Application Of Contrastive Approach In Communicative Socio-cultural Teaching In EFL Classrooms

The ultimate goal of language learning is to enable foreign language learners to communicate and the development of socio-cultural competence can enable them to communicate more effectively and appropriately. Therefore, apart from the current efforts to improve students'linguistic competence in EFL, how to develop students'socio-cultural competence is urgent and challengeable for foreign language teachers. In this situation, this dissertation is mainly to introduce a new contrastive approach in the communicative socio-cultural teaching in EEL classrooms, and its application in ELT. It begins with an introduction of the background of the dissertation, together with its significance and aims. Then, the following part presents definitions of socio-culture, socio-cultural competence, communication and their features, along with the review of three approaches adopted in socio-cultural teaching, followed with the author's elaboration on theories of the contrastive approach in the communicative socio-cultural teaching. Based on the approach, an experimental study of the application of a contrastive model is presented in the communicative socio-cultural teaching in the experiment group for the comparison with traditional communicative approach in the control group. Scores and results were collected from the pre-test of post-test of two groups to indicate students'socio-cultural competence. Based on the results and analyses, the dissertation concludes that the contrastive approach in the communicative socio-cultural teaching is more efficient in facilitating the development of students'socio-cultural competence than the traditional communicative approach, which reveals the feasibility and efficiency of applying the contrastive approach in the communicative socio-cultural teaching in EFL classrooms.