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Macbeth's Hamartia

  • Date Submitted: 12/23/2014 08:54 AM
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ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 3, No. 6, pp. 963-967, June 2013 © 2013 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.3.6.963-967

Discussion on the Relationship between Language and Culture
Hebei United University, Tangshan, China
Abstract—This paper discusses three cultural issues about English language teaching and learning and culture. The first issue touches upon the problem of Chinese English learners naming after English ones; the second probes into the debate if non-native English learners should use Anglo-American rhetoric structure in academic writing; the third debate is about if non-verbal language should be taught in English as a second or foreign language classroom. The three debates are important issues in the EFL or ESL context and of positive significance in the language education. Index Terms—language and culture, English names, rhetoric structure, non-verbal language

Junyu Chen

I. INTRODUCTION Language and culture has become a pair which is closely related to each other. The research and study in the field is gaining an increasing momentum all over the world and is playing an important part in language education. This essay will analyse three debates concerning language and culture that that bears impacts on English teaching and learning. One debate discusses the practice of Chinese learners adopting English names. Another debate talks about if non-native English users should adopt the Anglo-American rhetoric structure in academic writing. And the last one is about nonverbal language and discusses if it should be taught in the micro classroom. II. DEBATE 1 ON THE PRACTICE OF CHINESE LEARNERS ADOPTING ENGLISH NAMES The phenomenon that Chinese people adopt English names to the extent which any other Asian country has never reached is not unusual in English or English-related fields (Edwards, 2006). Many English learners within and outside of China at various levels from kindergarten to tertiary...

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