A Qualitative Study On High School English Teachers’ Intercultural Consciousness And Teaching Practice

In China, English as a major foreign language is an important tool for people to know the world. English teaching at the basic education stage in China, however, for quite a long time has focused on the language form and the knowledge structure of teaching, and neglected the intercultural instruction. People pay more attention to English teachers’ role as "language skill imparter", "English curriculum implementers" of professional identity, while ignoring its special cultural identity and compared with other subjects teachers for special cultural appeal. English teachers’ lack of the consciousness of cultural interaction between interlanguage, not only will influence the students’ comprehensive use of language communicative ability, but also may affect the student’s proper understanding of the diversity of foreign language and native language culture.Based on the theory of intercultural consciousness development perspective, this paper will adopt the qualitative research methods, with two high school English teachers as the research object, to observe in their daily teaching activities, and their students, colleagues, leadership for detailed interviews. It tries to reveal the true state of English teachers’intercultural consciousness, and guided by the cross-cultural awareness of cross-cultural teaching. Therefore, this article mainly includes the following aspects:The first part is introduction, which introduces the background, purpose and meaning of the research, as well as the core of the related concept definition. Meanwhile, the introduction part also compiled the researchers in the related research achievements. Later part defined the research methods and research process in this paper.The second part is the implementation part of the study, which is the choice of research method, selection of the research object, research on arrangement and research data collection, analysis of a simple introduction.The third part is the main part of the research. The author adopted the methods such as interviews, classroom observations to study the self-awareness of intercultural awareness. It will specifically describe the English teachers’intercultural consciousness in real teaching situation and the implementation of cross-cultural teaching. At the same time, in view of the above content, the author will analysis the cause of difficulties happening in the intercultural teaching from the English teachers’ subjective factors, including the teacher’s education and work experience; what’s more, from the objective factors, such as students, colleagues, leadership, and social environment on the impact of teachers’ cross-cultural development,.The fourth part is strategies. This part mainly talks about the teachers’ own efforts to work out of the cross-cultural consciousness and the dilemma of teaching to provide strategies and suggestions.The fifth part is the reflection and prospect of the study. The author will analysis the validity of the research conclusion, the defects of research and two aspects of shortcomings to the research.