| English as one of the most widely used language in the world, has become the important tool of international communication, science and technology, and cultural exchanges. Learning and using English plays an important role in absorbing the achievements of human civilization, drawing lessons from foreign advanced science and technology, and promoting the mutual understanding between China and the world. But with the increase of foreign exchange, people gradually find that English teaching in the form of language as the center can not meet the needs of the society. In recent years, the studies on cultural factors of language, discussing how to carry out intercultural teaching, cultivating students’ cultural awareness, and improving their intercultural communication ability, has become an important research subject in English teaching. Due to the influence of traditional English teaching ideas, combined with the role of the entrance examination to the senior high school and the college entrance examination, the current English culture teaching in middle school in China has not been given the attention it deserves, particularly in Tibet intercultural teaching situation in the middle school English classroom is not optimistic. In the actual teaching process, because of the lack of systematicness in cultural teaching, the traditional teacher-centered teaching method of language teaching is still the mainstream of the middle school English teaching. The purpose of this study is to find out the problems and their reasons of intercultural teaching in the middle school English classroom in Tibet, and to provide some suggestions in order to better implement intercultural teaching.This study has analyzed the related literature, and has carried on a questionnaire survey in view of the intercultural teaching status in the middle school English classroom in Tibet. The objects of this study are760students and56English teachers of middle and high schools in Tibet Lhasa, Shigatse and nagqu. Student questionnaire is mainly discussed (1) the student’s attitudes and interests to English cultural knowledge (2) teachers’ knowledge accomplishments (3) the main contents of English culture teaching students come into contact with (4) English culture teaching methods students come into contact with or like (5) the barriers of learning English cultural knowledge. Teacher questionnaire is mainly discussed (1) the teacher’s attitudes and interests in teaching English cultural knowledge (2) teachers’ knowledge accomplishments (3) the main contents of English culture teaching (4) English culture teaching methods (5) the barriers and difficulties of English culture teaching.Through the questionnaire survey and interviews on some teachers, there exist the following problems:culture teaching has not been given the attention it deserves; teachers are lacking in cultural qualities; the ways of culture teaching are simple and rigid; exam-oriented education system brings great pressure to teachers and students.The causes of the problems:the weakness of teachers’ culture; the imperfection of the security system; the disadvantages of the existing examination system.Therefore, this research suggests that:first, to the teachers, set up the intercultural teaching value, enhance the sensitivity of cultural differences; improve the level of education and knowledge, improve the cultural literacy; dig cultural connotation of materials, make full use of teaching materials; use modern educational technology, carry out multimedia teaching; actively guide and encourage students to read and develop English cultural knowledge. Second, to the students, enhance the consciousness of intercultural communication, improve the intercultural communication ability; increase the ways and means of acquiring English culture, pay attention to the experience and perception of culture. third, create favorable environment to carry out intercultural teaching. |
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