Survey Of Cultural Input In Integrated English Teaching

As exchanges between China and other countries become more prosperous, cultivating talents with intercultural communicative competence has become a top priority for education. Sino-foreign Collaboration Program, as a new mode of education, can help introduces foreign advanced education philosophy and resources, which can better cultivate international talents, enhance China’s national competence. Language and culture have a close relationship with each other as language is the carrier of culture and culture is the soul of language. Language and culture influence and restrict each other. Cultural differences have certain impacts on language learning. We can understand and use language more thoroughly and correctly only by understanding the cultural information carried by language, thus improving the cross-cultural communicative ability. If the cultivation of students’ linguistic competence is overemphasized in language teaching and a series of English grade examinations are taken as the measuring standard while the cultivation of students’ cross-cultural communicative ability is neglected, students will face many obstacles and even make stupid communication mistakes when communicating with foreigners. The integrating of cultural input into foreign language teaching, therefore, is very necessary. Students in Sino-foreign Collaboration Program have more chances to communicate with foreigners, thus it is particularly important to cultivate their intercultural communicative ability.The research took ninety students from Sino-British and Sino-American programs in College of International Culture and Education, Guangxi Normal University (GXNU) as research subjects. The paper studied the current situation of cultural input in Integrated English classroom by questionnaire aiming to answer the following three questions:(1) What is the current situation of culture input in Integrated English classroom in Sino-foreign collaboration program in GXNU?(2) What factors influenced the input of culture in Integrated English classroom in Sino-foreign Collaboration Program in GXNU?(3) How to input culture into Integrated English classroom in Sino-foreign Collaboration Program?The results show that:1. Students’consciousness of learning English culture is relatively strong, but the whole cultural study atmosphere is not satisfactory in Sino-foreign Collaboration Program in GXNU, the Western culture teaching still cannot meet the needs of students in Integrated English classroom;2. Although many teachers have realized the importance of culture in English teaching, they did not regard cultural teaching as an indispensable part of Integrated English classroom teaching due to limited class-time, no mandatory exam requirements and no-effective methods for cultural input;3. Most students learn English culture through teachers’ classroom teaching, internet, TV and the communication with foreigners;4. Students are hardly satisfied with teaching material and exam forms.The thesis did an investigation on the current situation of cultural input in Integrated English classroom teaching for Sino-foreign Collaboration Program in GXNU, hoping to provide some research data and reference for the teachers and students in order to improve the cultural teaching in Integrated English classroom in Sino-foreign Collaboration Program.