Paper Keywords: College English Teaching Cultural Awareness Training Ways

Abstract: The introduction of culture teaching can organically combine language knowledge with pragmatic rules and cultivate students' cross-cultural pragmatic competence. This paper expounds the cultivation of cross-cultural awareness in English teaching.

With the highly integrated global economy and the rapid development of modern high technology, people are increasingly aware of the importance of cross-cultural communication. As the leader and guide of language learning, teachers should shoulder this important task, actively infiltrate and practice this teaching concept in the daily language teaching process, so that students can truly master a language and cope freely in cross-cultural communication. Some people think that culture is a complex social phenomenon. British culturist Taylor put forward:? Culture is a complex, which includes knowledge, belief, art, law, morality, customs and any other abilities and habits that people acquire as members of society. ? The process of communication is a process in which people use linguistic knowledge and social and cultural knowledge to transmit information. Therefore, learning a language is inseparable from understanding the cultural background knowledge reflected by the language. The so-called cross-cultural communication is a series of activities in which people from different cultural backgrounds share information, thoughts and feelings with each other.

Experts estimate that there are about 5,000 to 7,000 languages in the world, among which English has become one of the most commonly used languages. In English learning, college English teaching is the most critical link to improve students' English level, and its main goal is to cultivate students' ability of cross-cultural communication in English. However, at present, most of the various certificate examinations are aimed at testing students' English language knowledge and ability to take exams. In this way, the process of English teaching inevitably overemphasizes the teaching of language knowledge and often ignores the culture contained in its language. English teaching is language teaching and should be based on cultural teaching. English teachers should not only teach language skills, but also integrate the cultivation of cross-cultural awareness into language teaching. Language and culture are inseparable. Language is the carrier of culture, the main manifestation of culture, and a communication tool used by human beings to express their thoughts and convey their feelings. Culture is the environment and foundation for the existence and development of language, and there is an interactive relationship between them. People feel culture in the process of learning and using language. To really understand a language, you must understand it? Behind? Culture. On the other hand, understanding culture must also be through language. To learn a language, we should not only master pronunciation, grammar, vocabulary and rhetoric, but also understand the cultural traditions, customs, ideology, social norms and language behavior of the country where the language is being learned, that is, the social culture of the country. If knowledge teaching is divorced from social and cultural background, that is, language and culture are separated, it will not only affect the understanding and mastery of language, but also lead to incomplete, inaccurate and vivid information transmission, and even unnecessary misunderstanding. Therefore, the study of cultural differences and the integration of this research result into English teaching have become an issue that cannot be ignored.

The new syllabus clearly points out that the ultimate goal of college English teaching is to master and use the language knowledge learned, that is, the ability of written or oral communication. The improvement of communicative competence requires not only mastering language knowledge, but also understanding the cultural background of language-speaking countries. The meaning of language is inseparable from the language environment. Through a nation's language, we can get a glimpse of its rich cultural forms and its cultural psychology. In other words, only by knowing each other's language habits and behaviors can we communicate effectively. On the contrary, if we only pay attention to the superficial meaning of language and ignore its deep cultural connotation in foreign language learning, it will be difficult to really master the language and truly understand the information conveyed by the language.

In English teaching, the relationship between language and culture has long been neglected. In teaching practice, it seems that as long as you master the vocabulary and grammar rules, you can understand and communicate in the applied language. This obviously deviates from the fundamental purpose of English teaching. Therefore, in order to better cultivate college students' cultural awareness and cross-cultural communication ability, college English teachers should make efforts to activate subject teaching resources in teaching practice, make full use of students' solid knowledge of mother tongue and the cultural knowledge of corresponding English-speaking countries, compare and identify, find out similarities and differences, and then strengthen understanding and understanding, truly understand the infiltration and integration of different cultures in different languages, and accelerate the development of students' comprehensive language application ability and cross-cultural integration. So how to cultivate cross-cultural communication ability and avoid cultural conflicts? I think we can start from the following four aspects.

First of all, improve their own cultural literacy.

This is the primary task of teachers. In order to make students understand the cultural characteristics of language countries in detail, comprehensively and deeply, teachers should have not only solid knowledge of bilateral languages, but also bilateral cultural knowledge. This dual cultural accomplishment is an important prerequisite to ensure English teaching. At the same time, we should constantly enhance our insight and sensitivity to the culture of the language we have learned, and grasp and understand the latest cultural trends, so as to scientifically and correctly guide students to broaden their cultural horizons at the first time, and then enable students to understand the cultural characteristics of the language they have learned, so as to accurately use the language for smooth communication.

Second, introduce social and cultural knowledge in a targeted manner.

At present, in China's English teaching system, most of them adopt conventional classroom teaching. Therefore, teachers play an absolute leading role. However, teachers often simply explain vocabulary, grammar and key points in class, ignoring the targeted dissemination of social and cultural factors that affect communication. After realizing the role of culture in language teaching, teachers should pay attention to the teaching of cultural knowledge, including politics, economy, social class, family structure, professional characteristics, superior-subordinate relationship, social activities and so on. From daily greetings, goodbye, thanks, appointments, phone calls, eating habits, taboos and so on.

Third, make full use of teaching AIDS.

Make full use of teaching AIDS and constantly improve teaching methods. Classroom teaching should control cultural teaching in quality and quantity, make full use of modern multimedia teaching methods, fully stimulate students' learning enthusiasm and interest, mobilize students' learning enthusiasm, and show western culture to students from multiple angles and directions. In order to satisfy students' thirst for knowledge and cultivate talents with high intercultural communication ability. Students should not only learn and master foreign languages and cultural connotations from textbooks, but also intuitively understand the culture and society of the destination country by reading relevant newspapers and magazines and watching relevant film and television programs under the guidance of teachers. In classroom teaching, we can also insert meaningful materials from western English literary works, newspapers and magazines, current affairs reviews and even movie lines to guide students to learn cultural knowledge, strengthen cultural literacy and expand cultural horizons. In addition to infiltration in the classroom, teachers should also encourage students to listen to various English broadcasts, learn to sing English songs and watch TV programs. Guide students to make full use of advanced network technology, search and browse network materials and watch original movies, so as to feel the charm of language and appreciate the local culture and customs of Britain and the United States. In spare time, organize English corner, hold campus cultural festival, enrich campus cultural life, carry out elective courses of British and American culture, hold cultural lectures, organize English evenings, rehearse English dramas and textbook dramas, etc., so as to improve students' comprehensive ability of cross-cultural communication.

Fourth, pay attention to the cultivation of nonverbal communicative competence.

In cross-cultural communication, we must attach great importance to the differences between Chinese and western cultures. In our communication with the west, there are indeed many cultural differences in customs and habits under different cultural backgrounds. Even conflicts directly affect the effectiveness of cross-cultural communication. Therefore, in teaching practice, it is necessary to cultivate students' communicative competence by comparing the differences between the target language and the mother tongue, and the teaching and acquisition of communicative culture must also be compared to achieve the expected results.

The cultivation of cross-cultural awareness and attention to cultural differences should also be reflected in all aspects of college English teaching. Culture is rich in content and form, and it permeates all aspects of social life. Because of the different ecological environment in different regions, different living conditions of all ethnic groups have been formed, which has created their unique cultural psychology. In the process of spreading culture, it is inevitable to have differences and collisions with the inherent thinking and cultural precipitation of foreign language learners. The responsibility of guiding students to correctly understand and treat this difference falls on Chinese teachers. In cross-cultural communication, the really effective communication is the exchange and communication of cultural information, thoughts and feelings, which undoubtedly requires the accumulation and application of cultural learning in the process of language learning.

References:

[1] Jia Yuxin. Cross-cultural communication. Shanghai Foreign Education Press.

[2] Hu Wenzhong. Cross-cultural nonverbal communication. FLTRP Press.

[3] Chen Shen. A study of language and culture teaching strategies. Beijing Language and Culture University Press.

[4] Lin Dajin. Cross-cultural communication research. Fujian people's publishing house.

[5] Deng Yanchang. Language and culture. FLTRP Press.

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