The abstract ： This article plans to make contrast of glossary differences between Chinese and English under the two languages cultural context to reflect in each aspect and so on. How implication, daily life, name, social etiquette,sex, sentimental color , discusses in English glossary teaching melt the cultural knowledge in the language, inducts cultural moderation, thus enhances the glossary teaching efficiency, achieves the true goal of glossary teaching.
Key word: Cultural difference English glossary teaching
1. introduction
English teaching shares most features of teaching with the teaching of other school subjects in common. As we all know word is the sentence fundamental unit. Generally, each word is the element of speech (Lu Guoqiang , in 1983).Some people regard English study only as the commanding of word, phrase, short phrase, grasping its pronunciation, the spelling and the meaning ，grasping some basic grammars, knowing how to connect words, phrases and so on . Having grasped these, English study can be well simultaneously. Otherwise, if we only are string together the unit according to the letter significance, but slightly does not understand the related cultural context knowledge, in actual utilization is invalid. For example: (1), what meaning in English green with is envy? The people are jealous when the complexion really to change green or turn green? (2), In English Paul was in blue mood; What mood is Paul? Happy, excited, is sorrowful, or what? In upper row two, green and blue don’t refers to the Color.The two words both have another meaning reflecting some kind of culture aspect association -- From the wording to look this meaning is not obvious. In the dictionary, green has "(complexion) to change green " the meaning, but green with envy is afixed word group, but expressed "extremely jealous ". Blue estimates presently some kind of mood when with mood and so on. Word Lian Yong, indicated "depressed ", "melancholy ", the example 2 meaning Paul mood is low. Above two examples involve to the wording significance and the association connotation significance, this is the language cultural difference question.In the teaching process ,We discovered many students in understanding goal language (target language), meeting the barrier language knowledge created by no means from word limits, but is caused by the cultural difference. Thus it can be seen, strengthening the language cultural element in the glossary teaching to reveal the real meaning is especially important.
2. Language and culture
The goal of studying a language is for exchange.Without a doubt, the glossary teaching also must serve for this goal. Human relations is not only a language phenomenon, but also a kind of cross cultural phenomenon. In the teaching, we must carry on the contrast of the two kinds of human relation cultures. We must begin with culture firstly.
The word culture has wide implications. Its narrow sense refers to literature, music,fine arts and so on, but generally it is a sociological terminology according to the sociologist and anthropologist's "cultural " definition. "Cultural " which we said refers to the unique belief, the custom, the system, the goal and the technical total pattern which a society has. (Deng Yanchang, Liu Runqing in 19) The language is a cultural part, and is playing the vital role to the culture. Some sociologists believed that it would not have the language if it does not have to have the culture; On the other hand, the language receives cultural influence, and reflects culture. We can say the language reflects a national characteristic, it is not only containing this nationality's history and the cultural context, but is containing this nationality s view to the life style and the thinking mode.
3. The main problem existing in middle school English glossary teaching .
Generally, Chinese learners start learning English from secondary school. Only in recent years that some elementary schools begin to open English class. In the 6years middle school English study process, the author discovered that the teacher teaches has a universal characteristic, which first teaches Shan Yu, the phrase,then teaches the text and makes the practice. Teaches make the word follow three principles: the sound, the shape, righteousness. "righteousness" also merely pauses in the word itself wording significance. But teaches regarding the text to overemphasize the language rule: How a word defers to the certain grammar rule to combine the sentence as well as certain word and the phrase acts as any ingredient in this sentence. Moreover, The inspection also merely to pause in the request that students association read, write as well as simply create sentences using the word. This reflects either one lacks the understanding regarding the cultural knowledge, or thinks it is insignificant to study the language in cultural aspect, therefore often does not treat cultural context seriously-----this is simply sets one side. This procedure malpractice is obvious. The major part of students who completed six years English study, in the heads have also packed the word and the phrase, what a pity was one unable to say a complete sentence .What have learned was still "mute English". Even in these days when English new teaching materials are already comprehensively used in the middle school, the situation is still the same . Because of above reasons, We paid close attention to speaking and listening training, the student could utilize the glossary which was studied to carry on the simple exchange. But because of lacks in the understanding to the language difference,down to the glossary uses is improper .For example, "力大如牛"is often translated into "as strong as cow".凡人皆有得意的 is translated into "Every person has a happy day. ", makes human relations aspect a series of mistakes. Its two examples correct form is :”as strong as a horse”,” Every dog has its
day.”
4. Comparison of Chinese and English literature, English glossary teaching.
(1)Wording significance and implication
The wording significance is basic or the obvious significance.
The word implication is the word concealment or the attachment significance.
We can see from this definition explanation that we not only must grasp the wording
significance,but also grasp the word implication. If we don’t understand the glossary implication,we can make the grave mistake in the language. Sometimes the good words works as the slander by mistake, causing a conversation side or both sides depression .
aonther example :"peasant "is righteousness of "farmer but in the foreigner eyes it is not the meaning of "farmer". In English peasant is the derogatory meaning。"American Tradition Dictionary" gives the definition for peasant: the "country folk, the farmer,country bumpkin ", "ill-breds person, aspe;’. rity person".Newly organized Latitude University Dictionary": "generally refers to one who has not received the education, social low person ". In Chinese, "farmer " refers to the person who is directly engaged in the agricultural production work, both in the revolutionary struggle period and socialist construction era .It is an important strength ,but not in the least derogatory meaning.
Moreover, let’s take‘ politician” and‘ statesman” for example . Is a politician
a "statesman "? In turn, what should Chinese "statesman "be translated into English? Some students translated the word into ‘ politician’. this is inappropriate. In the American English ,‘Politician’ often has the very intense derogatory meaning color, causing others' despising. It refers to one seeks personal gain to be in office , sophisticated. This word also has‘ smooth--operator ”righteousness. Refers to a person is confident, is extremely experienced. Chinese "statesman" should be translated into statesman It is appropriate both in English English and the American English.The statesman mainexpression is good at managing the country; Usually the high-quality government officials who have the prestige are called statesman.
(2) cultural distinguishment in daily conversation
Chinese to say hello around eating meal often terminology is "to eat" , but the American to use "Hello" or "Hi". If did not understand its implication, the American can believe, this kind of hello is saying : "Has not eaten although, Iam just about to ask you to go to my family. "In brief, saying hello like this sometimes to mean inviting listeners to eat meal. Moreover, which in Chinese " Where are you going? " ‘where have you been’? Saying hello like this, English envirionment speakers may not be happy. Their very response is: It's none of your business! (You manage result in?)
(3) political status difference in respected name
England perhaps in China, people's political status and the status have a difference. Differently, the status person in the daily work,the life can inevitably bump into the same place. This has given rise to matters of different status people.
(4). In other social etiquette difference
Invite "take please" as the example. But actually it is not suitable to use please in certain places. When others advance gate or firstly board, we don’t say‘ please’, generally say: ‘After you.’ But English beginners commoly use ‘You go first’. This is not right.
(5), English and Chinese language difference in sex
When discriminating animal's sex,English and Chinese also have the difference with the word. In Chinese, generally only uses"male " and "female "to differentiate the sex; For instance "bull ", "rooster ", "female chicken" and so on; In English then often respectively has the independent name, the micro-organism also has the name in addition. please look at the next table for concrete:
Always called Male name Female name Micro-organism name
Chicken chicken cock rooster Henchich
duck duck drake duck duckling
goose goose gander goose gosling
Horse horse stallion mare foal
cattle bull Cow calf
pig boar Sow shat
dog dog bitch puppy
sheep ram ewe lamb
deer stag Doe fawn
Certainly, not all animals must use the natural phenomenon name to differentiate female and male. Add male and female or she to the original name. For instance: Female panda , she-wolf and so on.
(6). sentimental color in the different language culture
Difference
Take "color " as the example, the different color the way which expresses in the different language is certainly dissimilar. In the Chinese representative one kind of significance, also expresses one kind of implication in the west, even to "color "implication understanding just the opposite. Please look at the next table:
Wording significance Implication
Green the green green-eyed envy ("disease of jealousy " but does
not need red-eyed) blue blue blue-mood depressed, melancholy a blue
Monday bad luck Monday red red red-faced embarrassed, to be
embarrassed, embarrassed in the red loses money, the debt, the deficit
White white A white lie does not cherish malicious rumour black black
in a black to manage an enterprise to gain yellow yellow yellow
journalism resourcefully to exaggerate immerses gathers or affects
reader's yellow journalism edition attitude
Five, concluding remark
The word is the sentence basic structure unit, is carries on exchanges
the essential important attribute. The glossary teaching cannot for
teach the glossary to teach the glossary, the cultural difference is a
glossary teaching important constituent. Only through carries on the comparison
to the Chinese and English difference, is the student the true collection
comprehends the word in the study glossary process the implication, and can
correctly utilize the glossary which learns to carry on the human relations, can truly
achieve the glossary teaching the goal.
teaching vocabulary in context
it is generally recognized that many second language learners have difficulties with their vocabulary. They hope to use English like native speakers, but they are not quite sensitive to the differences in nuances and shades of meaning, which often causes misunderstanding, embarrassment, impoliteness, or makes their discourse sound poor and even childish. This is a particularly relevant problem for my senior school students in China, who aim to be successful in communicating with native speakers and conveying different moods and connotations accurately.
1). What my students are top students in a senior high school in China, who aim to develop their learning strategies and learn English well enough to use it as native speakers some day. They have learned all the basic structures of the language. However, they need to broaden their vocabulary to express themselves more clearly and appropriately in a wide range of situations. The students might have a receptive knowledge of a wide range of vocabulary is limited. They often overuse some general terms or fail to identify appropriate collocations and contextual limitations in their writings and this is one of the areas that need greater attention. At this stage what we need to focus on is not only their understanding the meaning of words, but also being able to use them appropriately.
2). What should be covered in vocabulary teaching
Traditionally, vocabulary teaching has been equated with teaching word meanings. But lists of words, synonyms, and antonyms cannot give learners a better understanding of the kind of lexical choices available to proficient users of language, or why one alternative is better than another. This means lexical competence implies more than just knowing what a word means. It includes a number of other kinds of knowledge, such as what differentiates one word from other words that appear to mean the same; what other meanings a word might have; what other words derive from it; what kinds of associative links it has with other items in the lexicon; how it behaves syntactically and, just as important, its limitations of use according to situation and function.
3).implications for classroom teaching
According to Ooi &Kim-Seoh, students should be encouraged to make a habit of comparing and contrasting particular uses of language. To achieve this goal. It is suggested that new items should be taught with reference to a set of other words, to draw attention to conceptual differences as well as differences in use. For example, an invitation to new neighbors will be “Do drop in for a chat any time you feel like it” rather than “Do drop in for a talk /discussion/debate any time you feel it”, because the semantic set comprising the terms chat, talk, discussion and debate reflects a scale of increasing formality or seriousness. If one member of this set is taught in isolation from the others, it would be less efficient than presented in a full range that will allow students to contrast words.
It is also argued that it would be more useful to students for target items to be presented in collocation with at least one other word. I am convinced by Lewis that much of the output of native speakers of English comes in the form of ready-made chunks of language which are often difficult to classify under the traditional terminology of “grammar” and “vocabulary”. According to Lewis, chunks occupy a crucial role in facilitating language production, being the key to fluency. When I talk about chunks of language , I mean familiar multiword items such as phrasal verbs and functional phrases (how do on the other hand, if you see what I mean), compound words and collocations (traffic lights, pouring with rain, black and white), but also conversation or text organizers or fixed expressions and verbal expressions.
Based on Lewis’ theory, an explanation for native speakers’ fluency is that vocabulary is stored not only as individual words, but also as parts of phrases and larger chunks, which can be retrieved from memory as a whole, reducing processing difficulties. On the other hand, students who only learn individual words will need a lot more time and effort’s to express themselves. Consequently, it is essential to make students aware of chunks, giving students opportunities to identify, organize and record these.. as teachers, we should select proper teaching materials. After the texts having been dealt with for general meaning when students are already comfortable and familiar with them, we begin to focus on language items. After identifying some of the chunks available to the students, the next step is to guide them to observe and explore their range and limits more closely and to perceive their communicative potential. In this way, we can increase students’ awareness of the existence of a chunk and help them to use it accurately in future, we need to give students the chance to experiment with the chunks they have been familiar with. We hope that enough consolidation activities might help students recall necessary chunks more readily.
I can say that using all the opportunities to teach chunks rather than isolated words is a feasible idea that has been working well in my classes. However, both teachers and learners need more awareness raising activities to be able to identify multi-word chunks.
Through wide reading, context can also help students improve their vocabulary in accuracy and lexical force. A ser
ies of related articles will surely provide frequently repeated vocabulary. This will help learners recognize and and understand these words correctly. Besides, the same words in different contexts will also help learners get the range of meanings of these words.
Vocabulary taught in context through reading will give students more opportunities to process language use at a higher level and to develop semantic networks and other kinds of associative links that ultimately enhance learning.
Learning vocabulary through games
In learning a foreign language, vocabulary plays an important role. It is one element that links the four skills of speaking, listening, reading and writing all together. In order to communicate well in a foreign language, students should acquire an adequate number of words and know how to use them accurately.
In recent years, communicative language teaching has been applied in China and form our own experience, it has shown its effectiveness in teaching and learning language. CLT is an approach that helps students be more active in real life situations through the means of individual, pair and group work activities. It encourages students to practice the language they learn in meaningful ways. In a CLT classroom, playing vocabulary games is one of the activities. Which requires students to actively communicate with their classmates, using their own language. Thus the question we began to examine is, “play games help students learn vocabulary effectively and if so, how?” Literature review learners of English have to deal with unfamiliar vocabulary during their language acquisition. In order to learn and retain new words, learners should participate in different task-based activities in their classroom whether it is a guessing task, a describing exercise or conversation making. Such activities also include vocabulary games which especially focus on helping learners develop and use words in different contexts by making the lessons enjoyable. Therefore, it is necessary to explore whether students learn vocabulary effectively through games and how they learn it.
Traditionally, vocabulary has not been a particular subject for students to learn, but has been taught within lessons of speaking, listening, reading, writing. During the lesson, students use their own vocabulary and are introduced to new words provided by the teacher and classmates which they apply to classroom activities. For many learners of English, they think of learning a list of new words with meanings in their native language without any real context practice. A number of learners may share the same experience of looking up words in a bilingual dictionary to find their meanings or definitions when they encounter new words. They may even write down lines of new words without any idea of the real use of them in lists does not satisfy themselves, and they think the cause for it is just their bad memorization. Research and publications have shown that this is not a very effective way to study . De carrico(2001) states that words should not be learnt separately or by memorization without understanding. Moreover, “learning new words is a cumulative process, with words enriched and established as they are met again”. Therefore, the “look and remember” way of vocabulary learning seems to be not very effective for learners of English language. Unlike the traditional methods of learning and teaching, in a CLT approach, learners are required to take part in a number of meaningful activities with different tasks. This is to improve learners’ communicative competence by encouraging them to be a part of the lesson. Newton (2001) refers to this approach as a way that can enable learners to manage their vocabulary meaning and develop their communicative skills at the same time. Many experts of language teaching methodology also agree that playing games is a good way to learn vocabulary, especially in CLT class. With the use of games, the teacher can create various contexts in which students have to use the language to communicate, exchange information and express their own opinions. Huang comes to a conclusion that “learning through games could encourage the operation of certain psychological and intellectual factors which could facilitate communication heightened self-esteem, motivation and spontaneity, reinforcing learning, improving intonation and building confidence”. Some experts have also figured out characteristics of games that make vocabulary learning more effectively. Lee lists several main advantages when games are used in the classroom, including “a welcome break from the usual routine of the language class”, “motivating and challenging”, “effort of learning” and “language practice in the various skills”. Ersoz holds that games are highly appreciated thanks to their amusement and interest. Teachers can use games to help their students practice more their skills of communication. In addition , Uberman also affirms the helpful role of games in vocabulary teaching after quoting and analyzing different opinions of experts. From her own teaching experiences, Uberman observed the enthusiasm of her students in learning through games. She considers games a way to help students not only enjoy and entertain with the language they learn, but also practice it incidentally.
In summary, games are useful and effective tools that should be applied in vocabulary teaching , the use of vocabulary is a way to make the lessons more interesting, enjoyable and effective.
Motivations for reading
1.motivations for reading of students
Generally speaking, two basic motivations for reading exist n the process of reading of the high school students-intrinsic motivation and extrinsic motivation. To gain some detailed information, I made a survey . 105 students are selected in my class to fill in questionnaire. The questionnaire requests the students to select two from 9 kind of leading motivations for reading. They are: seeking for knowledge; seeking for interest; seeking for curiosity; seeking for compliance and seeking for social practice. The result of the questionnaire is that seeking for knowledge and grades are the leading motivations for reading.
1). The intrinsic motivation for reading of students
Intrinsic motivation means that students read because they enjoy the subject and desire to appreciate it, regardless of other people’s attitudes. It is valuable and important for students to read effectively. During the process of reading of students, several different intrinsic motivations are expected to be useful in charactering students’ school-relevant reading. Including:
Knowledge: as in the expectation to gaining knowledge
Interest: as in the enjoyment of pleasure and leisure
Curiosity: as in the desire to learn about a topic
Aesthetic involvement: as in orientation of learning complex ideas
Challenge: as in the orientation of learning complex ideas
Social practice: as in the process of constructing and sharing meanings in groups
Intrinsic motivation for reading comes from
2.the role of teachers in promoting the reading motivations of students
reading is kind of productive skill. Reading means understanding texts and getting the information you need as efficiently as possible. How can read ef ficiently? This relies on students’ motivations for reading ? it depends on teachers’ instruiction.
1). Students’ expectations from teachers
Question 2 relates to students’ expectations from teachers in the reading class. The choices are “reinforcing instructions, stimulating motivations, recommending appropriate books or several other types.” Students are asked to select two of their most favourable types. 69% students have chosen stimulating motivation for reading, 66% more reinforcing instruction, 55% more recommending appropriate books. students
2). The role of teachers
Based on the questionnaire, we find that students are eager to be guided by teachers in reading. As a matter of fact, the role of teachers’ instruction shouldn’t be underestimated. According to Bruner, the intrinsic motivations of students are rewarding by themselves and are therefore self-training, but teachers may take advantage of this in teaching. Teachers must facilitate and regulate their students’ exploration of alternatives. That is to say, students’ reading motivations are influenced by many factors such as curiosity, ideal, interest, attention and so on, but one of the most important things is to make full use of the printed materials they are reading and activate their knowledge exploration, which needs teachers’ instruction. Bruner’s motivation principle says: students have a built-in will to learn, so teachers should manage and enhance this motivation so that students will see the guided exploration is meaningful and satisfying than the spontaneous learning they can achieve on their own. Students may master knowledge depending upon teachers’ exploration. As a great Chinese educationist, Confucius said: “only one who bursts with eagerness does instruct, only one who bubbles with excitement does enlighten.”
3). Design the instructional strategies that promote acceleration
Many students have the same feeling that, while reading, they only “read” a book, after an hour or two, the material is as formless and hard to understand as ever. Why does this result happen? Because they are lack of skillful methods. Without reading skill and abiltity, students’ motivations for reading, of course, become less and less. In fact, teachers can do much to improve students’ ability to understand reading. They must tell students to do various things to aid their understanding while reading.
Methods of reading
Teachers should lead students to master the reading methods. Students should be guided in aloud-reading; silent-reading; extensive-reading and intensive-reading techniques. Take advantage of the material itself to facilitate understanding.
Taking notes
Note-taking can be helpful, especially when learners express information in their own words rather than copy it word by word. And students who undertake study activities such as underlining or taking notes gain more benefits from a period of study than students care inactive.
Having management goals
Teachers often have management goals, such as finishing a certain number of pages in certain limit period, which can stimulate students to read actively, and which may become internalized by the students as a compliance motivation.
Reading the material straight through with a pen nearby
Don’t slow down or turn back; just aim to understand as much as you can the first time through. Place a check or star beside answers to basic questions you find in the article, or beside other ideas that seem important.
Working with the material
Go back and reread passage that is not clear the first time through. Look up words that block your understanding of ideas and write their meanings in the margin. Also, reread carefully the areas you have a sense of the whole, prepare a short understanding of the material by answering the following questions on a sheet of paper: what’s the main idea? What key points support the main idea? What seem to be other important points in the material? By working with the material in this way, you will significantly increase your understanding of the material.
Reader response
There are two major parts of implementing students’ response in the classroom: reading and responding. Reading often takes the form of sustained silent reading, to allow for self-pacing and reflection. Responding often takes written form, to allow readers to return to their past thoughts and reflect on them, and often includes discussion as well, so that students can negotiate meaning. Research shows that students who participate in reader response based on activities that develop ownership of and responsibility for their reading and their response, begin to make personal connections among literature, their own lives, and the world, have positive views of themselves as successful readers, and show achievement in the standardized tests.
4). Helping students select readings
Helping students to find books they want to read and arranging for book-sharing are two important ways by which teachers can encourage students to read. More often than not, a teacher will hear a student say: “I can’t find a book that I want to read.” Comments like this reveal that students usually do not feel confident in being able to find “good:” books by themselves. Teachers can tell exciting anecdotes about authors, provide previews of interesting stories, show films or filmstrips about stories, suggest titles or stories that match students’ interest, or compile teachers or students annotated booklists. To be able to make these things good, teachers need know their students and need know the characteristics of readings that their students like. The characteristics of readings that their students like. The characteristics of readings should be up-to-date, practical, informative and interesting. Of course, it is not easy for teachers to do so. However, only when teachers’ relevant concerns, can they transform their reading into meaningfully and efficiently cognitive structure on a long-term basis.
3.home and family influence on motivations of reading
1). Parents’ influence on the motivations for reading of children
Home and family is a cradle for cultivations for reading of children. Children whose early encounters with literacy are enjoyable are more likely to develop a habit to read frequently and broadly in subsequent years. Young children’s self-initiated interactions at home are important behavioral indexes of emerging motivations for reading. Shared storybook reading plays an important role in promoting reading motivations. When the social-emotional climate is positive, children are more interested in reading and more likely to view it as enjoyable. The beliefs held by children’s parents about the purpose of reading and how children learn to read relate to children’s motivations for reading. Parents who believe that reading is a source of entertainment have children with more positive views about reading than those who emphasize the skills aspects of reading development. These findings have important implications for offering guidance to parents and for the development of family literacy intervention programs. I consider experiences that children have at home may set the stage for positive attitudes toward reading, signal emerging interest in reading and learning to read, and relate directly to the development of motivation.
2). Supportive environment
In order to motivate students to read, effective reading environment should be the first and essential prerequisite.
Offering suitable place
Students need a suitable place for reading. It is not a spot where a TV or stereo is on or where friends or family are talking nearby, but a spot where a student is alone in a quiet, sunny and comfortable room. If the room is in disorder or if the family can’t quiet down and keep calm, students are unlikely to be motivated to concentrate on their reading.
Offering rewards for good performance
Essential environment has been set up, we now embark on more vital tasks of motivating your child to read. Offering rewards is one of the good strategies to students’ extrinsic motivations. Besides grades, these offers may include:
1material rewards (prizes, books, pens)
2symbolic rewards for remarkable success in speaking or composition
3encouraging students by praising-the most available and frequently used by parents. In order to make praise more effective and avoid boreness, parents should design various expressions of compliment on children’s reading. Here are some ways given by Len A. Froyen for parents to say:
a.that’s really nice!
b.Keep up the good work!
c.That’s quite an improvement!
d.I like the way you are working!
e.It’s a pleasure to see you when you read like this!
f.That’s an interesting point of view!
g.Mom and dad are proud to see the job you do on this!
Conclusion
The motivations for reading of the high school students include intrinsic motivation and extrinsic motivation. However, intrinsic motivation is the main factor to promote students to read effectively. Therefore, we should try our best to explore the students’ intrinsic motivation in the first place, and then make good use of the students’ extrinsic motivation. Although students’ motivation for reading can’t be taught as directly as a concept or a skill, it can be developed by teachers’ conscientious use of motivating strategies as a part of their teaching methodology, and it can be influenced by home and family. Parental beliefs about reading are relevant to the development of motivations for reading of children. To sum up, by applying these motivation strategies to our class and by providing these convenient and material conditions in our family, we are sure to nurture students’ ability for reading, and to achieve the best result of reading.
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