Study On Strategies Of Cultivating Students’ Cross-cultural Communication Awareness In Primary School English Teaching

Under the background of globalization,the mission of English education has ushered in a huge turning point.English education is no longer a single acquisition of western cultural knowledge,but more emphasis on cross-cultural communication.The English Curriculum for Chinese Compulsory Education(2011 Edition)clearly puts forward the goal of cultivating cross-cultural communication awareness.As the initial stage of students’ exposure to the language,it is a must-do for the primary English teachers to cultivate students’ cross-cultural communication awareness.It can draw students’ attention to the cultural background behind the language.During the learning process,students are able to get some cultural knowledge,understand some cultural meanings,compare some cultural similarities and differences and acquire some cultural essence.Therefore,they can better respect western culture and spread Chinese culture.Those are conducive to cultivating talents with cross-cultural communicative competence.Therefore,based on the actual teaching situation,this research conducts theoretical and practical explorations on the cultivation of students’ cross-cultural communicative awareness in primary school English teaching,and attempts to summarize the strategies,so as to provide theoretical references and practical ideas for more English teachers.Seven parts are included in this paper.The first part is the introduction.It explains the research background and significance of this article.It summarizes the research on cross-cultural communication in foreign language teaching,the cultivation of cross-cultural communication awareness in foreign language teaching and in primary school English teaching.On this basis,the ideas and methods of this paper are determined.The second part is a theoretical overview of the cultivation of students’ cross-cultural communication awareness in primary school English teaching.It defines the core concepts of “cross-cultural communication” and “cross-cultural communication awareness”.At the same time,language-cultural relationship theory,intercultural communication and Schumann’s cultural immigrant model are served as the theoretical basis of this research.The third part shows the necessity and feasibility.The necessity mainly focuses on the three levels of the country,subject and students.On the national level,students shoulder the important task of cultural communication.On the subject level,the curriculum standard clearly stipulates the cultivation of students’ cross-cultural communication awareness.On the student level,the questionnaire survey data shows that it is an undeniable fact that students have a low level of cross-cultural communication awareness.The feasibility is demonstrated from two aspects: the cultural nature and cultural value of the English language,and the rich cultural teaching content contained in English textbooks.The fourth part is the teaching status in primary school English teaching.This part uses the classroom observation scale to observe and record the extent to which teachers pay attention to the cultivation in real English classroom teaching.The study found that different degrees of problems exist in teaching design,implementation and evaluation.The fifth part is the attribution of problems of the cultivation.In this part,through in-depth interviews with teachers,it is found that the low cultural literacy of English teachers,the objective limitations of English teaching conditions,and the defects of cultural teaching evaluation methods make it difficult to cultivate students’ cross-cultural communication awareness.The sixth part is the strategies for the cultivation.In order to better cultivate students’ cross-cultural communication awareness,the key is that teachers must first enhance their own cultural literacy.Secondly,the core is that teachers must guide students to understand the differences between English and Chinese.Finally,the guarantee is that teachers must increase the cultural orientation of teaching evaluation.The seventh part is the concluding part.It summarizes the results of this article and reflects on the shortcomings of this article,aiming to seek a better development of intercultural communication awareness in primary school English teaching.