| Culture teaching is an important part of foreign language teaching.Since the 1980 s,China lays stress on culture teaching in FLT and introduces the concept of intercultural communication.One of the major goals of foreign language teaching is to develop students' intercultural communicative competence(Yan Ming,2009).The communication itself is a process of bidirectionally exchanging information,absorbing and spreading cultures of different background.Intercultural communication needs the support of culture.An effective intercultural communication is carried out on the basis of the cultural identity of the two sides representing of the communication,and then they can express the culture and ideas they represent by the communication language.Therefore,cultural learning in English learning should cover both English and Chinese culture and its expression.At present,the culture teaching of high school English teaching is a one-way input of Western culture,especially English and American culture,while ignoring the input of Chinese culture.In 2000,Professor Cong Cong pointed out in Guangming Daily in 2000 that there are “ Chinese cultural aphasia ” in English teaching in our country.Since this phenomenon,many scholars have also done relevant researches and investigations.However,most scholars focus on college English teaching,and few studies focus on high school English teaching.In 2013,the English Curriculum Standards for Senior High School(Experimental Version)in the Ministry of Education made the goal clear of cultivating students' intercultural communicative competence.It cites that high school students should be able to express Chinese cultural customs,occupations and life habits,etc in English in a brief way.By comparing the similarities and differences between English and Chinese cultures,the understanding of Chinese culture is deepened,and the sense of identity and patriotism is enhanced.we can see that,it is necessary and feasible to introduce Chinese culture in high school English teaching.For the reasons above,based on the theories of pragmatics and intercultural communication,the present situation of Chinese culture input in high school English teaching is investigated according to the phenomenon of “ Chinese culture aphasia ”.This study mainly talked about these two questions: First,what is the present situation of Chinese culture input in senior high school in English teaching? Second,what are the causes of this situation?In order to solve the above problems,this study investigated 110 English teachers and 180 students from three high schools in Qinhuangdao.The valid questionnaires were collected from 102 teachers and 179 students respectively.The results of the survey show that the current situation of Chinese culture input in high school English teaching is not very optimistic.Although teachers and students generally believe that it is necessary to input Chinese cultural knowledge into English teaching,they think that their ability to express Chinese culture in English is incompetent and they can not even touch relevant knowledge about Chinese culture and its corresponding English expression in their daily teaching and study.It is also found that the knowledge of Chinese culture in the current teaching material is relatively small.It is not a proper steering for students to establish the awareness to study Chinese culture in their English class.Based on the above findings,the author gives some teaching suggestions.In terms of teaching strategies,teachers should pay attention to personal professional development,perfect their knowledge structure,and pay attention to the input of two-way cultures in culture teaching.Students themselves should also promote intercultural communication awareness and promote the English expression ability of Chinese culture actively.In the compilation of textbooks,we should balance the proportion of cultures between China and the western countries,so that students can learn more effectively in the contrast of different cultures. |
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