Junior English Teaching in Cross-Cultural Teaching.docVIP

Junior English Teaching in Cross-Cultural Teaching Keywords:: language and culture; cross-cultural teaching; barriers; measures. Introduction In recent years, in foreign language teaching, cross-cultural teaching to be more and more attention to cultivate awareness and ability to cross-cultural communication is in English teaching an undisputed consensus. However, in specific teaching practice, especially in the junior high school, simple language teaching is still in an absolute advantage, whether it is from teaching plans, or teaching content, but also whether it is from the students sit on, or teaching methods, have formed a very strong climate, cultural awareness, however, weak teachers and students, classroom cultural elements so scarce, cross-cultural way of teaching is very difficult. Therefore, a careful study of cross-cultural teaching, students explore the cross-cultural communicative competence means to truly improve the quality of teaching middle school English and train the future needs of society people are of great significance. 1. The relationship between language and culture With regard to the relationship between language and culture, describing the many, and some said to be in harmony, with some saying that blood ties, as well as to say that flesh and blood. Whether that tells a little description of both things in common, namely, language and culture is inextricably linked to has always existed between the intrinsic link. Language is part of the culture at the same time language is the carrier of culture. That language has a dual nature. This dual nature of the identified language and culture, indivisibility, as the famous French scientist Roland Barthes symbol (Roland Barthes 1984) said, “No matter where perspective, culture can not do without language.” Qing Dynasty in China the emperor concubines are beauties 3000, ladies of the house hierarchical, Chinese in the name of the palace so rich and varied vocabulary, such as the quee