How to Bring Target Culture into Foreign Language Teaching

    [1]  Verbal communication.

    Verbal communication contains two parts: oral language and written language.

    In oral communication, skills of answer, add and ask are very important. In China, if two students meet for the first time, the conversation between them may be very simple and short. Just as the following:

    A: Hello. Are you in this class?

    B: Yes. I'm in this class.

    But, in British/America, the conversation may not like this. Maybe like the following:

    A: Hello. Are you in this class?

    B: Yes, I'm a new-comer. Earlier, I was in New York for language training. And you are also in this class, I suppose?

    These two students in British/America make this conversation together to begin their communication. Maybe A doesn’t really want to know whether B is in this class. A just want to begin the conversation with B with the question" Are you in this class?" . B answered A, and B added something in his answer. He told A he was in New York for language training earlier. At the end of his answer, he asked a question in order to enable A continue the conversation with B. If B just answered" Yes", the conversation would be ended. So answer, add and ask which we often call" the three 'A's are very important in oral communications.

    Teachers can also ask the students to translate or make cross-cultural self-introduction to help them understand the patterns of communication.

    [2]  Non-verbal communication.

    In China, language classes have traditionally emphasized verbal language. However, non-verbal language, which is connected with culture, needs to be dealt with as well. In order to communicate effectively in a culture, it is necessary to be familiar with that culture's non-verbal patterns of communication.

    As we known, non-verbal signals which are acceptable in one culture may be completely unacceptable in another. We are familiar with body language, the most typical non-verbal signal. It is at least as important as the words we actually speak.

    To train the students to be familiar with varies kinds of non-verbal signals, teachers can hold classroom activities. Firstly, teacher should prepare some small cards. In each card, there is a simple sentence. Such as:

--I feel cold.                                                                       

--This is delicious.

--Get out!                                                                           

--Come in, please.

--I'm angry!                                                                       

--This tastes terrible.

--Congratulations!                                                                

--Answer the telephone.

Secondly, divide the class into two teams, A and B. One member of team A chooses a card and acts the sentence non-verbally. Then one member of team B tries to work out the meaning, while someone times them. Through this way, the students' awareness of non-verbal communication Such as meeting in street, in the office, having dinners, visiting others, etc. After doing the exercise of this kind. The students would have a prelimilary realization about non-verbal communication. But in their own country, non-verbal communication is also a common thing. So, next the teachers should help the students to find out the difference about non-verbal signals between their own country and foreign countries.

Now the teacher can show them some common gestures in British/America. Let them discover the meaning. Then ask them to compare the meanings with those of their own country.

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