Lead: Language is the carrier of culture, and English has become the carrier of multiculturalism. Facing the needs of cross-cultural communication, English language and culture education has become an important part of college English education.

Paper Keywords: cultural connotation, diversity, English teaching

From the perspective of cross-cultural communication and language use, it is the requirement of the multi-cultural pattern in the world to interpret the cultural diversity and inherent richness in the use of English language, as well as the inseparable relationship between language and the culture it carries. It can provide a new theoretical research space for how to learn to absorb foreign languages, learn and integrate foreign cultures for cross-cultural communication in multicultural areas.

I. Language and culture

Language and culture complement each other and are inseparable. Language is a special carrier of culture, and culture is the soul and spiritual pillar of a nation. Culture influences and restricts the process and effect of language communication. As a communication tool, language can express the conceptual meaning of the object; In addition, as a carrier of culture, it also contains the national cultural significance and cultural psychology of language.

Second, English and English culture

In the process of learning English, people mainly learn about the social outlook and cultural customs of the destination country through reading, and most of the reading materials come from one or two native-speaking countries. So some people think that "the language of English is inseparable from the culture of one or two English-speaking countries." This is an illusion, because this theory cannot fully explain the role of English as a medium of cross-cultural communication. What these people say is that "language is neither an abstract' human language' nor a microscopic' speech' to individuals, but refers to the language of a country, a region and a tribe." Therefore, it seems to be inferred that British culture is British culture. However, this illusion is because confusing culture is inseparable from language, and a certain culture is inseparable from the boundaries between specific languages. Therefore, language and culture must not be equated. Because today's English culture contains a wide range.

Third, diverse English culture.

From the perspective of sociolinguistics, today's English culture (English culture in a broad sense) is diversified, and its contents can refer to:

(1) British culture;

(2) the culture of English-speaking countries, that is, English culture in a narrow sense, such as American culture, Canadian culture, New Zealand culture, Australian culture and some countries in the Caribbean;

(3) Non-English and non-Western cultures with English as the medium;

(4) The cultural content of ancient Greek and Roman civilization.

There is no doubt that English carries British and American culture. English, as the language of mother-tongue countries represented by Britain and the United States, carries the culture of the mainstream society, and also acts as a communication medium between non-mainstream and non-English-speaking immigrant groups and the mainstream society. If English doesn't have the cross-cultural bearing capacity, about 250,000 Chinese living in new york can't communicate with the mainstream American society (of course, their communication is conducted through immigrants who know English). From this perspective, English is the carrier of British and American culture, and by extension, English is the carrier of western culture. At the same time, English is also a carrier of foreign, non-British and non-Western cultures. In addition, as a language tool for international communication in foreign language countries (such as China), it reflects the political stance of the government and the cultural life of the people (that is, it is the carrier of China culture in China and South Africa culture in South Africa).

Fourthly, the relationship between English and different cultures.

What is the relationship between English as an international communication language and cultures of different countries? It can be summarized by the changing relationship between confrontation and integration. World language-English is being used as the internal language of mother-tongue countries and second-language countries, and it is also widely used as a communication tool between English-speaking countries and non-English-speaking countries. In use, the logic and tradition of westerners embodied in English itself constantly "collide" with the logic of mother tongue there and the national traditional norms of users, that is, the so-called confrontation between English and the culture of the country; With the passage of time and the adaptation of the environment, some things fixed by English itself, even some "collisions", survived in the cultural environment of the country, that is, the so-called integration of English and the culture of the country. In the multicultural areas of the world, people are always learning to absorb foreign languages, learn and integrate foreign cultures, and conduct cross-cultural communication.

Fifth, the diversification of English language and cultural connotation and English teaching

English language and culture education is an important content that cannot be ignored in foreign language teaching. In order to comprehensively improve students' ability to understand and use English, English educators must fully understand the relationship between English culture teaching and language teaching. In the teaching process, they should not only attach importance to language knowledge, but also attach importance to cultural teaching. In college English teaching, it is necessary to reveal the cultural connotation of English language. Only in this way can we improve students' learning efficiency and achieve the goal of cultivating students' intercultural communication ability.

"As a world language, the cultural connotation of English is diverse, with both western and eastern cultural elements; There are elements of Christianity, Buddhism and Isx. " It can be seen that the influence of the diversity of English language and culture on English teaching process and effect should be fully considered in English teaching. Therefore, educators should pay attention to the following aspects:

(A) create a three-dimensional teaching environment, avoid confrontation with local culture, and truly achieve the coordination of language and culture.

Creating a three-dimensional teaching environment in English language and culture teaching is to organically unify the three dimensions of language and culture teaching, that is, learners, the target environment for learners to use the language in the future and the learning and living environment of learners at that time, and form a three-dimensional classroom structure. Taking English teaching in China as an example, "English is basically taught in China, studied in China and used in China". In this environment, "China culture has always been dominant, and the input of foreign culture can only play a supplementary role." Smith pointed out in 198 1: "Once a language becomes an international language, it cannot follow a cultural convention." In other words, in order to do business with Filipinos in English, China people don't need to learn to appreciate the British way of life, and they don't need to issue a standard British accent. In recent years, due to the strengthening of English culture teaching consciousness, teachers blindly emphasize some conventions of foreign cultures and the one-sided coordination between language and culture in the process of English teaching. Little did they know that they ignored the learners' learning and living environment at that time, and the result was that "the language seemed pure, but the coordination was destroyed because they made the mistake of confronting the local culture." Therefore, we can't forget the China culture carried by English.

(B) a correct understanding of the role of school curriculum

It is necessary for some people who will be engaged in work closely related to foreign culture to understand the culture of the target country. Even so, the school curriculum can only play a guiding role, just as we just follow the textbook content (English cultural conventions) in the teaching mentioned above, and we can't adjust measures to local conditions according to the time (that is, we can't decide the choice of materials according to the real environment in which speech events occur, that is, the learners' learning and living environment at that time, to decide the appropriateness of speech), then some behaviors in teaching will lead to cultural misleading. Therefore, to correctly understand the role of school curriculum, we should not exaggerate its role unilaterally. To understand the whole picture of foreign culture and adapt to it in practice, you must live in it for a period of time.

(c) Supplement the teaching staff and employ native speakers to teach.

In order to supplement the teaching strength, we invited many native speakers to teach. They should clearly realize that English is the carrier of multiculturalism. People who come to China to teach should receive necessary training and be psychologically prepared for the cultural differences that may be encountered in this foreign culture (China culture), so that they will not be angry because of an unpleasant greeting, nor will they be confused because of each other's modesty. Teachers and students must realize that "the cultural environment of students is the starting point of cultural classes, and the cultural environment of the destination country is the end point". Only when the starting point is determined can teachers and students finally reach the end point smoothly. Never put the cart before the horse. At the beginning of learning, teachers blindly impose the cultural environment of the target country on students (from the end). "In this sense, it is more important for teachers to understand the cultural environment in which students live than to let students know the cultural environment that teachers will introduce to them." However, in the actual teaching practice, if a foreign teacher knows nothing about the students' cultural environment and only presents the cultural customs of the destination country in class, regardless of the risk of confrontation with the culture of that country, let the students imitate and accept it, and it is conceivable what kind of teaching effect will be received. Some students will refuse to accept it. Even if students imitate and accept some cultural conventions in classroom settings, teachers can't show them all the life links that may use conventions, and there are still many gaps in students' "self-expression". This is because students still live in many cultural customs of their mother tongue, and what foreign teachers present in class is only the demonstration and embellishment of foreign cultures. Therefore, in view of the diversity of English culture, we need such foreign teachers: after learning and training, they can "find their place in two cultures" with a little help when facing China students, and they are comfortable in teaching. Let students accept and absorb foreign cultures while respecting and adapting to their mother tongue culture. Only in this way can we get twice the result with half the effort in cultural teaching. This is much easier than asking dozens of students to adapt to the teacher.

Around the world, different nationalities and languages are in contact with each other, forming a multicultural pattern. Language is the carrier of culture, and English is the carrier of multiculturalism. Facing the needs of cross-cultural communication, English language and culture education has become an important part of college English education. Make clear the fact that English is the carrier of multiculturalism, and study the relationship between English language and the culture it carries from the perspective of intercultural communication. This will undoubtedly challenge the original ideas and methods of English language and culture teaching. Therefore, it provides a new theoretical research space for multicultural areas to learn to absorb foreign languages, learn from and integrate foreign cultures for cross-cultural communication.

References:

[1] Yan Zhiqiang. Introduction to World English [M]. Foreign Language Teaching and Research Press, 2002.

[2] Chen Yuan. Sociolinguistics [M]. Lin Xue Publishing House, 1983.

[3] Zhang Zhengdong. The principle and mode of foreign language three-dimensional teaching method [M]. Science Press, 1999.

[4] Wang Qiang. Action research on English teachers [M]. Foreign Language Teaching and Research Press, 2003.

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