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      OntheEssentialIngredientsofModernCulturalSyllabus

      2015-12-24 13:01:26王丹邱劉英波
      山東青年 2015年2期
      關(guān)鍵詞:王丹

      王丹邱+劉英波

      Abstract:lntegratingculturallearningwithinEnglishteachinghasgraduallybeenacceptedasacommonpracticeintheEnglishlanguageteachingclassrooms.Basedontheinseparablerelationshipbetweenlanguageandculturethisessayanalyzestheessentialingredientsofmodernculturalsyllabusandbelievesthatlanguageteachershavetofollowaculturalsyllabusspecifiedwithanintroduction,asetofteachingmaterialsandacomprehensiveglossary.

      Keywords:culture;culturalstudies;syllabus

      Ⅰ.Introduction

      Formabout40yearsago,culturestartedtobeconsideredinseparablefromtheteachingoflanguages.Scholarsbelievethattheculturalcomponentoflanguageteachingcametobeseenasthepragmaticfunctionsandnotionsexpressedthroughlanguageineverydaywaysofspeakingandaction.Thisessaymainlydiscussesthebasicingredientsofmodernculturalstudiessyllabus.

      Ⅱ.Theessentialingredientsofmodernculturalstudiessyllabus

      A.Cultureandculturalstudies

      Culturemeansdifferentthingstodifferentpeople.Culturehasbeendefinedas"alistoffacts"or"ahodyoffacts"associatedwithasociety.Thus,culturalstudiesisonlyanexerciseofcollectinginformationconcerningthebackgroundinformationsuchas,geography,history,industry,economy,tradition,religion,achievementlikeworksofart,literature,architecture…andmanyothersfacts.Mostofthesefactscanbefoundspecifiedclearlyinthehooksavailableinlibrariesforthelearners.

      B.Theessentialingredientsofmodernculturalstudiessyllabus

      Syllabusis"aspecificationofwhatistobetaughtinalanguageprogrammeandtheotherinwhichitistobefaught."Modernculturalstudiessyllabusmainlyconcernswiththestudyofthetargetculture.Culturalsyllabuscontainsthreemainingredients:aninfroduction,asetofteachingmaterials,acomprehensiveglossary.

      1.Anintroduction

      Objectivesoraims,theprinciplesonwhichthesyllabusisbasedandthepotentiallearnergroupareusuallydescribedexplicitly.Theaimofamodernculturalstudiessyllabusistowidenstudents'culturalhorizonsanddeveloptheirinter-culturalawareness.Theprincipleofconstructingthesyllabusisfocusedontheskills,aimingatthestudent'sacquisitionofknowledgeandwillingnesstounderstanddifferentcultures.Theskills,asDanovalistedinherculturalsyllabus,are"criticalreadingandlisteningskills;comparingandcontrastingskills,ethnographicskillsandresearchskills".

      Inthispartthelevelofthepotentiallearnershouldberegulatedbecauseitconcernswiththeselectionofteachingmaterialsandthepossibilitytocarryoutsometaskandactivitiesintheclassroom.

      2.Asetofteachingmaterials

      Thisisthemostimportantandessentialpartinaculturalstudiessyllabus,sinceitspecifiestheselectionandprogressionoftheteachingmaterials.Oneimportantteachingmaterialisthetextbook,whichshouldcontainawiderangeoftargetculture,sourcecultureandinternationalculture.Sothatitmay"raiselearners'awarenessofinterculturalissuesandenablethemtocommunicateeffectivelyandappropriatelyinavarietyofcommunicativecontexts."Thetextbookshouldcoversomeorallofthefollowingaspects:socialidentityandsocialgroups;socialinteraction;beliefandbehaviour;socialandpoliticalinstitutions;socializationandthelife,cycle;nationalhistory;nationalgeography;stereotypesandnationalidentity".Stereotypesmaybethestarting-pointinthetextbook.Because,learnersalwaysconsiderthemselvesasexpertsinthisarea,itcreatesinterest,andthusbecomesamotivatingfactor.Andtheotheraspectsmaycomeafterit.endprint

      WhileNunanarguesthatnoneofthegiventextbookisenoughtomeetthevariousneedsofthelearnerintheclassroom.Supplementarymaterialsshouldbeincluded.Somesuggeststhatpictures,photos,diagrams,forms,chartsshouldalsobeincluded,sincetheyareeasilyunderstoodandcanstimulatethelearner'sreflectiononthetargetculture.Thematerialmaybeasvariedastypesofclassesandagegroups.

      3.Acomprehensiveglossary

      Thevocabularyintheglossaryinthesyllabusmustbe,thenewwords,keyexpressionsandimportantphrasesappearingintheteachingmaterials.Theprincipleofselectingandgradingthesewordcouldbethefrequencyofthewordsappearinginlearners'everydaylifeortheneedsofthestudents.Theglossarypreparesteachersespeciallylearnerwithwhatwillbereadortalkedinacertaintext,andalsoprovidesadditionalwordsandphrasesrelatedtothetopic;therefore,whenstudentscommunicate,theycanhaveaccesstotherelevantwordsorphrases.Asaresult,theybuilduptheirvocabularyintheparticularfieldofculture.

      Since,therearedifferentdefinitionstosyllabus,culturalstudiessyllabusmayhavesomeotheringredientssuchasteachers'role,timeschedule,evaluationeventhemethodsandprocedures.Nomatterwhatthedefinitionofasyllabusis,culturalstudiessyllabusmustbeplannedcarefullyandspecifiedexplicitlybecauseitisapublicdocumentandmustsurvivethescrutinyofteachers,studentsandrelevantauthorities.Whereas,itshouldopentorevisionrespondingtothefeedbackofallconcerningaudience.

      Ⅲ.Conclusion

      Raisingculturalawarenessandasenseofcross-culturalunderstandingmostlyremainsthe'hiddencurriculum'oflanguageteaching.InordertointegrateculturalstudieswiththeELTcurriculumteachersshouldcreateapositiveclassroomclimate,buildupresourcesfortheirteaching,andcarrytheresponsibilitytoacknowledgethecloserelationshipbetweenacquiringalinguisticandaculturalcompetenceintheEnglishfeachingclassroom.

      [Bibliography]

      [1]Danova,R.(1999)"Branchingout--aculturalstudiessyllabus."IATEFLIssues.April-May.

      [2]Nunan,D.(1999)SyllabusDesign.Oxford:OUP.endprint

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