语言是文化的载体,文化是语言的本质,二者相辅相成。多年来,外语教师将语言和文化分裂开来,仅仅注重语言知识的教授,却忽视了文化的灌输。大多数英语教育工作者认为学生在掌握语言知识的同时,间接地习得了语言背后所蕴含的文化。殊不知,结合多年教学经验,笔者发现这种观点简直错误至极。语言与文化分裂的教学的后果就是学生不能够在具体语境中用地道的英语表达自己的情感,频繁出现语用错误。本文以跨文化教学的理论框架为基础,以当前小学生常出现的语用错误为例,具体探讨在小学英语教学中实施跨文化教学的有效途径。 Language is the carrier of culture, culture is the essence of language, and the two complement each other. Over the years, foreign language teachers have split their language and culture. Only professors who focus on language knowledge have neglected cultural instillation. Most English educators think that while acquiring the knowledge of language, students indirectly acquire the culture behind the language. As everyone knows, combined with years of teaching experience, I found this view is simply wrong. As a result of the teaching of language and cultural division, students can not express their emotions in authentic English in specific contexts, and frequently make pragmatic mistakes. Based on the theoretical framework of intercultural teaching, this paper takes the pragmatic errors often present among primary school students as examples to discuss the effective ways to implement intercultural teaching in primary school English teaching.