In our daily study, work and life, when it comes to papers, everyone must be familiar with them. Thesis is a tool for academic communication. So, have you understood this paper? The following is a paper on cultural awareness education in English teaching, which I compiled for your reference and hope to help friends in need.

Cross-cultural communicative competence is an important part of language communicative competence, and it is the purpose of cross-cultural research to cultivate students' cross-cultural awareness. In college English teaching, teachers must understand the significance and ways of cultivating college students' cross-cultural awareness, so as to cultivate foreign language talents with good humanistic and cultural qualities and meet the needs of China's social development and international exchanges for foreign language talents.

Keywords: College English; Cross-cultural awareness; path

First, the connotation of culture and cross-cultural communication

Culture is a complex social phenomenon, which is ubiquitous and all-encompassing. Since ancient times, apart from power, the role of culture between countries and people is prominent and obvious, and scholars have given different interpretations of what culture is from different angles. Although these interpretations have many differences in details, on the whole, culture can be divided into broad culture and narrow culture. Culture in a broad sense refers to the sum of all material and spiritual products created by human society; Culture in a narrow sense refers to the sum of all spiritual products created by human spiritual activities. The English word "culture" comes from the Latin word "culture-tura", which means farming, living, practicing, paying attention and so on. The French word "culture" also has the meaning of cultivation, but it also has the meaning of cultivating people's temperament and morality. The meaning here includes two fields: material production and spiritual production. Therefore, generally speaking, the western "culture" we are discussing refers to the culture in a broad sense rather than in a narrow sense. At present, culture has been reflected in all aspects of human social life, and all aspects of human life have been touched and changed by culture. As a level of culture, language has a partial and overall relationship with culture. At the same time, language is a carrier of national culture, which carries the connotation of national culture, that is, the hidden culture in language. The two are closely linked and inseparable. As the late American linguist Sapir said, "There is something behind language. Moreover, language cannot exist without culture. " This is reflected in the fact that understanding culture requires understanding language, and understanding language also requires understanding culture. College English Curriculum Requirements points out that the main contents of college English are language knowledge, applied skills, learning strategies and cross-cultural communication. The guiding ideology of college English is foreign language teaching theory, supplemented by various teaching modes and methods. Because English education and cultural education are closely related, teachers should consciously cultivate and infiltrate students' cross-cultural awareness in their own teaching process in order to better achieve teaching objectives. Translation of "intercultural communication" into English is intercultural communication/intercultural communication. It refers to the communication between native English speakers and others, and it can also refer to the communication or interaction between people with different languages and cultural backgrounds. Because different nationalities have different cultural environment, material life, society and religion, different language environments lead to different language habits. This difference is reflected in communication, that is, people always like to understand each other's words in their own way of speaking or thinking, which may lead to wrong inferences about the words of non-native speakers, thus resulting in contradictions and conflicts. The purpose of cross-cultural communication research is to cultivate communicators' cross-cultural awareness, so that communicators can consciously eliminate the confusion and troubles caused by cultural differences in cross-cultural activities, and then complete cross-cultural communication activities effectively and smoothly [1]. At present, with the development of society and the requirements of internationalization of universities, many English teachers have begun to realize the importance of cross-cultural communication and become interested in it, which fully reflects the necessity of keeping pace with the times in our college English.

Second, the significance of cultivating cross-cultural awareness

In the practice of cross-cultural communication, people find that cultural errors are more serious than language errors, because language errors are inaccurate and unclear at best, but cultural errors can lead to misunderstanding or even breakup between two people. Communication is our main purpose in learning English. Therefore, in the process of foreign language learning, teachers should consciously cultivate students' cross-cultural awareness, try their best to increase students' contact with different cultures, so that they can acquire the ability to solve cultural conflicts in the collision and integration of various cultures, thus contributing to mutual understanding and respect between different cultures and nations. In short, in college English teaching, only by organically combining culture teaching with language teaching can we achieve the purpose of foreign language learning. First of all, it can stimulate students' interest in learning English. In college English teaching, in fact, many students have a negative attitude towards English learning. In addition, objectively, our school's curriculum and examination requirements also make students rarely have access to different classics such as literature, religion and culture, which are important components in the process of language learning, so teachers should combine teaching materials to cultivate students' cross-cultural awareness in a targeted manner [2]. As we all know, interest is the best teacher The introduction of target language culture can make students interested in English learning, so as to achieve the purpose of learning English actively. Secondly, cultural barriers in communication can be eliminated, the proportion of pragmatic failures can be reduced, and contradictions and conflicts caused by cultural differences can be reduced, thus improving the possibility of successful cross-cultural communication and promoting cultural integration. Therefore, it is very necessary for teachers to cultivate students' cross-cultural awareness in class, so that they can actively learn other cultures. Third, it can improve students' comprehensive cultural literacy. This is not only reflected in students' mastery of English language skills, but also in their rich cultural knowledge. In the long run, it broadens students' international horizons, strengthens their understanding of multi-civilizations, and lays a good foundation for cultivating talents with "world vision".

Third, based on college English teaching cross-cultural awareness training path

In college English teaching, there are many ways to cultivate students' cross-cultural awareness, but the best way is to let students fully integrate into the cultural atmosphere of the target language, because language use is a habit to a great extent, and it happens that our students and even teachers have little or no chance to study or live in the target language country. Therefore, as teachers, we should promote students' awareness of cross-cultural communication through the Internet and other educational resources, supplemented by various teaching methods, according to the existing learning environment.

(A) improve the cross-cultural literacy of English teachers

As we all know, learning from each other is a very important teaching principle. Because teachers play a leading role in teaching, it is particularly important for teachers to cultivate students' intercultural communication ability, which also puts forward higher requirements for teachers. The duty of a teacher is to preach, teach and dispel doubts. Whether in class or after class, teachers' words and deeds and their cultural literacy will exert a subtle influence on students. Therefore, if we want to better cultivate students' cross-cultural awareness, then as a teacher, the first thing is to constantly improve their cross-cultural literacy, or it is necessary to participate in some cross-cultural education and training [3]. Only in this way can teachers perform their duties better, thus successfully completing the teaching task of cross-cultural communication.

(B) pay attention to cultivating students' cross-cultural awareness

First of all, in classroom teaching, we should pay attention to the introduction of cultural background knowledge in teaching materials, so that students can understand the typical mainstream cultural phenomena in English-speaking countries, which can appropriately let students appreciate classic literary works and improve their cultural literacy. Secondly, taking advantage of students' interest in the target language culture, teachers should let students actively observe and compare in teaching, then evaluate the culture and think about the reasons for cultural differences. For example, the differences between Chinese and western color culture, Chinese and western food culture, Chinese and western festival customs culture and so on. In this way, students can not only understand the differences of cultural customs in other countries, but also deeply understand their own cultural customs, and at the same time enhance their cross-cultural awareness and improve the sensitivity and adaptability of cross-cultural awareness [4]. Thirdly, through case analysis, situational dialogue and role-playing exercises, that is, simulating Chinese and western cultures in different scenes, cultivating students' on-the-spot, real-time, vivid and effective cross-cultural awareness can further enhance students' interest in learning other cultures, deepen their understanding of their own and other cultures in simulated communication, and further improve their cross-cultural communication ability.

Improve teaching methods and create a culturally inclusive teaching environment.

First of all, teachers should make full use of existing teaching tools and rich network resources. For example, the rich cultural scenes or events in multimedia classrooms and current network resources can arouse students' senses and let students understand the differences between Chinese and western cultures and cultural backgrounds in this intuitive way of watching movies. Secondly, teachers can make full use of the existing network resources, so that students can explore the current political and cultural events or cultural phenomena and state their rational cultural understanding and judgment. Thirdly, teachers can make full use of the existing teaching policies of the school to further realize the purpose of cultivating students' cross-cultural awareness. For example, teachers can apply for culture-related elective courses or culture-related extension courses. Through the setting of these courses, teachers can freely and fully carry out professional cultural education and teaching. At the same time, students will have more opportunities to get in touch with the cultural differences between China and the West, so as to improve their awareness of cross-cultural communication and finally achieve the purpose of applying what they have learned.

To sum up, the cultivation of students' awareness of cross-cultural communication is not a one-off event, it requires teachers' careful planning and long-term efforts and persistence. Teachers should try their best to create a strong learning atmosphere in the classroom, so that students can unconsciously fall in love with the rich cultural differences brought by language, thus further stimulating their interest in learning language and language culture. Through this virtuous circle, teachers can cultivate their awareness of cross-cultural communication more easily, and at the same time, they can broaden students' international horizons and help students solve various problems arising from cultural differences in cross-cultural communication. Only in this way can we finally improve the quality of foreign language teaching and realize the practical purpose of language.

References:

Chen Xin. Exploring the curriculum of international foreign language talents training from the perspective of intercultural communicative competence [J]. Foreign Language Circle, 20 12, (5).

[2] Huo. Reflections on the Cultivation of Intercultural Communicative Competence in English Teaching [J]. Adult Education in China, 20 12, (3).

Hao Ping. Theory and practice of university internationalization [M]. Beijing: Peking University Publishing House, 20 13: 172.

[4] Chen Yan. Cultural understanding-265438+the important goal of foreign language education in the 20th century [J]. Foreign Language and Foreign Language Teaching, 2000, (2).

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