Keywords: cultural differences; English
The influence of culture on language is mainly manifested in the following aspects:
(1) Values
Good morning, can I help you? Good morning, can I help you?
Woman: What? Woman: What?
B: Madam, may I help you with your suitcase? B: Madam, may I help you with your suitcase?
W: I think I can do it myself. Thank you.
The old woman left ungrateful. She thought it was contempt for her. Instead of praising the dead woman, she thinks it is her negative influence. In China, caring for each other is human nature and a virtue. In the eyes of China people, we care about the interaction between them. Is a virtue. China stood there in confusion. The leader of China stood there and didn't see it. If you had a little knowledge of Chinese and western cultures, you might not have such an embarrassing situation. If you know something about Chinese and western cultures, this embarrassing situation may not happen.
(2) Social mentality
(3) Communication mode (3) Communication mode
The common way for British people to meet and say hello is to talk about the weather, such as "It's a beautiful day, isn't it?" Or hello, hi, good morning, etc. A common way for English people to inform a meeting is to talk about the weather, such as "It's a beautiful day, isn't it?" Or "hello", "hello" and "good morning". In our country, people often say, "Where to?" "Have you eaten?" "What have you been up to recently? If these words are literally translated into English, "Have you eaten?" ? ""where are you going? " "What are you up to?" Instead of greeting, it becomes a question you expect the other person to answer, such as "have you eaten?" "The other party will mistakenly think that you are going to invite him to dinner. A common greeting in China: "Where?" "Eat?" "Busy recently? If the English translation of these words is "Have you eaten?" "Where are you going?" "What are you busy with? It's not a greeting, it's expecting an answer to the other person's question, such as "Have you eaten?" ? "I will mistakenly think that the other party intends to invite you to dinner. These words can only be used in certain situations. If they are abused as greetings, sometimes they will hurt each other's feelings. This word can only be used in some situations, which seems to have caused language abuse and sometimes hurt the feelings of the other party. In Britain and America, when people say goodbye, they will say "goodbye, come again next time". "and so on. The countryman bid farewell to Britain and America and said, "Goodbye, come and sit again. "Wait ... if people in China are used to saying things like" walk slowly "and" take care ". According to the custom in China, they say "walk slowly" and "take care". (slightly), such remarks. The British and American people's reaction to this is likely to be: "Why should I take my time? I am strong enough. "It seems that China people look down on him. The reaction of the British and Americans is likely to be: "Why should I walk slowly? I am strong enough. "China people seem to look down on him.
(4) the expression of language
In addition to the particularity of English expression, the ideas expressed are sometimes unique. Part of English comes from the particularity of expression, and the ideas expressed are sometimes unique. English often distinguishes facts from non-facts, such as speculation, prayer and will. English often expresses a wish, hypothesis, doubt, guess, hint, etc. In subjunctive mood, meaning is not an objective fact. The subjunctive mood is often used to express a wish, hypothesis, doubt, guess and suggestion, that is, it does not mean objective reality.
Cultural differences are reflected in language and communication behavior, and whether we know and understand these cultural differences, cultural constraints and communication rules will directly affect the success or failure of communication. The reaction behavior of cultural differences in language and communication, whether we know and understand these cultural differences, and the restrictions and rules of culture on communication directly affect the success or failure of communication. Therefore, foreign language teaching requires students not only to master correct grammar, but also to understand the culture of the language country they are learning, so that students can master not only language skills-listening, speaking, reading, writing and translation, but also communication skills, so as to adapt to the cultural environment of different societies and avoid cultural mistakes, so as to communicate successfully. Therefore, foreign language teaching requires students not only to correct grammar, but also to understand the national culture of the language, so that students can not only master language skills-listening, speaking, reading, writing, translation, etc., but also master the communicative ability of using different social and cultural environments to avoid the formation of cultural mistakes, so as to communicate successfully. The advantage of this is that cultural knowledge deepens students' understanding of language, and language gives them cultural connotation, which is easier to understand and master. Its advantages are: cultural knowledge deepens students' understanding of language, and language endows them with cultural connotation, which is easier to understand and master.
At present, there is a common problem in foreign language teaching that foreign language skills are emphasized and cultural education is ignored. Some teachers think that English teaching means teaching words and phrases, teaching texts and doing exercises. After several years of English study, most students are full of words and phrases, but unfortunately they can't say a complete sentence. At present, there is a widespread problem of attaching importance to foreign language skills and neglecting cultural education in foreign language teaching. Some teachers think that teaching means teaching English words and phrases, teaching texts and doing exercises. Most students have memorized their heads in words and phrases through several years of English study, but unfortunately they can't say a complete sentence. Or put the language knowledge learned in class in a specific cultural environment, and repeated mistakes can not successfully achieve the purpose of communication. When there are mistakes in language knowledge in class or in a specific cultural environment, the purpose of repeated communication cannot be successfully achieved. In view of the above situation, as an English teacher, I help students to improve their sensitivity to culture when learning a language, and learn about other nationalities with heartfelt interest and motivation, thus providing a foundation for learning the language of that nationality. In view of these developments, English teachers should help students to improve their cultural sensitivity in language learning, and use their heartfelt hopes to understand the interests and motives of other nationalities, thus providing the basis for learning the national language.