A Study Of The Methods Of Cultural Input In The English Classes Of Senior Middle Schools In China

With fast increasing international communication, China needs world-oriented talents who have great intellectual ability in understanding foreign cultures, which calls for cultural input in English teaching in high schools in order to help develop students' intercultural awareness and improve their intercultural communication ability.This study has adopted interviews and questionnaires to get students' and teachers' views about the teaching of British and American cultures in middle schools. The study also takes an in-depth look into the cases to explore specific strategies to carry out culture teaching in EFL classes in high schools of China.The paper consists of four chapters. The introduction part describes the rationale, objectives and significance of the study. Chapter One is the literature review. By drawing on the findings of the researches by other scholars at home and abroad, this chapter provides theoretical support for establishing a conceptual framework of this study. Chapter Two analyzes the status quo of culture teaching in English classes in middle schools of China by probing into its problems such as teachers cleave to traditional Teaching Philosophy and students adopt a negative attitude on Cultural Input in the English Classes, which indicates the practical significance of this study. Chapter Three describes the whole process of the study, namely, how I worked to conduct culture teaching through my teaching practice, including cultural input in sentences based on the famous quotes or classic lines and cultural input through music or movies. Chapter Four summarizes the whole study, with the conclusion that cultural input in the English Classes can motivate students of Senior Middle School to learn English, conduct moral education and improve learning efficiency. Nevertheless, cultural input in English Teaching should be based on the premise that teachers are concerned about students. And it's suggested that English teachers should improve their own culture literacy and pay attention to the way of cultural input.