A Study Of Chinese Culture Introduction In Junior Middle School English Teaching

The fundamental purpose of English teaching is to cultivate students’ intercultural communicative competence,and intercultural communication is essentially a process of cultural exchanges among different nationalities.This requires English teaching to take into account both the target language culture teaching and the native language culture teaching,so that students can not only master the target language culture,but also are able to spread Chinese culture.Although junior middle school students currently have fewer opportunities for intercultural communication,they should continue accumulating the English expression of Chinese culture to lay a solid foundation for future intercultural communication.However,in the junior middle school English teaching,most English teachers focus on English language knowledge and ignore the introduction of Chinese culture in English teaching,so most students unable to accurately express Chinese culture in English,nor can they successfully communicate in intercultural communication,which resulting in the phenomenon of “native language culture aphasia”.In recent years,Chinese stories and Chinese voices have increasingly become important topics of international concern.Therefore,we should let people all over the world understand the essence of Chinese culture,tell Chinese stories well and promote Chinese culture.In view of the above,this study investigates the current situation of Chinese culture introduction in junior middle school English teaching on the theoretical basis of intercultural communication theory and input and output hypothesis.There are three main research questions:(1)What’s the attitude of junior middle school teachers and students towards Chinese culture introduction in junior middle school English teaching?(2)What is the current situation of Chinese culture introduction in junior middle school English teaching?(3)What are the factors that affect Chinese culture introduction in junior middle school English teaching?In order to answer the above questions,this study conducts a questionnaire survey among 200 eighth grade students and 30 English teachers from a middle school in XX City,and interviews 3 teachers to further understand the situation of Chinese culture introduction in junior middle school English teaching.Results show that although the junior middle school teachers and students agree with the role of Chinese culture in English teaching and have a positive attitude towards introducing Chinese culture in English class,the current situation of Chinese culture introduction in junior middle school English teaching is not very optimistic.Junior middle school students are not very familiar with Chinese culture,and there is a certain degree of “Chinese culture aphasia” among junior middle school students;the amount of Chinese culture contained in English textbooks is insufficient and it is less than that of other countries;English class teaching involves less knowledge of Chinese culture and the teaching method used by teachers are single;students’ homework and exams also contain less Chinese culture and they lack opportunities for language output.In addition,the main factors affecting Chinese culture introduction include teaching resources,teachers’ quality and teaching evaluation.Based on the above research findings,some suggestions are put forward.In terms of textbooks,textbook compilers should systematically introduce Chinese cultural elements in textbooks.At the same time,these cultural elements need to be combined with students’ real life so as to improve their ability to use language in daily life.For teachers,they should complete their knowledge structure of Chinese culture through various ways and improve their ability of expressing Chinese culture in English.In classroom teaching,teachers should consciously introduce Chinese culture in English teaching and systematically present Chinese culture to students.Students themselves should improve their intercultural communicative awareness and take the initiative to learn how to express native culture in English.