How-to-raise-students

龙源期刊网’culturalawarenessinprimaryschoolEnglishclass作者：龙凌珠来源：《中学生英语·外语教学与研究》2016年第08期ThepurposeoflearningEnglishistouseitfreely.However，theprocessofstudents’realEnglishstudyingandusingoftenmeetswithmuchtrouble.Therefore，theyneedtherelevantculturalknowledgeandcorrectculturalawareness.1.ApproachestocultivateculturalawarenessinprimaryschoolInthebookContextandCultureinLanguageTeaching，Kramschstatesthatculturalawarenessfacilitatessecondlanguageacquisition.However，itisoftenthecasethatChinesestudentslearnEnglishcultureintheabsenceofauthenticEnglishenvironment.Eitherduetolimitedteachingenvironmentorfaculty，studentsseldomgetthechancetocommunicateinEnglish.Therefore，howtocreateauthenticsituationinclassisonefactorneededconsideringforEnglishteachersinChina.SuchapproachesasthefollowingmaywellbecarriedoutinEnglishclassroom.2.Communicativeapproach—CreatinganauthenticcommunicativeclassatmosphereCommunicative-drivenlearningismuchmoreefficientthanthetraditionallearningmethod，becausestudentsusuallyaremoremotivatedandinterestedwhenlearningwiththepurposeofcommunication.Byadoptingcommunicativeapproach，studentscanfreelyinvolvethemselvesinthecommunicativeactivities，likespeaking，listening，thinkingandevenplaying.However，itisoftenachallengingtaskforteacherssincetheyhavetointegratetheactualcommunityandsociallifeoflearnerswhendesigningtaskstocreatemorerealisticandauthenticsituations.Theteachers，especiallythoseinprimaryschool，shoulddesignlotsofgamesandactivitiestoarousestudents’interestaccordingtotheircharacteristics.Inthisway，studentswillgrasptheknowledgehappilyinafreeclassatmosphere.Itgoeswithoutsayingthat，toobtaintheharmoniouscombinationofthecommunicativelanguageandeffectivefactors，communicativeclassroomistheplacewherethemeaningfulinteractiontakesplace.However，theinter-culturalcommunicativelanguageteachingissupposedtoattainthe“real-life”communicationintheclassroomand“equipourstudentswithtoolsforgeneratingunrehearsedlanguageperformance.”（Brown，2001：61）.Afterall，therearesomedifferencesbetweenclassroomandrealsituation.Whentheyleavetheclassroom，theyshouldspendmuchmoreenergythanonthearrangementordesignsofclassroomactivities.Thisisdefinitelyoneofthemajorchallengesofcommunicativeclassroom，soteachersshouldthoughtfullydealwithaffectivefactorsinclassroomactivities.龙源期刊网—Role-playandmini-dramaThetask-orientedapproachischaracterizedbyco-operativelearning.Cooperativelearninginlanguageandcultureteachingcanhelplearnersformapositiveaffectivestate.Itcanreducethelearner’sanxiety，promotethestudents’motivation.Inaddition，itcreatesopportunitiesforteamworksothatstudentscanlearnhowtodividethelabor，howtocooperatewitheachother，etc.Thisapproachofcultureteachingisefficient.Whenstudentshaveunderstoodthelanguageusedinasituationandthengoontogainanunderstandingoftheculturalfactorsatwork，thisisoneofthemostabsorbingandexcitingChaptersofanEnglishlessonforthem.Thisapproachprovidesstudentsmoreopportunitiestopracticetheircommunicativeabilityaswellasraisestheculturalawarenessofstudents.Buttask-orientedapproach，asastrategyofteaching，isstillnotperfect.Theseproblemsareworthyofbeingprobedintoandmuchresearchneedstobeconductedtosolvethem.4.Audio-visualapproach—UsingaudioandvideoclipsTheaudio-visualapproachmeanstoguidestudentstoexperiencetheculturalatmosphereofEnglish-speakingcountriesbytheuseofvariousaudio-visualaids，suchastapes，radio-broadcasts，videos，computeraidedinstruction，films，cuttingsfromnewspaperandmagazinesandallotherkindsofregalia.FilmsandTVscanbeusedtohelpstudentsunderstandtheculturalbehaviorofEnglish-speakingpeople，accordinglytocultivatethestudents’culturalawareness：whattheyeat；whattheywear；whathousestheylivein；howtheymakefriends；whattraditionalactivitiestheyhaveontheirimportantfestivals，like“ChristmasDay”or“ThanksgivingDay”.5.ConclusionThispaperprovidessomesuggestionstoprimaryschoolteachersastohowtoraisestudents’culturalawarenessinthathopethattheEnglishteachingpracticeinprimaryschoolcanbeimprovedabit.（作者单位：深圳市龙华新区大浪实验学校）