An Action Research On The Integration Of Chinese Culture Into English Teaching In Junior High School

It has been widely accepted that culture teaching should be laid emphasis on in the process of foreign language teaching.To develop students’ intercultural communicative competence has become an important goal of foreign language teaching.It is known that intercultural communication is a process of two-way interaction,which determines that both the mother tongue culture and the target language culture should be taken into account in the process of culture teaching.However,in the present English teaching in China,Chinese culture teaching has long been neglected.As a result,many students are incapable of expressing Chinese culture in English accurately,which has to a certain degree hindered the development of students’ intercultural communicative competence.Aiming at the phenomenon above,this study conducts an investigation into English teachers and students from C Junior High School in Ganzhou City through the test papers,questionnaires as well as interviews.The results show a sobering picture of the present situation of the integration of Chinese culture into English teaching in C Junior High School.On the one hand,most of the teachers ignore the Chinese culture teaching in the process of English teaching,and are confused about how to integrate Chinese culture into English teaching under the present teaching conditions.On the other hand,many students are not interested in learning English expressions of Chinese culture,and some of them take the passive attitude towards Chinese culture learning in English.In addition,a large number of students are incompetent to express Chinese culture in English.Therefore,in order to change students’ English learning attitudes and behaviors towards Chinese culture,and improve their ability to express Chinese culture in English,this study explores how to effectively integrate Chinese culture into English teaching in junior high school.Moreover,this study is to verify the impact of this study on students’ English learning scores.Based on such situations,this study,taking Krashen’s input hypothesis and Rogers’ s meaning learning as the theoretical basis,adopts action research method and carries out a5-month educational action research in Class 8,Grade 3 of C Junior High School.In the implementation of action research,the researcher employs the following eight teaching methods to integrate Chinese culture into English teaching,such as warm-up training method,direct content method,cultural introduction method,cultural extension method,Chinese and Western cultural comparison method,participative activity method,textual imitation method andextracurricular extension method.The findings show that,firstly,students’ English learning attitudes and behaviors towards Chinese culture have been changed,and their ability to express Chinese culture in English has been significantly improved,which indicates that the teaching methods of integrating Chinese culture into English teaching are effective.Secondly,although students’ English learning scores have not been improved,their interest in English learning has been greatly stimulated,which has promoted their English learning to a certain extent.The present study has positive theoretical and practical significance for the integration of Chinese culture into English teaching in junior high school.