A Case Study of Cultural Teaching of AnAmerican English Teacher

Abstract： This study is based on an American teacher’s cultural teaching. A case study is carried out to present Mr. Horn’s teaching belief and characteristics of cultural teaching. Some implications to the domestic English cultural teaching is also shown.

Key Words： an American teacher；cultural teaching； a case study；teaching belief and characteristics； implications

1. Origin of the Study

Cultural teaching is an important part of English teaching， whose related contents and requirements have been correspondingly written in the English teaching syllabus and curriculum standard of all types and at all levels. It has drawn more and more attention from the public. Besides， the test has backwash effect on teaching. Many small changes often appear in the test first. With the improvement of the comprehensive strength of China， the demanding of our country is not only for economical but also cultural prosperity. Cultural factors are reflected in the exam papers at various levels. Thus， cultural teaching is vital and necessary.

2. Research Design

2.1 The Participant

Mr. Horn， who is Director of foreign teachers in Guang Xi Normal University， is chosen as the participant for his prominent teaching competence and outstanding educational background.

2.2 Research Questions

（a） What is Mr. Horn’s teaching belief on cultural teaching？

（b） What are the characteristics of his cultural teaching？

2.3 Research Instrument

The instruments of classroom observation， interview and text analysis are adopted in this research.

3. Data Analysis

3.1 Mr. Horn’s Teaching Belief on Cultural Teaching

Firstly， it is necessary and important to conduct cultural teaching for college students especially the sophomore students. They should devote more time to being exposed cultural learning. Cultural teaching and language learning should be combined to cultivate the cultural awareness and communicational ability.

Moreover， whenever he designs a class， he always keeps passive and active parts in his mind and tries to have a part of his class where he is talking and a part of class where students are active. In the lecture part， he mainly introduces the basic cultural knowledge and then in the following activity section， students are given chances to experience culture by all kinds of activities such as role-play， discussion， presentation and acting and so on.

Mr. Horn holds the opinion that every language has its unique charming. Language and culture are so closely related that it is necessary to get hold of every kind of culture which is not only from English-speaking cultures but also from every corner of the world. He hopes students can have the chance to understand as many kinds of cultures as possible.

3.2 Characteristics about Mr. Horn’s Cultural Teaching

（a） The IESE Teaching Model

Interesting- Exploring- Sharing- Experiencing teaching model is obvious in Mr. Horn’s every course. This process reflects his teaching belief and specific teaching steps.

（b） Integration

Mr. Horn can combine the language learning and cultural teaching closely， and the combination of lectures and experienced activities are obvious. Besides， students are encouraged to express their own opinions based on their research. Their ability of communication and addressing speeches are practiced and improved at the same time.

（c） Individuality

Mr. Horn usually puts his own experiences into his classes. As a foreigner who experienced different cultures in different countries， he shares a lot of his own stories with his students. In this way students can feel that culture is dynamic and individual.

（d） Creativity

Mr. Horn always uses his creative thinking to make up new activities. All these creations are based on his hobbies and advantages. He himself is creative who is full of imagination and new ideas.

All in all， the research shows that Mr. Horn has his own unique teaching belief and methodology about cultural teaching.

Conclusion

Some implications are given to teachers， students， schools and education administrations separately. Teachers should enlarge their cultural knowledge accumulation and improve their teaching belief and methodology. Students should adopt autonomous study to take responsibility for themselves. Schools should hold more cultural activities and change the way of assessment. For education administration， it is necessary for teachers to do some training and exchanging work to let them perceive and experience different cultures.

Bibliography

[1] Arabski， J Wojtaszek， A. Aspects of Culture in Second Acquisition and Foreign Language Learning[M].Berlin： Springer， 2011.

[2] Moran， P， R. Teaching Culture： Perspective in Practice[M]. Beijing： Foreign Language Teaching and Researching Press， 2009.

[3] 胡文仲、高一虹.外語教學與文化[M].長沙：湖南教育出版社，1997.

作者介紹：葛玉娜 （1981- ），廣西師范大學教育學碩士，課程與教學論專業，河北省石家莊市藁城區教科所英語教研員，主要研究方向：文化教學和教師招聘面試研究。