On the intensive teaching of African culture and language factors, the improvement of communication skills to write papers _ Network

Papers to write net: Paper Keywords: intensive reading non-verbal communication skills factor

Abstract: language students communicative competence is the main objective of teaching English, especially in the intensive teaching, focusing on the cultivation of non-linguistic factors and the improvement of communication skills is particularly important that the impact of this intensive course the students level of understanding of non-linguistic factors and take countermeasures, discussed non-linguistic factors training designed to improve students' communication skills.


I. Introduction
English as an integral part of Higher Education, their training should also be able to take into account the state and society and the long-term development of individual students and the current development needs. Oral English fluency of spoken English language learners is an important indicator of the level, so students communicative competence in English language teaching has become the main target. English teaching should not only attach importance to theoretical knowledge, but also to focus on students' practical abilities and training courses as English Intensive English students a professional courses, aimed English students in developing a comprehensive ability to use English, and in many ways to help students improve their English. English major students in intensive reading lessons to learn and master, on the one hand by the voice, tone, vocabulary, grammar and other language factors , on the other hand by a number of non-linguistic factors.

Second, the impact of intensive reading students' understanding of the level of non-linguistic factors
1. Cultural background knowledge. The so-called cultural background knowledge is the English-speaking countries, social, historical, and cultural level of understanding. Language is the carrier of culture, specific cultural background had a distinctive language in the formation of Western culture, different language the use of different lifestyle differences, behavioral norms and values ​​of different students' cultural background knowledge of English if you do not necessarily know, would inevitably lead to comprehension of the text obscure. To <<Modern College English>> textbook example of the fourth book and third book: The third book in the Intensive Highland Fling (Highland dancing, the Volga (Volga, Thanksgiving (Thanksgiving, Aristotle (sub- Lishiduode, etc., in the fourth book in the Communion (Holy Communion, the World Bank (World Bank, the World Trade Organization (WTO, Zimmerman Note (Zimmerman correspondence, the League of Nations (League of Nations and so on. the United States, a large classic True Lies, for example, if students lack the cultural background of a particular understanding of the normal playback speed is very difficult to completely understand the film's content so that teachers can introduce the teaching content appropriate English network resources, create an authentic language environment, to stimulate student interest in learning, to effectively improve the English proficiency of English majors, such as in a multimedia environment to increase the use of audio information to students of the language skills to improve their English communication skills, the background knowledge of the teaching process according to the teaching content appropriate to include some articles related with the introduction of English knowledge of network resources to create an authentic language environment, in many ways to help students improve their English language proficiency and classroom teaching.

(2) mastery of information and extensive knowledge of so-called mastery of information and extensive knowledge of the extent that various types of general knowledge and basic understanding of subject knowledge. Knowledge involving politics, economics, history, geography, sports, The knowledge itself is a non-linguistic factors, it is largely affect the student's ability to understand. a people who do not know The Beatles would not have to study the Rock and Roll's history, as well as the Oscar, Grammy and its related masterpieces, as well as some international organizations, UN, WTO, WHO, IMF, etc. When a variety of information through a variety of ways (books, tapes, videos and other students reached there, sometimes leaving students due to lack of knowledge as a carrier of language has been misinterpreted or completely do not understand the situation, which directly affect the student's understanding and mastery of intensive reading lessons.

Third, the measures taken in response
Intensive course in English teaching, focusing on language knowledge and language skills such as language training is an essential factor, but if you ignore the non-linguistic factors, the effects on intensive teaching with great limitations, will be from largely prevented the development of students' communication skills, strengthen the teaching of intensive reading course for students of non-linguistic factors in development and training will have a multiplier effect, in order to better implementation of language Education and cultural Education.

1. Pay attention to the teaching of cultural knowledge, cross-cultural differences arise because of cultural barriers in the intensive teaching, the teachers should deliberately introduce Anglo-American culture and the whole Western culture, we now use the materials for us to provide a more rich cultural background knowledge, but only textbook knowledge is not enough. As an intensive reading teacher, we should introduce language skills for language training at the same time, interspersed with some additional Anglo-American cultural background knowledge. To focus on the development of students in non-linguistic factors, in fact, students master the content of textbooks and non-linguistic factors Application of high or low, depends not only on students' linguistic factors, but also on non-linguistic factors of teachers to students to guide the development of, for example, talking about the WTO (World Trade Organization, but also guide students to focus on some common terms: NAFTA (North American Free Trade Agreement: NAFTA, IMF (International Monetary Fund: IMF, GATT (General Agreement on Trade and Tariff: General Agreement on Tariffs and Trade [1]. Links to free download http:// www.hi138.com
(2) expand the students knowledge. With the development of modern technology, GDP (gross domestic product, down payment (advance payment, deposit, bad debt (bad debt), NASA (National Aeronautics and Space Administration, bioeconomy (bio-economy, CPI (consumer price index and other terms of use has become increasingly widespread, but due to limited professional students, when they encounter large amount of information, professional and strong language materials, often confusing, and some even pretend to understand in scratching their heads or not understand equipped to understand the state of students is difficult to mobilize their enthusiasm and interest, let alone the English language for the communication of topics. in order to improve communication skills, which requires students to one with a solid knowledge of the language skills, other While asking the students to pay more attention to contemporary social progress in all aspects, in particular, be familiar with some of the jargon of course this knowledge for intensive reading teachers also put forward higher requirements, we must continue to "recharge" the co-teachers and students can be faster and better enhance the effect of intensive teaching to enable students in listening, speaking, reading, writing, translation has made great progress.

Fourth, the cultivation of non-linguistic factors designed to improve students' communication skills
Language is a tool for communication, communication ability and finally to achieve in the classroom teaching, teaching intensive cultivation of African linguistic factors to improve their communication skills. Sociolinguistics for Chomsky's language and language competence, make communicative competence (communicative competence [2]. communicative competence is a complex system of knowledge and skills. communicative competence includes Chomsky's language competence, including the language of the Application of knowledge and language, as mentioned above, to expand students' knowledge surface, so that they have been unfamiliar with the topic into the nothing to say have to say, further performance can better knowledge of the use of English for a topic freely, and to improve students' communication skills. In order to more aspect of the mobilization activities of the students thinking in English, in order to effectively facilitate their communication in English language, teachers should abandon the traditional English classroom teaching, student-centered, better integration of linguistic factors and non-linguistic factors, and guide students to use learned a language communication activities [3] in the intensive classroom, vocabulary learning, text and grammar involved in the exercises so students can be completed in class on their own, the most important part of classroom activities, teachers should activities into the classroom teaching students in intensive reading some of the most interesting, while teachers in the classroom activities can be combined with the text content of non-linguistic factors, the amount of information to expand students to take the form of the whole class grouping to enable students to actively engage in peer teaching (peer teaching, participation in self-evaluation, to discuss the text associated with the topic and is close to student life [4], and ultimately improve the students to use English language communication ability.

V. Conclusion
From the above, we clearly recognize the teachers in the Intensive English in classroom activities, can reinforce the basic skills of language students at the same time, increase the cultivation of non-linguistic factors, and thus improve their communication skills.


References:
[1] Wang Fuxiang, volt power. Anglo-American culture and English-Chinese Translation [M]. Beijing: Foreign Languages ​​Press, 2002.10.

[2] HU Zhuang-lin. Linguistics [M]. Beijing: Peking University Press, 2001.7.

[3] Hu Chun-dong English Language Teaching [M]. Beijing: Higher Education Press, 1990.9 (2001 reprint.

[4] [United States] Hess (Hess, N.. How to teach large classes in English class [M]. Beijing: Foreign Language Teaching and Research Press, 2009.8.

Links to free download http://www.hi138.com