageteachingandculturalteaching.TheCross-culturalteachingcontentshouldbeproperlyselectedtoteachaccordingtothecharacteristicsofstudents'ageandcognitivelevel.Secondly,itisapplicabilityprinciple.Itmeansthatthepermeationofcross-culturalknowledgeshouldbenotonlyfitforthestudents'cognitivedevelopmentlevelswhichenablestudentstounderstandandaccept,butalsopaymoreattentiontoitspracticalitywhichenablesstudentstouseit.Thirdly,itisautonomyprinciple.Itreferstothesituationinwhichteachersshouldencouragestudentstofocusontheirexperience,andfindthecultureteachingmaterialinthecross-culturalteaching.5.2MethodsofPermeatingCross-culturalKnowledgeinWritingInthispart,theanalysisofhowtocultivatecross-culturalawarenessinwritingismadefromtwoaspects.5.2.1TeachingCulturally-loadedWordsinWritingIntraditionalteaching,teachersneglectculturalmeaningofwordswhenteachingvocabulary,whichtosomeextentresultsinstudents'misuseandmisunderstandingofsomeculturally-loadedwords.However,vocabularyconveysthemostobviousculturalinformationaboutsocialandculturallife.Basedonthecross-culturalawarenesstraininginEnglishvocabularyteaching,orpermeatingcross-culturalknowledgeinvocabularyteaching,studentscanbetterunderstandtheculturalconnotationsofwordsbycombiningcontextualmethodsandsituationalmethodstoexplainvocabulary.Thismethodofvocabularyteachingcansupplementsomedisadvantagesintraditionalvocabularyteaching.Itnotonlycanenhancestudents'interestandenthusiasminvocabularylearningandenrichtheirculturalknowledge,butalsocanmakestudentsuseEnglishwordsaccuratelyincommunicationtoavoidChinglishandimprovetheirabilityofcross-culturalcommunication.Ingeneral,therearethreemethodsofpermeatingcross-culturalinvocabularyteaching.Firstly,itisdirectteachingmethod.ItmeanswhenEnglishteachersinterprettheword,heshouldexplainnotonlytheliteralmeaningofthewordbutalsoitsculturalconnotationtothestudentsinastraightway.Eachculturally-loadedwordrepresentscertainsocialandculturalsignificance,andteachersshouldtellthestudentstheapplicationofitsculturalconventions.Forexample,"greenh