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1030 If that I did not know philosophy To be of all our vanities the motliest, The merest word that ever fool'd the ear From out the schoolman's jargon, I should deem The golden secret, the sought 'Kalon,' found, And seated in my soul. It will not last, But it is well to have known it, though but once: It hath enlarged my thoughts with a new sense, And I within my tablets would note down That there is such a feeling. (III,i, PP. 6-18) © 2011 ACADEMY PUBLISHER REFERENCES JOURNAL OF LANGUAGE TEACHING AND RESEARCH [1] Abrams, M. H. (2006). The Norton Anthology of English Literature, Vol 1. Abrams (ed), 8th ed. New York: Norton. [2] Beaumarchais and His Times. (1857). Sketches of French society in the eighteenth century. Ed. Louis de lomenie. Trans. Henry S. Edwards. NY: Harper & Brothers. [3] Bewley, Marius. Ed. (1970). The English Romantic Poets: An Anthology with Commentaries. NY: First Modern Library. [4] Clark, David Lee. Ed. (1988). Shelley‘s prose. London: Fourth Estate. [5] Cox, Jeffery. (2005). ‗Romantic Tragic Drama and its Eighteenth century Precursors: Remaking British Tragedy‘ in A Companion to tragedy. Ed. Rebecca W. Oxford: Bushnell. Blackwell. [6] Douglass, Paul. (2004). ‗Byron‘s Life and His Biographers‘ in The Cambridge Companion to Byron. Ed. Drummond Bone. Cambridge: Cambridge University Press. [7] Forman, Harry Buxton. Ed. (1880) .The Works of Percy Bysshe Shelley in Verse and Prose. London: Reeves and Turner. [8] Hands, Christopher. (2008). ‗Byron's Conversation with Shelley‘ in Essays in Criticism. Eds. Stephen Wall and Seamus Perry. Oxford: Oxford University Press. [9] Hazlitt, William. 2004. The Spirit of the Age. London: Kessinger Publishing. [10] Kerrigan, John. (2006). ‗Revolution, revenge, and Romantic tragedy‘ in Romanticism. Critical Concepts in Literary and Cultural Studies. Ed. Michael O‘Neill and Mark Sandy. Oxford: Taylor & Francis. [11] Knight, George W.( 2002). Lord Byron: Christian Virtues. New York: Taylor & Francis. [12] Lockridge, Laurence S. (1989). The Ethics of Romanticism. Cambridge: Cambridge University Press. [13] Marchand, Leslie A. (1968). Byron‘s Poetry: A Critical Introduction. Harvard University. [14] Press. Marchand, Leslie A. (1971). Byron: A Portrait. London: John Murray. [15] McConnell, Frank D. Ed . (1978). Byron‘s Poetry. NY: W.W. Norton & Company. [16] McGann, Jerome. (1976). Don Juan in Context. Chicago: University of Chicago Press. [17] Medwin, (1966). Medwin's Conversations of Lord Byron. Ernest J. Lovell, Jr. Princeton: Princeton Univ. Press. [18] Price, Martin. (1983). Forms of Life: Character and Moral Imagination in the Novel. New Haven: Yale University Press. [19] Rawes, Alan. (2004). ‗Childe Harold III and Manfred‘ in The Cambridge Companion to Byron. Cambridge: Cambridge University Press. [20] Richardson, Alan. (1988). A Mental Theater: Poetic Drama and Consciousness in the Romantic Age. University Park, PA: Penn State Press. [21] Richardson, Alan. ( 2004). ‗Byron and the Theatre‘ in The Cambridge Companion to Byron. Ed. Drummond Bone. Cambridge: Cambridge University Press. [22] Russell, Bertrand. (2004). History of Western Philosophy. London: Routledge. [23] Schock, Peter A.( 2003). Romantic Satanism: Myth and the historical moment. New York: Palgrave Macmillan. [24] Shaw, Philip. (1995). ‗Commemorating Waterloo‘ in Romanticism. Eds. J. Drummond Bone et al. Edinburgh: Edinburgh University Press. [25] Trott, Nicola. (1999). ‗Milton and the Romantics‘ in A Companion to Romanticism. Ed. Duncan Wu. Oxford: Blackwell Publishing. [26] Williams, Caleb. Ed. (2000). Gary J. Handwerk and A. A. Markley. Peterborough: Broadview Press. [27] Watkins, Daniel P. (1993). A materialist critique of English romantic drama. Gainesville: University of Florida. Noorbakhsh Hooti is currently an Assistant Professor of English Language and Literature at Kermanshah Razi University, Iran. He is a member of the research committee of the College of Humanities and Literature, Razi University. His main interests of research are drama, Short Story and Novel. He has been engaged in teaching English language and Literature for more than fifteen years. He holds Ph. D. in English Language and Literature, M. A. in English Language and Literature, and B.A in English Language and Literature. He has published a number of books, Research Projects, and articles in his areas of interest in academic journals. Mahroo Rashidi Rostami is a ph D student in Kurdish Studies, faculty of Arab and Middle Eastern studies of at the University of Exeter, Stratham Campus, Exeter, Devon, UK, EX4 4QJ.
ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 2, No. 5, pp. 1031-1036, September 2011 © 2011 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/jltr.2.5.1031-1036 Practical Techniques for Cultural-based Language Teaching in the EFL Classroom © 2011 ACADEMY PUBLISHER Lili Dai Teachers College of Beijing Union University, 100011, Beijing, China Email: sftlili@buu.edu.cn Abstract—The present paper concerns itself with a study of the cultural-based language teaching issue, particularly with the issue of some practical techniques for teaching culture in the EFL classroom. We want to emphasize the importance of cultural acquisition in the study of language courses, and to present a range of practical techniques that have been found to be effective and successful in cultural-based courses and a few tips that can help to make the teaching of culture a better experience for both teachers and students. The purpose of this paper is to explore effective approaches of culture communication transmission in English classroom teaching. Index Terms—language and culture, classroom teaching, practical techniques I. INTRODUCTION Every language is part of a culture. As such, it cannot but serve and reflect culture needs. (Hu Zhuanglin, 1988). There is a closed relation between language and culture, which are either the matrix or the reflection of culture. The world is now increasingly opening and various cultures blend with each other. Therefore, people with different culture have more and more mutual exchange and cooperation. For this reason, In EFL teaching, it is the most important task for teachers to have a through and profound grasp of language and culture in order to cultivate students‟ communicative competence and to develop teaching techniques. With the research of the relationship between culture and language teaching deepening, people have realized the necessity of teaching culture into language learning. As we know, the cultural factors become more and more important in English teaching. A lot of experts are for the opinion that teaching language means teaching culture. The purpose of language learning is to equip learners with as much knowledge as possible. Language learning is a process of developing the awareness of the world, and learning cultural knowledge is an important way for us to enrich learner‟s knowledge. Teaching culture is considered important by most teachers but it has remained insubstantial and sporadic in most language classroom (Omaggio, 1993). It is clear that cultural background knowledge is necessary in language teaching. Teachers should use different methods to help students to overcome the difficulties in language learning as well as culture learning. However, it is not easy to teach culture knowledge. Teachers must be acquainted with the differences between linguistic cultures. Teachers can provide cultural information, and teach students to express themselves correctly in different occasions. The key point is how to perform different ways in teaching different cultures. This paper presents some of methods related to the cultural aspects of practical techniques that have been found to be effective in culture-based language teaching and a few tips that can help to make the teaching of culture a better experience for both teachers and students. II. CREATING BENEFICIAL CULTURAL CONTEXTS It goes without saying that a total immersion in the culture of a native speaking country seems to be the first preference for learning its culture. But it does not follow that students cannot learn a foreign culture in the classroom in our home culture. Teachers may as well create an environment in an economic and systematic way. Through the procession of comprehensible classroom communicative activities, culture learning is gradually pushed forward. Both language and culture teaching involve the development of a feeling for language in both written and spoken discourse. However, some approaches being complimented in our classroom have not always served to develop such responses to language or to isolate the different kinds of responses involved. On one hand, the structural approaches to ELT, with their emphasis on discrete-point teaching, “correctness” in grammatical form and repetition of a range of graded structures, restricted lexis, etc., still represents a dominant methodology hindering culture teaching. On the other hand, the teaching culture has lacked a consistent methodology of representation to non-native Chinese students. Therefore, an effective approach is badly needed where language and culture study are more closely integrated and harmonized than is commonly the case now. With the purpose of a better cultural acquisition from language teaching, teachers can adopt an effective method on cultural texture. Oxford (1994) has used the term „cultural texture‟ to describe the many aspects of culture that teachers
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The Relationship between Self-effic
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