摘 要：随着国际交往的日益频繁，跨文化意识的培养在中学英语词汇教学中显得尤为常重要。本文通过对比分析的方法，力求探讨词汇教学和文化教学相结合的必要性和可行性，根据初中英语词汇的特点进行知识的传授和文化意识的渗透，最终实现学生在复杂的文化环境下对词汇的灵活掌握和运用的目标。本文介绍了中学英语词汇教学中进行文化意识渗透所遵循的原则,着重探究在实际教学中有效的文化导入方法，这样不仅避免了词汇教学的枯燥乏味,也激发了学生学习英语的兴趣，有助于培养学生的跨文化意识,从而提高他们的跨文化交际能力。

关键词：中学英语；词汇教学；跨文化意识

Abstract：With the increasingly frequent international communication, the cultivation of cross-cultural awareness occupies very important position in the middle school English vocabulary teaching. By adopting contrastive analysis method, the paper mainly explored the necessity and the feasibility of the input of the culture in vocabulary teaching. We should impart knowledge and cultivate cultural awareness in English vocabulary teaching process according to the characteristics of the junior middle school English vocabulary. This paper introduced the principles of cultural consciousness infiltration in the middle school English vocabulary teaching and discussed effective teaching methods in the practical teaching. It will help teachers throw dull and simple vocabulary teaching methods used in the past and arouse students’ interest in English study so as to cultivate students’ cross-cultural awareness and enhancing their cross-cultural communicative competence.

Key words: middle school English; vocabulary teaching; cross-cultural awareness

Contents

摘 要 i

Abstract   ii

I. Introduction 1

II. Characteristics and Teaching Methods of Middle School English Vocabulary 2

2.1 The Characteristics of Middle School English Vocabulary 3

 2.1.1 Systematicness 3

 2.1.2 Communication 3

 2.1.3 Cognition 3

 2.1.4 Culture 3

2.2 The Teaching Methods of Middle School English Vocabulary 3

 2.2.1 Intuitive Teaching Method 3

 2.2.2 Keywords Teaching Method 4

 2.2.3 Analysis Teaching Method 4

 2.2.4 Interpretation Teaching Method 4

 2.2.5 Context Teaching Method 5

 2.2.6 Association Teaching Method 5

III. The Differences Between Chinese and Western Culture and Its Embodiment in English Vocabulary 5

3.1 The Relationship Between Culture and Language 5

3.2 The Causes and the Embodiment of Cultural Differences 6

 3.2.1 Differences in National Culture 7

 3.2.2 Differences in Regional Culture 7

 3.2.3 Differences in Custom Culture 8

 3.2.4 Differences in Religious Culture 8

3.3 The Embodiment of Cultural Differences in Vocabulary 8

 3.3.1 Differences in Conceptual Meaning 8

 3.3.2 Differences in Associative Meaning 9

 3.3.3 Differences Meaning in Combination or Collocation   10

IV. Cultural Awareness Penetration in English Vocabulary Teaching 10

4.1 The Principles of Cultural Consciousness Infiltration 10

 4.1.1 Systemic Principle 11

 4.1.2 Practical Principle 11

 4.1.3 Principle of Systematization 11

 4.1.4 Cultural Difference Comparison Principle 11

 4.1.5 The Principle of Comprehensive Teaching of Cultural Content 11

4.2 The Ways of Cultural Knowledge Infiltration 12

 4.2.1 Direct Importion 12

 4.2.2 Recommendation of Reading 12

 4.2.3 On Duty Report 13

 4.2.4 Using Multimedia Audio-Visual Teaching 13

 4.2.5 Carrying Out Rich and Colorful After-Class English Learning Activities 13

V. Conclusion 14

Bibliography 15