口語文化

❶ 英語口語課上演講中國文化

可以考慮中西方神話傳說故事的對比，都是故事性質的，沒有專有名詞，不像宗教、哲學、藝術、飲食、歷史那樣難。你要是詳細知道上帝創世紀的故事，就可以和我們的盤古開天、女媧造人對比講一下，會很新穎的。

❷ 有哪些學習美國文化 口語 積累 課程

關於美國文化的學習問題，必須要深入到美國人的日常生活之中。像一些朋友或者同事去美國生活多年之後，做美國人的對外漢語教師也可以理解到美國的文化。
由國家人社部認證證書是國家級的最高資格證書，比起其他證書都更具有法律效益，在全國范圍內有效，大量的對外漢語行業的熱衷者，大學生，中青年在職者都學習並報考該證書。

❸ 口語表達者應具備的文化底蘊

口語表達者應具備的文化底蘊的是：語言藝術、藝術修養、學習哲學史和禮儀常識。

❹ 如何應對雅思口語地方文化題

今天環球青藤為各位雅思考生帶來如何應對雅思口語地方文化題？ 大家好，我是環球青藤的王炎龍老師。很開心我們又見面了，這次我將和大家一起分享雅思口語當中一道有趣的Part2，描述一個地方的文化（culture）。聽到culture這個詞大家可能會覺得比較難，因為文化這個概念太廣泛太空洞，實在無法清晰地描述。其實不然，范圍越大的東西我們思考的視覺就越開闊。文化包含方方面面，咱們只要選擇其中一點講清楚便可。而直觀簡單的文化其實可以理解成一個地方的生活習慣，比如西方人見面時喜歡擁抱，韓國人見面時喜歡鞠躬，印度人喜歡拿手抓飯，日本人吃拉麵時喜歡發出聲音...... 我們可以說的太多太多啦。 我先帶大家看一下題目: Describe a place you went to and learned another culture You should say: where you went what you learned how you learned it and explain how you felt about this culture 我們在Part2當中自我白要達到2分鍾，所以這4個小問題每一個我們都要能拓展到30秒鍾左右。 好了，咱們就要開始一段有趣的文化之旅了，大家跟上我哦 今天，我們將舉一個日本人吃拉麵時喜歡發出聲音的例子把這道題目輕松解決。 ONE POSSIBLE VERSION: 1.Today, I’d like to descrieb（這樣開頭的話會讓考官覺得你很正式和有禮貌） a place I went to and learned another culture. Well, I went to Japan three years ago with my friends. (個問題的任務還沒有結束哦，因為我們要說30秒左右，所以我們要把我們去的這個地方簡單介紹一下）You know, Japan is a civilized country with a long history. It’s our neighbor and we have a lot in common. We both eat rice and use chopsticks. And I’m pretty interested in the Japanese history,culture and cuisine. 2.Hmm. In Japan, I learned that, the Japanese people like to slurp when they are earting noodles. I think it is considered as a rude behavior in some other countries, including China. But in Japan, people make the loud sounds when they are eating because they think the noodles are extremely delicious. And you can slurp as loud as you want.( 回答第二個問題時我們就要將這種文化/生活習慣清晰地解釋給考官聽。Slurp：吃飯時嘴裡發出聲音） 3.About how I learned this culture. Well, since I am a big fan of the Japanese food, after we checked in the hotel, I surfed the internet and tried to find the best noodle restaurant in Tokyo. Then I found it. My friends and I went there immediately. After we walked into the restaurant, we were shocked by the exotic table manners.(第三個問題問的是如何學會的，咱們可以講一個小故事。Exotic：異域的） 4.As for how I felt about this culture. Hmm, at first, I couldn’t accept itb at all cos I thought it was too rude and even a little disgusting. Then I lost myself in the delicious noodles and slurped together with the Japanese. Now, I think the Japanese people are very interesting. They have their own way to express how much they love the noodles and I respect that.(第四個問題是要求我們談談感受，我們可以說說這前後的變化，這樣就可以輕松的將答案拓展開來啦）。 同學們可以通過以上的解題思路試一試自己的故事： 1.介紹某個地方 2.一個與眾不同的生活習慣 3.旅遊時經歷習得 4.感受從無法接受到接受。 哈哈哈，說了這么多，大家是不是在這個寒冷的陰雨天里也想來一碗熱騰騰的日式豚骨拉麵啊？我們一起slurp吧！ 以上是今天的如何應對雅思口語地方文化題的全部應對方法，環球青藤希望各位在考試中能夠冷靜分析，切不可慌亂，能夠在雅思考試中取得。如需了解更多雅思培訓的相關信息，歡迎撥打環球青藤的免費咨詢熱線400-060-9663進行咨詢，或者點擊環球青藤網站頁面的“在線咨詢”與環球青藤名師直接對話。

❺ 三人口語 有關地方的文化象徵的英語口語，英語考試，急用

學英語不求人，洛基英語很專業！

❻ 簡述口語的重要性。

不論在哪裡生活工作，會說話是不夠的！所謂的口語，也要有不同的級別，這可以從考慮世界的文化可以分作口語文化與非口語文化來談。在非口語文化中，要看文章寫得如何，會不會作詩，會不會拽文。在口語文化中，能不能出口成章。在後者，口語絕對重要！

❼ 哪裡有了解英語文化、口語學習的文化課堂

同學您好，很高興為您解答。

上海朗閣全新推出：朗閣「第二閣」文化課堂免費體驗活動

「第二閣」是一個英語學習實踐社區，也是面向廣大英語培訓學員和語言愛好者的，提供其切磋交流的平台。它由上海朗閣培訓中心學術核心團隊潛心打造，精選學習主題和課件，通過對英語文化、歷史文學、社會風俗等領域的深入了解和探討，幫助參與者有效擴展英語語言知識儲備，提升自身語言使用技能。
通過朗閣教育（longre168）官方微信預約，預約成功後中心客服會及時聯系確認預約情況，安排集體參加活動。

❽ 我想找美國口語和美國文化的關系的文章,謝謝大家!

美國口語的正確翻譯是slang. 我給你摘錄了這篇文章，希望對你有所幫助！（原文可在我提供的參考資料里找到）

The Global Spread of American Slang
Slang lets young people around the world share a common culture. Jannis Androutsopoulos explains how American slang has become a global code, with colorful examples from the German music scene. (The research cited in this essay was first published in 2002. )

Cool, wicked, chill, dope, nerd. Young people around the world use this kind of slang to show they』re connected to American pop culture. Slang』s main social function is to signal belonging: American slang marks the speaker or writer as an active and informed member of global youth culture. Be it Italy or Indonesia, words and phrases for groups or music styles (rapper, east coast, gangsta), music proction (sampler, loops), or key cultural concepts (battle, freestyle, dissing, realness) are part and parcel of youth culture everywhere.

Vernacular English is powerfully expressive because — paradoxically — it is both exclusive and global. In any host society, American slang lives in a world of linguistic and cultural knowledge not available at school or in mainstream media. (This also holds true for Jamaican English slang which is popular among fans of reggae and dancehall music.) American slang lives in the specialized media of the young, such as CD booklets, songs and video clips, magazines and Web sites. Through the media, young people enter fan communities where they learn to incorporate certain forms of English into both their speech and writing to show that they』re a part of youth culture. As a result, American slang and related resources have become a global code for youth worldwide embedded in a local code — the national language.

Flipped out = ausgeflippt, flippato, and flippé
When host languages incorporate slang and jargon, speakers inflect loan nouns and verbs just like native items and build compounds of English and native nouns. For instance, flipped out comes as ausgeflippt in German, flippato in Italian, flippé in French, and fliparisménos in Greek. In German, English verb phrases are partially translated, yielding abchecken (check out), ausflippen (flip out), abhängen (hang out), abrippen (rip off), among others. Interestingly, American loanwords are easier to integrate into German. This is probably because German is more closely related to English than say, French or Hungarian. And since American culture is considered highly prestigious among many Germans, American loanwords are absorbed into German culture at a high rate.
How American slang is used abroad quickly signals social identity. For example, while items such as hi, cool and cu ( as in 『see you』 ) are spreading into general German slang, openers such as aight heads have a specific social meaning among hip-hop enthusiasts. They identify writer (and addressee) not only as trendy young people, but as members of the same fan community, (in this case, Hip Hop).

The Emblems
Youth around the world draw not only on slang, but other linguistic resources such as conversational routines, slogans, non-standard spellings, and code-switching into English to signal group identity. In the example below a Dutch writer uses hip-hop to address other hip-hop enthusiasts in Germany. The choice of slang conveys a cultural affiliation between writer and addressee. The linguistic signaling of identity is achieved not through English in its standard form, but through specific English lexical and conversational choices.

Yo Backspin, here in Holland we dig yer magazine 2,
and you've got a very phat webzine, but one point of criticism: [...]

Slang, and English as a Foreign Language
While the global spread of American slang items is pervasive, the categories of words the items represent are restricted to a handful of semantic fields. These include:

Terms for social groups and stereotypes — girlie, gangsta, loser
Parts of the body and or states of mind — German flashen ( to flash, 'to impress to have a strong effect on') or chillen (to chill out)
Evaluating adjectives — wicked, wack, cool, dope, fresh
Taboo words or expletives
Equally interestingly, what is perceived as slang in a new context need not always be slang in the donor language.

Conversational Routines
Youth music cultures are fond of English conversational routines, which serve as ready-made solutions for particular situations. They』re the 「right thing to say」 by community or cultural norms.

English routines are embedded in the host language in a variety of ways. While many are no longer considered slang in the United States, they're considered "youth speech" in the host languages.

greetings and farewells — hi, hey, what's up, bye, cu, peace, cheers
thanks and apologies — thanx, sorry
discourse markers — ok, anyway, whatever, yeah, yes
various 「chunks」 — no way! that's all! I'm ready! let's go! shut up!

English routines are innovation-friendly patterns, which make it easy for speakers to 「freshen up」 their language through indivial word fillings, modifications and extensions. A case in point is cu (『see you』), one of the most popular farewell expressions on the German-speaking Web. Besides the base form (cu, cya, see ya), it comes in variations such as CYA Peace / See ya, aloha / cu bis denne (『till then』) / CU & Bye bye / cu l8er / cYa soon / cu soon and there / CU@NIGHT, etc.

Slogans and 「Props」
Slogans are ready-made phrases that express youth-cultural values, beliefs or affiliations (e.g. underground will survive), and often invite the reader to join an action or follow a moral conct (e.g. keep on rocking; keep the graffiti real; support the local scene). Routines, slogans and props allow non-native users of English to do more with less: They can use (or appear to use) idiomatic English without any bilingual competence. Routines are important to ritual communication, allowing participants to reaffirm their relationship as members of the same youth culture.

Certain slogan patterns have appeared in virtually all music youth cultures since the 1980s, while others are restricted to one particular scene, such as 「props,」 a common hip-hop declaration of respect. In the German-speaking context, props consist of the performative item (props or equally peace, shouts, respect) and the name of the addressee, as in: yo backschpinners!! dicke props aus österreich ...!!!!! (『Yo Backspin people! Fat props from Austria』). Some props are completely English (e.g. peace II da realheadz) while others are grammatically assimilated, as in PEAZ an alle aktiven (「peace to all actives」).

From Lexicon to Code-Switching
English in youth music cultures extends beyond the lexicon, with code switches often involving the same types of conversational routines, slogans or props as mentioned above. In other cases, a switch to English can emphasize an argument. For example, an interviewee switches to English to express his desire as an entertainer to give the people what they want. The speaker calls this switch his 「motto,」 so it』s probably a ready-made phrase or quotation. The switch emphasizes the propositional content, and perhaps conveys a kind of global validity, a stance that is not restricted to a particular national origin.

Vernacular Spellings
In print and on the Internet, English often comes with non-standard spellings that may indicate colloquial or non-standard pronunciation (e.g. gimme) or may serve as purely visual distinction (eye dialect). The following vernacular spelling patterns are common in various countries:

participial suffix -in' (e.g. livin', movin', rockin')
rections, assimilations (e.g. wanna, ya, mo')
noun plural ending -a/-ah instead of -er (e.g. brotha, sistah)
noun plural ending -z for -s (e.g. newz, boyz, beatz, propz)
spelling variants ph and k (e.g. phat, phunky, kool, komradz)
lexical substitutions (e.g. u, 2, 4, cu la8tr)
When spelling variations are originally restricted to English words, some youngsters creatively transfer them to their mother tongue (provided the two languages are similar enough). In Germany, spelling transfers go back to early 1980s punk culture, when the spelling variant x, as in the word punx, appeared in German words. In the 1990s, the trend was repeated in hip-hop, with spellings such as ph, -z and -a/-ah jumping to German words with roughly the same meaning. When they turn into purely visual distinctions, their original phonetic value is sometimes lost. For instance, with brudah, the German word Bruder (『brother』) receives a 『hip-hop』 spelling for the -er ending. Another example is N8 for Nacht (『night』), modeled after sk8 (『skate』); here the spoken sound of 「8」 is different in English and German, but the technique remains the same.

Young people are very much aware of the cultural origin of these vernacular spellings. Meet Aspa, a 15-year old rap fan from Frankfurt. She learns spelling variation in CD booklets of rap bands, such as the Wu-Tang Clan, and appropriates them in the headlines of her personal homepage. The headline on her index page reads: Welcome 2 tha World of AspA. Her greetings page is entitled Greetingz goes 2… When I asked her whether she thinks visitors to her homepage recognize the origin of these headlines, she replied: 「I hope so!」

Slang in Context
Framing refers to the linguistic design of the beginning and/or the end of a block of text, such as a magazine feature, a record review, a letter to the editor or a guest book entry. Framing indicates that the enclosed text is part of a particular discourse. American slang, routines and slogans are often used for this purpose in youth culture, the main text being in the national language. For instance, hip-hop magazines commonly conclude reports, reviews and interviews with the phrase word up!

Slang, spelling variants, routines and slogans are often used for emblematic and framing purposes, standing apart from the main text in a highly visible position. Examples are names (nicknames, Web site names), logos, headlines, navigation bars (on Web sites), and signatures (in emails or newsgroup postings).

Slang in Print and On the Web
When English slang, routines and code-switches appear, their quantity and quality depend on media format and genre. Magazines contain more major-class English loanwords and guest books contain more conversational routines and code switching. Major-class words (nouns, verbs, adjectives) make up almost all English items in magazines, but just over half of the English items in guest books. In contrast, routines and other chunks represent one out of three English items in the guest book sample, but only three out of a hundred items in the magazine sample. Switches in magazine texts follow standard practices of media discourse, such as switching for quotations, allusions or emphatic repetitions. On the other hand, switches into English in guest books include more dialogue and expressive elements and a stronger use of vernacular English.

These differences reflect institutional differences between print media and the Web. The Internet increases the flow of American slang into other languages because it is less restrictive than magazines in terms of language style and because it creates an interactive space for playful talk and self-presentation — in which slang, routines and slogans can play a big role.

Slang, Globalization and English as a Foreign Language
American slang has a global currency in youth-cultural contexts. It is not transmitted through the institutional teaching of English as a Foreign Language (EFL). Rather, it is the outcome of rapid linguistic transfer via non-curricular sources, reaching German teenagers before entering English-language dictionaries. Vernacular English has very different pragmatic and sociolinguistic values from institutional EFL. Its attractiveness rests on emotional and peer-group related values rather than purely instrumental ones, such as English as a job-related tool.

However, American slang does not threaten institutional EFL. The relationship is best viewed as complementary, both linguistically and in terms of language attitudes. Knowledge of slang extends the knowledge of English with respect to particular semantic fields and speech styles. Although slang could never substitute for EFL in its instrumental value, it clearly connects foreign-language learning with adolescent cultural experience.

This article is based on research studies published in 2002.

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Sez Who? Index

Suggested Reading/Additional Resources
Adams, Michael. Slayer Slang, Buffy the Vampire Slayer Lexicon. Oxford University Press, 2003.
Dalzell,Tom. Flappers 2 Rappers: American Youth Slang. Springfield, Md: Merriam-Webster Inc.,1996.
Eble, Connie C. Slang & Sociability: In-group Languages among College Students. Chapel Hill: University of North Carolina Press, 1996.
Jannis Androutsopoulos is a Junior Professor on Mediated Communication at Hannover University, Germany. A native of Athens, Greece, Jannis studied Germanic Linguistics and Translation Studies at the Universities of Athens and Heidelberg, and holds a PhD in Germanic Linguistics from the University of Heidelberg. From 1998-2000 he was a post-doctoral research fellow of the German Science Foundation with a project on mediated communication in youth culture, and from 2000-2003 he was a research fellow at the Institute for the German Language in Mannheim, working in a research group on 'Language variation as a communicative practice'. Jannis is a specialist in youth language and mediated communication in youth cultures, both in Germany and from a comparative point of view. He has published extensively in the fields of sociolinguistics, linguistic text analysis and media discourse in German, English and Greek, and taught seminars at the Universities of Hannover, Heidelberg, Mannheim, Berne, Budapest and Frankfurt. His current research focuses on language variation in media discourse, the sociolinguistics of computer-mediated communication, and the analysis of multimodal texts. His recent publications include the volumes Discourse constructions of youth identities, co-edited with Alexandra Georgakopoulou (Amsterdam: Benjamins, 2003), and HipHop: Globale Kultur - lokale Praktike' (Bielefeld: transcript, 2003).

❾ 關於中國傳統文化的口語交際怎麼說呢

學會申訴(口語交際)00-10-::|分類：教學|標簽：|字型大小大中小訂閱一、聯系實際，指向生活《語文課程標准》指出，口語交際「主要應在具體的交際情境中進行」，「讓學生承擔有實際意義的交際任務」。而小學高段口語交際教學的要求，更著重選取貼近他們生活實際的話題，教學內容有趣，且具有很強的生活指向性，能激發他們口語交際的興趣。《學會申訴》這一課的教學通過創設生活情境，不僅要能讓學生說出日常生活、學習中有哪些方面的合法權益受到侵犯，而且要讓學生學會運用已經知道和掌握的法律知識，說出這些被侵犯的權益違反了哪些法律條款，並向哪些部門怎樣提出申訴。這樣在真實的生活情境中，學會交流，學會應對，從而習得實用的為生活服務的口語交際能力。二、在實踐中不斷提高交際的能力《語文課程標准》指出：小學生應當「具有日常口語交際的基本能力，在各種交際活動中，學會傾聽、表達與交流，初步學會文明地進行人際溝通和社會交往，發展合作精神。」口語交際能力是在口語交際的實踐中形成的，在教學過程中，一方面要認真領會口語交際教學的要求，另一方面使學生通過典型話題的言語實踐，從而積累口語交際的經驗，不斷提高口語交際的能力。口語交際能力的提升重在交際實踐，自主、合作、探究的學習方式指明了實踐的渠道是寬廣的。本課的教學通過引導學生課前自主收集相關信息，小組合作模擬申訴，課後全體學生關注生活，不斷深化探究，為生活所用，從而使得本次口語交際質量提升，具有實效。教學目標：1、引導學生說出日常生活、學習中有哪些方面的合法權益受到侵犯，運用已經知道和掌握的法律知識，說出這些被侵犯的權益違反了哪些法律條款，並向哪些部門怎樣提出申訴。、培養學生的法律意識，學會用法律保護自己的合法權益。

望採納謝謝

❿ 英語口語講中國的文化應該講些什麼

可以考慮中西方神話傳說故事的對比，都是故事性質的，沒有專有名詞，不像宗教、哲學、藝術、飲食、歷史那樣難。