| According to the Senior High School English Curriculum Criteria of China(Edition2017,Revision 2020),English education should highlight the development of the students’ core literacy,including the ability to tell Chinese stories in English,the awareness of Chinese cultural identity,and the competency of intercultural communication.The intercultural sensitivity is a component of the intercultural communicative competence,which promotes appropriate and effective communicative behavior.Given the problem of “Chinese Culture Aphasia” in students and the insufficient ability about culturally responsive teaching in teachers,the author constructs the innovative CRT(Culturally Responsive Teaching)model based on POA(Production-Oriented Approach),following the “motivating-enabling-assessing” teaching process.The purpose is to bridge a “gap” between theory and practice and provide guidelines for English teachers in senior high school.The action research is conducted with 90 senior high school students from Quanzhou and uses tests,students’ compositions,and intercultural sensitivity scale as the instruments.It lasts ten weeks.The research questions are as follows:(1)what is the effect of the CRT model based on POA on cultivating students’ intercultural sensitivity.(2)What is the effect of the CRT model based POA on students’ ability to express Chinese culture in English.The author conducts two-round action research,using SPSS for data analysis to ensure authentic and scientific data.In the first-round action research,through students’ interviews and classroom observation,the author finds that students’ satisfaction,interaction engagement,and their ability to express Chinese culture in English are constrained by factors,such as familiarity with communicative scenarios,personal English proficiency,and so on.Through analysis of students’ composition,there are some flaws,such as misuse of the target language.In the second round of action research,the teaching procedure is modified based on problems that occurred in the first-round action research.Particularly,the teacher devises sub-cycles about “motivating-enabling-assessing” and provides layered tasks.Positive feedback runs through the whole stage.The primary findings are as follows.(1)The CRT model has a positive effect on improving students’ intercultural sensitivity,especially in “interaction engagement,” “interaction confidence,” and“interaction pleasure”.(2)The CRT model based on POA has a positive effect on fostering students’ ability to express Chinese culture in English,especially in the writing aspect.Finally,based on the results of the action research,the author tries to summarize strategies for enhancing intercultural sensitivity and the ability to express Chinese culture in English,which not only inspires teachers in senior high school but also enhance student’s Chinese culture confidence. |
