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通过文献回顾分析探讨了教师关于目的语文化信息在英语教学中的地位的观念,并试图回答以为下三个问题:(1)英语教师是如何给文化下定义的,(2)他们对于把文化信息融入教学的态度如何,(3)教师在课堂上赋予目的语文化何种角色。研究表明:在很大程度上教师是在社会学意义上,比如价值观和信仰,给文化下定义的;他们对于把文化融入教学的态度是积极肯定的;他们在英语教学框架内的文化定义略倾向于更加有形的文化,比如饮食和服饰。
Through literature review analysis, the author explores the concept of the teacher’s position on the cultural information of the target language in English teaching, and tries to answer the following three questions: (1) How English teachers define culture, and (2) they regard the culture How is the attitude of information integration into teaching? (3) What role does the teacher assign to the culture of the target language in the classroom? Studies have shown that: to a large extent, teachers define culture in sociological senses, such as values and beliefs; they positively affirm their attitudes towards integrating culture into teaching; their cultural definitions in the framework of English teaching are omitted. Tend to more tangible cultures such as diet and clothing.