口语文化

❶ 英语口语课上演讲中国文化

可以考虑中西方神话传说故事的对比，都是故事性质的，没有专有名词，不像宗教、哲学、艺术、饮食、历史那样难。你要是详细知道上帝创世纪的故事，就可以和我们的盘古开天、女娲造人对比讲一下，会很新颖的。

❷ 有哪些学习美国文化 口语 积累 课程

关于美国文化的学习问题，必须要深入到美国人的日常生活之中。像一些朋友或者同事去美国生活多年之后，做美国人的对外汉语教师也可以理解到美国的文化。
由国家人社部认证证书是国家级的最高资格证书，比起其他证书都更具有法律效益，在全国范围内有效，大量的对外汉语行业的热衷者，大学生，中青年在职者都学习并报考该证书。

❸ 口语表达者应具备的文化底蕴

口语表达者应具备的文化底蕴的是：语言艺术、艺术修养、学习哲学史和礼仪常识。

❹ 如何应对雅思口语地方文化题

今天环球青藤为各位雅思考生带来如何应对雅思口语地方文化题？ 大家好，我是环球青藤的王炎龙老师。很开心我们又见面了，这次我将和大家一起分享雅思口语当中一道有趣的Part2，描述一个地方的文化（culture）。听到culture这个词大家可能会觉得比较难，因为文化这个概念太广泛太空洞，实在无法清晰地描述。其实不然，范围越大的东西我们思考的视觉就越开阔。文化包含方方面面，咱们只要选择其中一点讲清楚便可。而直观简单的文化其实可以理解成一个地方的生活习惯，比如西方人见面时喜欢拥抱，韩国人见面时喜欢鞠躬，印度人喜欢拿手抓饭，日本人吃拉面时喜欢发出声音...... 我们可以说的太多太多啦。 我先带大家看一下题目: 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 我们在Part2当中自我白要达到2分钟，所以这4个小问题每一个我们都要能拓展到30秒钟左右。 好了，咱们就要开始一段有趣的文化之旅了，大家跟上我哦 今天，我们将举一个日本人吃拉面时喜欢发出声音的例子把这道题目轻松解决。 ONE POSSIBLE VERSION: 1.Today, I’d like to descrieb（这样开头的话会让考官觉得你很正式和有礼貌） a place I went to and learned another culture. Well, I went to Japan three years ago with my friends. (个问题的任务还没有结束哦，因为我们要说30秒左右，所以我们要把我们去的这个地方简单介绍一下）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.( 回答第二个问题时我们就要将这种文化/生活习惯清晰地解释给考官听。Slurp：吃饭时嘴里发出声音） 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.(第三个问题问的是如何学会的，咱们可以讲一个小故事。Exotic：异域的） 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.(第四个问题是要求我们谈谈感受，我们可以说说这前后的变化，这样就可以轻松的将答案拓展开来啦）。 同学们可以通过以上的解题思路试一试自己的故事： 1.介绍某个地方 2.一个与众不同的生活习惯 3.旅游时经历习得 4.感受从无法接受到接受。 哈哈哈，说了这么多，大家是不是在这个寒冷的阴雨天里也想来一碗热腾腾的日式豚骨拉面啊？我们一起slurp吧！ 以上是今天的如何应对雅思口语地方文化题的全部应对方法，环球青藤希望各位在考试中能够冷静分析，切不可慌乱，能够在雅思考试中取得。如需了解更多雅思培训的相关信息，欢迎拨打环球青藤的免费咨询热线400-060-9663进行咨询，或者点击环球青藤网站页面的“在线咨询”与环球青藤名师直接对话。

❺ 三人口语 有关地方的文化象征的英语口语，英语考试，急用

学英语不求人，洛基英语很专业！

❻ 简述口语的重要性。

不论在哪里生活工作，会说话是不够的！所谓的口语，也要有不同的级别，这可以从考虑世界的文化可以分作口语文化与非口语文化来谈。在非口语文化中，要看文章写得如何，会不会作诗，会不会拽文。在口语文化中，能不能出口成章。在后者，口语绝对重要！

❼ 哪里有了解英语文化、口语学习的文化课堂

同学您好，很高兴为您解答。

上海朗阁全新推出：朗阁“第二阁”文化课堂免费体验活动

“第二阁”是一个英语学习实践社区，也是面向广大英语培训学员和语言爱好者的，提供其切磋交流的平台。它由上海朗阁培训中心学术核心团队潜心打造，精选学习主题和课件，通过对英语文化、历史文学、社会风俗等领域的深入了解和探讨，帮助参与者有效扩展英语语言知识储备，提升自身语言使用技能。
通过朗阁教育（longre168）官方微信预约，预约成功后中心客服会及时联系确认预约情况，安排集体参加活动。

❽ 我想找美国口语和美国文化的关系的文章,谢谢大家!

美国口语的正确翻译是slang. 我给你摘录了这篇文章，希望对你有所帮助！（原文可在我提供的参考资料里找到）

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 关于中国传统文化的口语交际怎么说呢

学会申诉(口语交际)00-10-::|分类：教学|标签：|字号大中小订阅一、联系实际，指向生活《语文课程标准》指出，口语交际“主要应在具体的交际情境中进行”，“让学生承担有实际意义的交际任务”。而小学高段口语交际教学的要求，更着重选取贴近他们生活实际的话题，教学内容有趣，且具有很强的生活指向性，能激发他们口语交际的兴趣。《学会申诉》这一课的教学通过创设生活情境，不仅要能让学生说出日常生活、学习中有哪些方面的合法权益受到侵犯，而且要让学生学会运用已经知道和掌握的法律知识，说出这些被侵犯的权益违反了哪些法律条款，并向哪些部门怎样提出申诉。这样在真实的生活情境中，学会交流，学会应对，从而习得实用的为生活服务的口语交际能力。二、在实践中不断提高交际的能力《语文课程标准》指出：小学生应当“具有日常口语交际的基本能力，在各种交际活动中，学会倾听、表达与交流，初步学会文明地进行人际沟通和社会交往，发展合作精神。”口语交际能力是在口语交际的实践中形成的，在教学过程中，一方面要认真领会口语交际教学的要求，另一方面使学生通过典型话题的言语实践，从而积累口语交际的经验，不断提高口语交际的能力。口语交际能力的提升重在交际实践，自主、合作、探究的学习方式指明了实践的渠道是宽广的。本课的教学通过引导学生课前自主收集相关信息，小组合作模拟申诉，课后全体学生关注生活，不断深化探究，为生活所用，从而使得本次口语交际质量提升，具有实效。教学目标：1、引导学生说出日常生活、学习中有哪些方面的合法权益受到侵犯，运用已经知道和掌握的法律知识，说出这些被侵犯的权益违反了哪些法律条款，并向哪些部门怎样提出申诉。、培养学生的法律意识，学会用法律保护自己的合法权益。

望采纳谢谢

❿ 英语口语讲中国的文化应该讲些什么

可以考虑中西方神话传说故事的对比，都是故事性质的，没有专有名词，不像宗教、哲学、艺术、饮食、历史那样难。