An Investigation On The Status Quo Of Target-language Culture Teaching Among English Teachers In Senior High School

This thesis aims to learn the English teachers’ cognition, attitude, idea and suggestion toward culture teaching in the high schools by surveying their present situation of target-language culture teaching in the English class, expecting to put forward some suggestive strategies to improve the culture teaching.This thesis plans to figure out answers for the following questions. The first one is what the overall target-language culture teaching situation is among the English teachers in urban high school in Liuzhou. The second one is whether significant differences exist among English teachers in urban high school and suburb high school in terms of target-language culture teaching. The last are the causes of culture teaching obstacles and related strategies to deal with them. Both quantitative and qualitative researches are adopted to facilitate the thesis. For the quantitative part of the thesis, questionnaire was employed to investigate the picture of culture teaching among teachers in the senior high schools. In terms of the qualitative part, semi-conducted interview was organized to thoroughly examine teachers’ view on culture teaching, the causes of the culture teaching obstacles and ways to tackle them.The major findings are listed as follows. Firstly, the English teachers in the senior schools in Liu zhou show preferably interests and attitude toward culture teaching, but they, to great extent, fail to make full use of the existing resources, not to mention the potential ones. Besides, they still tend to avoid the culture contents they are not familiar with, lacking awareness of overall implementing to the CNNECS. In terms of the difficulties for culture teaching, most English teachers indicate that their lacking culture training and culture contents indirect to NMET are the major obstacles. Secondly, significant differences are found between urban school and suburb school on culture teaching. The urban school is much better than suburb school on culture teaching.The attributions to the above can be drawn as follows:(1) the English teachers’ biases to the curriculum conception, (2) the English teachers’insufficient ability in cultural literacy, (3) the English teachers’insufficient knowledge in cultural literacy. The geographical advantage may contribute to teachers in the urban schools having better sensitivity to culture teaching than teachers in the sub-urban schools do. Lastly, some strategies are put forward to improve culture teaching. Education authorities should make better assessment for the English teachers. As for the schools, the college should emphasize the culture learning for the future English teachers, while the school should regularly develop some cultural training for the English teachers. The English teachers themselves should improve themselves to develop culture teaching better.