Investigation On The Chinese Culture Input In Junior Middle School English Teaching ——A Case Study Of Zhengzhou No.47 Junior Middle School

With the rapid development of modern communication technology,the connections between countries over the world are getting closer and communication with people of different cultural backgrounds becomes unavoidable.Since English is the universal language in today’ s world,it is especially important to have the ability of inter-cultural communication in English.The phenomenon of focusing on language teaching while ignoring cultural teaching has existed in primary English teaching in China for a long time.And the negligence of Chinese culture teaching is even worse.This has,to a certain extent,caused the lack of ability to express and spread Chinese cultural elements among middle school students.In the context of Chinese culture going global,studying how we can improve Chinese culture teaching in the middle school has become necessary and urgent.Based on the theory of inter-cultural communication and Krashen’ s “input hypothesis”,this thesis selects students and English teachers from Zhengzhou No.47 Junior Middle School as the research subjects,aiming to investigate the current situation of Chinese culture introduction in junior middle school English classroom teaching and to figure out the causes for junior middle school students’ lack of the ability to express Chinese cultural elements in English.Through tests,questionnaire survey and interview,the author collected massive relative data and analyzed the data in detail.The author first made a test on the subjects’ expression ability of Chinese cultural elements in English.Then questionnaires were sent to teachers and students for investigating their attitudes towards the introduction of Chinese culture in English teaching.The author made further interviews with teachers and students respectively and analyzed the contents of Chinese and foreign cultural factors in the current textbooks in light of the requirements of the new curriculum.The study shows that middle school students are weak in expressing Chinese cultural elements.The causes for this phenomenon is that in addition to the limitation of small vocabulary,there is,to a greater extent,the lack of students’ thorough understanding of Chinese traditional culture and thinking mode.And it is also related to the incorrect teaching philosophy of teachers.What’ s more,teachers always focus on western cultural input,neglecting Chinese cultural elements input when they impart English knowledge to students.And in the choice of texts for teaching,theproportion of Chinese and western cultures is unbalanced in the textbooks,with topics often not closely related to the students’ real life.Finally,the author puts forward some suggestions and counter-measures for the solving of the existing problems,hoping that this research can call people’s attention to the introduction of Chinese cultural elements in English teaching in middle schools and can help change the current situation of insufficiency of Chinese cultural elements input in English teaching in middle schools.