An Empirical Research Of The Implementation Process Of Junior Middle School English Intercultural Teaching:Problems And Countermeasures

Nowadays, the rapid development of economic integration highlights the significance of world's mandarin-English. Our country attaches great importance to foreign language teaching. English curriculum standard of compulsory education puts forward that the ultimate objectives of foreign language teaching is to cultivate students' intercultural communicative competence. The current situation of English education, however, is that English teachers only pay much attention to the cultivation of student's language ability and test ability, ignoring intercultural teaching, and neglecting students' learning of intercultural knowledge. This phenomenon seriously affects the cultivation of students' intercultural awareness, which hinders the process of the cultivation of the talents with intercultural communicative competence. Cultivating people with intercultural communicative competence in English curriculum standard has become an empty talk.In order to present an authentic picture of China's junior middle school English intercultural teaching, to find out the specific problems as well as their causes, this report analyzes the present phenomena through several surveys, which consist of questionnaires to two hundred and seventy students and thirty-six teachers from five junior middle schools in Haikou, Hainan Province, interview to five teachers in three grades, and classroom observation about the related classes. According to these surveys, this report finds out the problems in intercultural teaching and analyzes the reasons for current phenomenon.According to the statistical analysis of questionnaire and the results of interviewing,intercultural teaching is difficult to implement. This can be seen from the phenomena that teachers' lack of cultural knowledge, teachers' insufficient understanding of intercultural teaching and English curriculum standard of compulsory education, using invariable teaching methods, disproportionate amount of time of language knowledge teaching and intercultural teaching, and not thoroughly scoop out the cultural elements from textbooks. In terms of students, they have few approaches to learn cultural knowledge. Besides, their purposes become utilitarianism. In order to solve these problems, reasons are found in this report,including educational philosophy behind the lack of education, defective regulatory policy,being in the relative backwardness in the cultural environment, the confused conditions ofteaching philosophy, outmoded teaching methods, and the guide of senior high school entrance examination and backwash effect.According to the problems and the reasons, the author did further discussion about intercultural teaching and intercultural awareness cultivating strategy in this report. It is believed that, firstly, Education Department should strengthen training to teachers, and attach great importance to the guide of senior high school entrance examination and the backwash effect. Secondly, educational institutions are supposed to change their current education idea to push the process of intercultural teaching, and make use of modern educational technology to training English teachers. Besides, in terms of teachers, they should improve their own cultural training, establish appropriate teaching concepts, set up explicit teaching objectives,use effective teaching strategy, and dig deep into intercultural elements from teaching materials.This study has a practical significance. It can be used in the instruction of intercultural teaching and provide academic references and a basis for the ongoing research of intercultural foreign language teaching.