郭 莹

语言在人与人的交往中既是信息交换的基本工具，也是文化得以储存与传递的重要渠道。在英语教学中，围绕文化教学应当侧重“目标语言”还是“整合母语文化”，这一议题长期处于教学法与理论争辩的核心位置。本文从现代主义与晚期现代主义视角，以节日主题教学为案例，评析英语教学中文化融合的有效路径。研究认为，两种视角并非对立，而应基于学习者的认知水平和语言能力，采取阶段性的动态融合策略。两种视角的结合有助于增强教学的情境相关性，并提升学习者的跨文化适应能力，帮助学习者在全球沟通与文化根基之间取得平衡。

英语教学；文化教学；现代主义；晚期现代主义；跨文化能力；本土化

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