淺談中外文化差異對(duì)高中學(xué)生英語(yǔ)表達(dá)和詞匯的影響

PAGEPAGE11響摘要日常生活表達(dá)在中英兩種語(yǔ)言文化背景下，反映在日。對(duì)于高中生而言，了解中外文化差異對(duì)學(xué)生學(xué)習(xí)英語(yǔ)起著積極的作用。然中外文化差異是交際障礙的一大重要原因。英語(yǔ)教學(xué)中基本的語(yǔ)言教學(xué)相對(duì)容易,教學(xué)中無(wú)法提供真實(shí)的文化環(huán)境,所以真正讓學(xué)生深入了解外國(guó)的文化存在著困難。作為英語(yǔ)教師有必要從高中階段起在平時(shí)的教學(xué)中重視培養(yǎng)學(xué)生的中外文化交際意識(shí)。英語(yǔ)是西方文化的產(chǎn)物,而中西方文化是兩種完全不同的文化體系,所以當(dāng)我們用英語(yǔ)交流的時(shí)候,除了做到語(yǔ)音、語(yǔ)調(diào)以及語(yǔ)法正確,還要注意表達(dá)是否得體。因?yàn)樵诒磉_(dá)的過(guò)程中,一言一行,一舉一動(dòng)，都體現(xiàn)了一個(gè)人的形象,一個(gè)人的品德、學(xué)識(shí)、氣質(zhì)和修養(yǎng),說(shuō)話時(shí),話語(yǔ)適度、恰當(dāng),會(huì)給人留下深刻的印象,使交談氣氛融洽,達(dá)到預(yù)期的交際效果。英語(yǔ)口語(yǔ)表達(dá)得體的一個(gè)很重要的因素就是中西方文化存在著差異,因此在教學(xué)的過(guò)程中,如何培養(yǎng)學(xué)對(duì)英語(yǔ)口語(yǔ)表達(dá)的影響以及解決辦法。關(guān)鍵詞:文化差異英語(yǔ)表達(dá)高中生英語(yǔ)詞匯OntheinfluenceofculturaldifferencesbetweenChinaandForeigncountriesonseniorstudent’sEnglishexpressionandvocabularyLanguageisaproductofsociety,thecarrierofculture.Bycomparingthevocabularyandstudents’dailylifeexpressionsintheChinesewithEnglishculturalbackgrounds,languageandculturalreflectsdailylife,socialetiquette,addressandsoon.Forhighschoolstudents,knowingtheculturedifferencebetweenChinaandforeigncountriesplaysapositiveroleinstudents’Englishlearning.Nevertheless,theEnglishteachingisdifficulttointegratecultureintothelanguage,improvingtheefficiencyofEnglishteaching,achievingthepurposeofEnglishteaching.ThispapermakesasurveyinwhichsubjectsarestudentsfromthehighschoolattachedtoAnshununiversities,aimingtofindouttherelationsbetweenculturaldifferencesandEnglishexpressionandvocabulary.TheexperimentshowsthatwesterncultureisintegratedintoEnglishteaching,students’Englishexpressionwillbemorecharacteristicratherthanstraightexpression,whichimprovestheefficiencyofstudents’oralEnglish,simulatestheefficiencyofstudents’learningEnglish,andthusimprovestheirscomprehensiveabilityinallaspectsofEnglish.TheculturaldifferencebetweenChinaandforeigncountriesisoneoftheimportantreasonsforcommunicationbarriers.ThebasiclanguageteachinginEnglishteachingisrelativelyeasy,andtherealculturalenvironmentcannotbeprovidedintheteaching,soitisdifficultforstudentstotrulyunderstandtheforeignculture.AsanEnglishteacher,itisnecessarytopayattentiontothecultivationofstudents'awarenessofChineseandforeignculturalcommunicationintheirteachingfromtheseniorhighschool.Englishistheproductofwesternculture,whileChineseandwesternculturearetwocompletelydifferentculturalsystems,sowhenwecommunicateinEnglish,weshouldnotonlypayattentiontocorrectpronunciation,intonationandgrammar,butalsopayattentiontowhethertheexpressionisappropriate.Becauseaperson’swordsanddeedsallreflectaperson’simage,moralcharacter,knowledge,temperamentandself-cultivation,whentalkingwithothers,aperson’swordsaremoderateandappropriate,whichwillleaveadeepimpressiononpeopleandmakethecommunicationmoreharmonious.AveryimportantfactorforproperoralEnglishexpressionisthedifferencebetweenChineseandwesterncultures.Therefore,intheprocessofteaching,howtotrainstudentstouseauthenticandappropriateoralEnglishtocommunicationshouldbeattachedgreatimportanceto.ThispaperwilldiscusstheinfluenceoftheculturaldifferencesbetweenChinaandtheWestonoralEnglishexpressionandthesolutions.Keywords:culturaldifference;Englishexpression;highschoolstudents;EnglishvocabularyContentsIntroduction11.1Researchbackground1Researchpurposeandsignificance2SomeprobleminlearningEnglishvocabularyforseniorhighschoolstudents32Literaturereview3Thedefinitionofculture3Thedefinitionofvocabulary4Researchdesign5Researchquestions5Researchparticipants5Resultsanddiscussions6Resultsoftheinterviewanddiscussions64.2Resultofquestionnaireanddiscussion6Enlightenment:methodstoimprovecultureconsciousnessandvocabulary7Solvingtheinfluenceofstudents’phychologicalculture7Strengtheningtheculturaleducationinoralteaching7Addressingtheinfluenceofcultureonvocabulary8Knowingtheliteralmeaninganddeepmeaningofwords9Conclusion9References11Appendix12Acknowledgments141Introduction1.1ResearchbackgroundLanguageisthecarrierofculture;vocabularyistheconcentrationofthecultureinformation,whichreflectsdevelopmentandchangeofcultureandthedifferencesofculture.Chineseandwesterncountrieshavebiggerdifferenceinsociallife,values,waysofthinking,culture,education,etc.Hence,itisparticularlyimportantthatlong-termstudentsreceiveChineseculturaleducation,knowingitsbackgroundknowledgeofstudentsinEnglishexpressionandvocabulary.AccordingtoShiGuohua’sjournalofMarketModernization2008-02-15,whomentionedthatcultureteachingisofgreatsignificancetoEnglishteaching.Sapir(anAmericanlinguist)oncesaidthatthereissomethingbehindalanguagethatcannotexistwithoutculture,traditions,andbeliefsinheritedbythesociety.Andtheacculturationmodel,thesocioculturalfactorisregardedasacause-and-effectvariableandthedegreeofadaptationandintegrationtothecultureofthetargetlanguagedeterminesthesuccessorfailureofthesecondlanguageacquisition.Inshort,acculturationistheprocessofadaptationtoanewculture.Individualscanunderstandthefeelings,beliefs,thoughtsystems,andcommunicationsystemsofthenewculture.Thepsychologicalandsocialdistancebetweensecondlanguagelearnersandtargetlanguageusersisthekeyfactorthatleadstothesuccessorfailureofacculturation.Psychologicaldistancereferstotheoverallpsychologicalfeelingoflearnerstowardsthetargetlanguageanditscommunity,whichisinfluencedbyculturalshock,languageshock,motivation,andself-penetration.Amongthem,cultureshockreferstotheanxietyandsenseoflossthatlearnershavewhentheycomeintocontactwithanewculture.Languageshockistheconfusionandfearsthatlearnersexperiencewhenusingthetargetlanguage.Motivationistomotivatelearnerstomakeclearthepurposeoflearningthetargetlanguageandmakecontinuouseffortstoachievethispurpose.Self-penetrationreferstothedegreeoflanguageself-plasticityandfossilizationoflearners.Socialdistancereferstoaperson'sperceptionthathissocialstatusisthesameordifferentfromthatofanotherperson.Socialdistanceisaffectedbysuchfactorsasclosure,cohesion,degreeofidentity,combinationmode,socialdominance,culturalharmony,andplannedresidencetime,thesizeoflearners'groupandtheattitudeoflearners'group.Amongthem,closurereferstothedegreeofsocialintegrationbetweenlearnersandtargetlanguagegroups,andwhetherschoolsandothersocialgroupshavecreatedopportunitiesforcommunication.Cohesionisconsideredfromthecommunicationmodeoflearners,includingintra-circlecommunicationandinter-circlecommunication.Thedegreeofidentityreferstotheattitudesoflearnersandtargetlanguagegroupstowardseachother.Languagesymbolsrecordthehistoricalprocessofthedevelopmentofhumansociety,containingextremelyrichculture,whichcanbepreserved,inheritedandtransmittedthroughlanguage.Atsametime,italsohasaprofoundinfluenceonlanguagestructure,whichrestrictsthenormaluseoflanguage.ResearchpurposeandsignificanceEnglishculturalteachingisanimportantpartofschool,thecombinationofcultureteachingandlanguageteachingcaneffectivelyenhancestudents’interestinlearningEnglish.Foronething,letstudentsknowtherichandcolorfulbackgroundknowledge,foranotherthings,theycaneasilylearnthelanguageandcultureknowledge,improvingthestudents’confidenceinspeakingEnglish,cultivatingtheirinterculturalconsciousnessandcommunicationability.HereisanexcerptfromadiscussionIhadwithanEnglishteachernamedZhangaboutthisquestion.Shehasbeenteachingformorethanthreeyearsandisthebackboneteacherofourschool.Whentheclasswasover,MissZhangslammedtheEnglishbooks,referencematerials,andlessonnotesdownonthetable.Shewasveryangry，ThenIsaid:“Mr.Zhang,didyouhavetroublewithyourEnglishclass?What'sgoingon?”Shesaid:“today'sstudentsaresopoorintheknowledgethattheyevendon'tknowwhichcountrytheStatueofLibertybelongsto.DoIneedmyEnglishteachertoteachthemthisknowledge?”“Theoretically,theEnglishteachershouldteachthestudentstherelevantEnglishlanguage”,IsaidZhang:ThisknowledgeshouldbetaughtbytheEnglishteacher!OurEnglishteacheraslongasyouthinkofsomewaytogetstudentsbackwords,toteachthemgrammarknowledge,practice,constantlyputthegrammarmaster,thestudentsinourclassisgoodgrammar,(satisfiedsmile)thisisbecause,eachgrammarpointIshouldouthundredsofsentenceletthempractice,studentsaretopracticemagic,thatisnotgood!Whyshouldstudentslearnforeignculture?What'stheuseofit?It'sonlypracticaltolearnsomegrammarknowledge.However,studentsoftheEnglishnationalcustoms,anderectingthefunisquiteinterestedin,everytimeItalkaboutthisaspectofthecontent,eachstudentimmediatelytothespirit,onecouldhearverypreoccupied,dreaming,handsfidgeting,stoppedtolistentome,oh,butIdon'tknowmuchaboutmyself,andpreparesalessoneverytime,IjustwritedownonteachingreferencebooksCome,whentheclasstellthemtolistento,havenowordsIalsocan'tspeakout,reallyashamed.Ireadmorebookstosupplementtheknowledgeinthisrespect.Hence,itisnecessarytoimprovestudents'EnglishexpressionabilityandvocabularycomprehensionabilitythroughculturallearningSomeprobleminlearningEnglishvocabularyforseniorhighschoolstudentsItisagreatchallengetoimprovestudents’culturalconsciousnessanddevelopstudents’abilitytousevocabularycorrectly.Forhighschoolstudents,itisagreatdifficultytocatchthewordmeaningwhichhindersthedevelopmentoftheirlanguagecompetencies.ThefollowingsaresomeproblemsinlearningEnglishforhighschoolstudents.Duetotherestrictionofculturalbackground,studentshavenocorrespondingwordsinEnglishwhentheyexpressingsomewords.Forexample,thetwowordscawhippiesareuniqueproductsofAmericanculture,whicharerelatedtotheearlydevelopmentofthewesternregionoftheUnitedStates.Thelegendsaboutthemarealwaysfullofromanticismandlegendcolor.InthemindsofAmericans,theculturalimageisunrestrained,independent,andromanticcharacter.Translatedas"shepherdboy"or"cowboy"inChinese,theChinesetranslationofhippieas"hibachi"or"hippie"doesnotreflecttheeccentricAmericanyouthofthe1960sand1970s.Manyofthemareseriousaboutsocialissues,buttheyliveadifferentlife,andifwewanttoreflectitsrealmeaning,wecanonlyexplainit.PrivacyisrespectedandprotectedbypeopleintheWest.PrivacyismuchmoreextensivethantheChineseinthetraditionalsenseofunderstanding,generallyreferstoprivatetime,space,privateactivityfieldandthemaintenanceofthiskindofprivaterights,ifthesimpleunderstandingofprivacyasprivacy,istoonarrow,andstrongreligiouscoloroftheterm,itisdifficulttohaveaChineseequivalentoftheAmericanrevivalWhatkindofactivityismeeting,Chinesepeoplecanhardlyimagineunlesstheygotothescenetoseesuchastrongatmosphere,hystericalfaithrevivalconference.Ontheotherhand,culture,asthebasiccontentoflanguageexpression,restrictstheformoflanguage.Itconstantlyinfusesitsessenceintolanguage,enrichingandupdatingtheconnotationoflanguage.Therefore,cultureisthefoundationoflanguage,andlanguagecannotexistwithoutculture.ThepurposeoforalEnglishteachingistoenablestudentstomasterandskillfullyuseidiomaticEnglishandcombineitwiththeculturalnormsofEnglish-speakingcountriestouseaccurateEnglishforcommunication.However,duetothedifferencesincultureandcustomsbetweeneasternandwesternnations,studentswillunconsciouslyapplythemothertongueculturalmodeltothecultureoftheEnglishtheyarelearningintheactualcommunication,whichgreatlyaffectsthenormalcommunicationandtheimprovementofstudents'interculturalcommunicationability.2LiteraturereviewThedefinitionofcultureCulturecanbedividedintobroadsenseandnarrowsense.Cultureinabroadsenseincludesliterature,art,music,politic,andsoon.Cultureinanarrowsensereferstopeople'swayoflifeandcustoms.Thecharacteristicsofeasternculturearecomprehensivethinking.Itcanbeboileddowntotwosentences:theconceptofwholenessanduniversalconnection.Touseapopularphrase,itistoseeboththetreesandtheforest.ThecharacteristicofWesternanalysisistoanalyzethinking,tograspthematter,andtoanalyzeitdowntotheelementaryparticles.Isitpossibletogofurther?Herethescientificcommunityandthephilosophicalcommunityaredividedbetweenthosewhoholdthatmatterisinfinitelydivisibleandthosewhoholdthatitisfinite.Thisanalyticalmodeofthinking,touseapopularphrase,istoseetheforestforthetrees.Tousemedicineasametaphor,isheadachemedicine,footpain,andfootmedicine,andtraditionalChinesemedicinepaysattentiontothewholebodyconditioning,nottargeteddruguse.Culturecoversawiderangeofcontents,andlanguageisitsprimarycomponent.Languageisthecrystallizationofanation'sculture.Anation'slanguageisinfluencedbyitssocialevolution,geographicalenvironment,naturalconditions,economiclife,wayofthinking,andpsychologicalwit.Thevitalityofcultureisspread;however,thecultureofanationdependsonitslanguagetospread,therefore,asacommunicationtoolhasarestrictiontocultureandlanguage."byhismasteryofthelanguagesense,toknow,toaccepttheworld",inthisway,"toseetheworldfromalanguageisnottheobjectiveworld,butafteracertaincultureclassification,composition,filledwithpeople'ssubjectiveconsciousnessoftheworld",thus,languageandcultureismutualinfluence,mutualconstraints,differentnationallanguagedifferencesarereflectingthedifferentnationalculturallandscape.ThedefinitionofvocabularyVocabularyisthebasicconstructionelementoflanguageandthepillaronwhichthelanguagesystemdepends.Languageiscloselyrelatedtoculture,whichisthecarrierofculture,withtheobviousculturalbrand,andpresentsanation’culturaldifferencesindifferentleveloflanguage,especiallyreflectedinthevocabulary,themeaningofthelanguageofthesamevocabularycauseddifferentassociationsindifferentnations,Culturegiveswordsmoremeaning.Foralongtime,foreignlanguageteachingonlypaysattentiontotheteachingofpurelanguageandthelinguisticmeaningofwords.Thisignorestheculturalconnotationandisolatesthewayoflanguageteachingandvocabularylearning,whichmakeslearnersfeelthattheyhavemasteredthelanguagetools,butitisdifficultforthemtousethetoolsandcorrectlyunderstandthewordsininterculturalcommunication.Onlybystudyingthelanguagedifferencesfromtheperspectiveofculturalcanweunderstandtheconnotationofculture.ThegenerationofEnglishvocabularyistheproductofthetwo-waycommunicationbetweenChineseandEnglish.SomenamesandconceptswithChinesecharacteristicsenterEnglishvocabulary,whilesomeEnglishwordsenterChinese,whichderivesnewmeaningsintheculturalenvironmentandformthesemanticandculturalcharacteristicsofEnglishvocabulary.TheculturalcharacteristicsofEnglishwordmeaningmainlyincludetheexpansionorcontractionofwordmeaning,theconversionofwordmeaning'scommendatoryandderogatorycolors,wordmeaningextension,andwordmeaninginnovation.ResearchdesignResearchquestionsToimprovehighschoolstudents’efficiencytolearnEnglishvocabularyandenhancestudents’speakingability,itisnecessarytofindouttheculturaldifferencebetweenChineseandforeignandstudents’abilitytolearnEnglishvocabulary.Therefore,thisstudyneedstoexplorethefollowingquestions:Whatattitudesdohighschoolstudentstowardsculture?Whatlevelishighschoolstudents’speakingEnglishcompetence?HowdotheyapplyculturalconsciousnesstoEnglishvocabularyteachingpracticeeffectivelyandoralteaching?HowdotheyapplyculturalknowledgetoEnglishvocabularyteachingpracticeeffectively?ResearchparticipantsTheresearchchose62studentsfromHighSchoolattachedtoAnshunUniversity,GuizhouProvinceastheresearchsubjects.Theresearchdistributed62questionnairesandthencollected62validquestionnaires,whosevalidratereached83%.Thesurveyincluded31boysand31girls.Thefollowingchartshowsthebasicinformationofstudents.OptionNumberBoy31Girl31OptionNumberPortionSeniorone1117.74%Seniortwo2845.16%Seniorthree2337.1%ResultsanddiscussionsResultsoftheinterviewanddiscussionsTheauthorhadaninterviewforafewstudents,andcollectedthefollowingresults：Question1:Doyouknowwhatcultureis?Answer1:Yes,Culturecanbedividedintobroadsenseandnarrowsense.Cultureinabroadsenseincludesliterature,art,music,andpoliticsandsoon.Cultureinanarrowsensereferstopeople'swayoflifeandcustoms.Answer2:Iknowwhatcultureis,butIdon'tknowhowtointegratecultureintomyEnglishstudy.Answer3:No.Idon’t,itisdifficultformetomemorizeEnglishvocabulary.ResultofquestionnaireanddiscussionDuringtheresearch,theauthordesignedthequestionnaireinordertoknowmoreaboutinformationofstudents’Englishlearning.AllParticipantsareseniorhighstudents,questionnaireincludes10statements,somequestionhasthreechoices,somequestionhasatleastfivechoices,andstudentsmustchooseoneanswerfromthethreechoices,orchooseatleasttwochoices,What’smore,thequestionsofquestionnairearedividedintotwocategories,whichmainlyincludethecontentofEnglishteaching,howtocultivatestudents’culturalawareness.EnglishlearningofteninvolvesculturaldifferencesbetweenChineseandEnglish,Doyouthinkculturaldifferenceshaveanimpactonyourvocabularylearning.OptionNumberPortionEffect4369.35%Noeffect1625.81%Dimness34.84%WhenyoureceiveEnglisheducationinyourdailylife,doyourteacherssupplementtherelevantcontent?OptionNumberPortionNever1727.42%Occasionally3251.61%Often1320.97%WhatarethemaincontentsofEnglishteachinginyourschool?BasicknowledgeNumberPortionTheBritishculturalcustom4775.81%Literature3962.5%Contradictionofculture3556.45%Others2622.58%Enlightenment:methodstoimprovecultureconsciousnessandvocabularySolvingtheinfluenceofstudents’psychologicalcultureThe“fearofmakingmistakes”isthemainobstacleforChinesestudentstospeakEnglish,anditisthemainreasonwhyEnglishteachersfinditdifficulttogetstudentstospeakEnglish.Studentsbecomeverynervouswhentheyarecalledtoanswerquestions.Therefore,onlywhentheyhavenodoubtthatwhattheyhavesaidisaccuratewilltheytaketheinitiativetoanswerquestions,whichexplainswhystudentsdonottaketheinitiativetoparticipateinclassactivities.Anotheraspectoftheinfluenceofpsychologicalcultureisthatstudentsarenotconfidentandtoomodest.WhenstudentsoccasionallymeetforeignerswhospeakEnglish,thefirstthingis“MyEnglishisverypoor”insteadof“MyEnglishisnotgood”.Theycaninsistondutyreporting,Forexample,inadditiontothedailyreportssuchasthedate,attendance,weatherconditions,andothermatters,withtheexpansionofvocabulary,studentsshouldalsoputforwardsomesynchronizedwiththetextbooktopic,askotherstoanswer.Teacherscanalsodesignsomerelatedactivitiestoconnectthepastandthefutureaccordingtotheactualsituation,soastoleadtothecontentofthenewlesson,thenstudentscanenhancetheirself-confidenceandsenseofachievementinunderstandingandbeingunderstood,andincreasetheirchancesofspeakingEnglish,whichcanreceiveaverygoodeffect.StrengtheningtheculturaleducationinoralteachingLanguageteachingshouldbecombinedsimultaneouslyandcloselywithculturalbackgroundknowledgeteaching.Thecultureshouldsupportthelanguageratherthanreplaceit.Therefore,thepracticalandcommunicativeprinciplesofforeignlanguageteachingmustbegivenpriorityintheteachingofculturalbackgroundknowledge,andtheteachingshouldbemoreintensiveandvivid.Accordingtotheexistingtextbooks,relatedtowhattotell,thefocusistoexplainthosewithbackgroundmeaningofvocabularyandcommunicationterms,inadditiontobutalsoclearitcontainsculturalbackgroundknowledgecontent.clarifyitsconceptpart,Wecanencouragethestudentstosimulatethesituationperformanceandimprovetheinterculturalcommunicationability,Asasayinggoesthatpracticemakesperfect,students’communicationabilityneedstobeimprovedincontinuousexercise,simulationscenarioroleplay,itcanhelpstudentstoimprovetheactualcommunicationability,studentscansimulatethenovelsceneorthestoryplotinthetextbook,canalsosimulateamovietowatchasegment,thiscannotonlyenrichtheteachingcontent,vividteachingform,butalsoenablestudentstocombinethelanguageformwiththesocialcontext,andgraduallymasterwhattosayinwhatkindofoccasions,andhowtosay,studentsgetafirsthandexperienceoftheway,peopleinEnglish-speakingcountriesperceivetheworldthroughasimulatedscenario.Inthisprocess,studentsmaymakepragmaticmistakesduetoavarietyoffactors,butaslongastheycorrectandsummarizeintime,theiroralEnglishabilitywillbegreatlyimproved.AddressingtheinfluenceofcultureonvocabularyDuetotheexistenceoftheculturaldifferencesbetweendifferentlanguages,EnglishandChinesewordshavedifferentculturalconnotationsintheliteralmeaningoftheircorrespondingwords,althoughtheirsurfaceisthesamemeaning,themeaningcarriedbythedeepculturalconnotationsisdifferent.Onthecontrary,emotionalcolor,therearemixed,thatis,theconflict"vocabulary"inthelanguage.Intellectual:"Intellectual",forinstance,seemstohavethesamemeaning,buttheword"intellectual"inChineseismuchbroaderthantheword"intellectual"inEnglish.Itreferstoanintellectualworkerwhohasacertainintellectualandscientificknowledge,includinguniversityandmiddleschoolteachers,collegestudents,engineers,doctors,andsoon,andittransformsthemintopeoplewithhighereducation.IntheUnitedStates,"intellectual"meansauniversityprofessororapersonwhohasacademicachievement,notanordinarycollegestudent.Differencesinvaluesbetweenthetwonationsmayalsoleadtoconflictingwords.AnIndividual,forexample,is"individual"and"individualism"."Individualism"isawidelyacceptedvalueamongBritishandAmericans,reflectingpersonalconfidence,self-affirmation,andfreedomtoexpressinneremotions.ThetypicalimageoftheindividualistintheUnitedStatesisthepioneeroftheimmigrantera.TheChineseword"individualism"wasreflectedinpeople'smindsthenegatedconceptsandbehaviorssuchas"selfishnessandself-interestattheexpenseofothers".Inpracticeteaching,wefoundthatformoststudentsintheprocessoflearningEnglish,thememoryofwordsisthemostboring.Moststudentsmemorizewordsbyrote,ratherthanusingtheculturalbackgroundofwords.Intheteacher’sinternship,theyusedexperimentstoseehowcultureaffectsstudents'memoryofwordsandarousestheirinterestinlearningEnglish.Theteacherdividedthestudentsintotwogroups:groupA,"jeans","education",and"laboratory".ForthestudentsingroupA,theteacherexplaineditinthewayofcultureandstoryandthenaskedthestudentstorememberit.ForgroupB,theteacherexplainedaccordingtothetraditionalmodelandthenaskedthestudentstoremember.TheexplanationofGroupAisasfollows:(1)Jeans.OriginallypopularwithwesternjeansintheUnitedStates,theyoftenwearstrong,durablepants,whicharenowpopulararoundtheworldjeans.(2)education;ThewordcomesfromtheLatinword"out,"Duco-"lead,"whichtogethermeans"leadout."Thepurposeofeducationistoenlighten,guide,andcultivate.(3)Thelaboratorycanbeabbreviatedtolab,fromthewordlabor,Laboratory,whichmeansplaceoflabor,wheremanyscientificphenomenaandprinciplesarefoundandstudied.GroupBadoptsthetraditionalmethodofexplanation,thatis,theteacherfirstleadsthereading,theteacherbrieflyexplainstheusageofeachword,andthenasksthestudentstomemorizethesewords.Nodetailedintroductionisgivenhere.Results:TheresultsshowthatthestudentsingroupAcanrememberwordsquicklyandfirmly,whilethestudentsingroupBoftenforgetIormakespellingmistakes.Thus,throughthewayoftheintroductionofculturalfactors,promptedAgroupofstudentsinterestinthewordsofmemory,sothattheynolongertediousmechanicalmemorizingwords,atthesametimeimprovetheefficiencyofsecondlanguageacquisition,andgroupBwiththemethodoftraditionalhardmemory,thiskindofpassivelearningmethoddoesnotonlymaketheirlearningefficiencyislow,willnotletthembecomemoreactivelylearning.KnowingtheliteralmeaninganddeepmeaningofwordsTheliteralmeaningisthemostbasicandmostwidelyusedmeaningofaword,whilethedeepmeaningreferstotheculturalconnotationortheadditionalmeaningofaword.Therefore,tolearnawordwell,weshouldstartfromthesetwoaspectsandcannotignorethem.Otherwise,wemayregardpraiseassarcasmorridiculeaspraise.Theword"politician"isoftenusedtodescribeapersonwhodoesanythingforthebenefitofhimselforhisdepartmentorparty.Forexample,youneedtobeabitofapoliticiantosucceedinthiscompany.Itmeansthatyouneedfinessetomoveupinthiscompany,thusitcanbeseenthatthederogatorycolorexpressedbythepoliticianisveryobvious.Therefore,ifyouwanttoexpressapoliticianinChinese,itisbettertousestatesman,whichmeansaleaderwhohandlesnationalorinternationalaffairs.ThemeaningofthewordinaforeignculturalenvironmentisgreaterthanthatinaChineseculturalenvironment.Forexample,"modem"-anEnglishword,whenitreferstothedifferencebetween"ancient"(古代)andmedieval.Besides,thewordofmodemalsomeantarebellionagainsthappinessintheMiddleAges,embodyingthespiritofhumanismandnon-asceticism:thepersistentpursuitofhappinessinthislife,regardlessofretributioninthenext;Respectscience,andisnotboundtothemedievaldoctrine,etc.,theseculturalconnotationsinthemodernChineselanguageand"modern"cannotbefoundcorrespondingtothatistosay,intheChineseculturalenvironment,"moderntimesandmodern"istheconceptoftime,mainlyinEnglishculture,"modem"conceptistimeconcep