Research on the Culture Education of English Teaching in the Primary & Secondary Schools
By
Tong Guolian
A 2009 Undergraduate of the School of Foreign Languages of Anqing Teachers College
Supervisor: Sun Xiufang
April 20th, 2009
Research on the Culture Education of English Teaching in the Primary & Secondary Schools
Thesis statement: An investigation on the culture education of
English teaching in the primary & secondary schools is done, and then the findings of it are analyzed, on the basis of which, some feasible suggestions are given.
Outline
Ⅰ. Introduction
Ⅱ. Methodology
Ⅲ. Analysis of the findings
Ⅳ. Suggestions
Ⅴ. Conclusion
Research on the Culture Education of English Teaching in the Primary & Secondary Schools
Author: Tong Guolian
Supervisor: Sun Xiufang
Ⅰ.Introduction
The globalization of the world economy makes English a more and more important language in international communication. And more and more people begin to learn English, which makes English education a hot issue in recent years. As Chinese people's understanding of intercultural communication have greatly deepened and much stress has been laid on intercultural education, many colleges in China have offered intercultural communication courses for English learners, which has attracted great attentions from the students to the whole society and has produced positive influence on them. And in recent years, many domestic and abroad educators have done some researches on the significance of culture education in English teaching and on the current situation of its implement in the primary and secondary schools in our countries. For example, Xu Jian, who is from Hunan Teachers College, has done some researches on the importance of learning English cultures in 19
  93. In
his paper Language and Culture, he points out that “In the foreign language teaching profession around the world there has been a notable rise in interest in the topic of the relationship between culture and foreign language teaching, and the focus has been constantly changing. However, the focus of the researches in this field of China has mainly been on how to impart cultural knowledge or information of the target language to learners. Actually, the relationship between culture and foreign language learning and teaching is far more complicated……”1 And another educator Fu Guoqing has discussed in his book Increasing Cultural Awareness in English Teaching (which was published in 19
  87) how to cultivate students’ cultural awareness and abilities in English teaching by introducing English cultures.2 In foreign countries there are also many educators who have done many researches of culture education in English teaching. As Johnson points in his book Language, culture and communication in learning English, “With the development of politics, economics and scientific technology, the world is quite different from before. The earth, where the human beings are living in, seems to take shrinking. Today, trips once taking years, months, weeks, and then days are now measured in a matter of hours. In effect, the planet earth is not shrinking, but time and space is. In the global village, nations are like families and countries are
like neighborhoods. Time and space no longer isolate or protect nations and groups from each other. It naturally follows that intercultural contact has become more frequent, direct and, therefore, more significant than ever before.”3 Almost all the educators realize the importance of culture education in English teaching and suggest improving both students and teachers’culture awareness in English learning. However, in the practical English teaching, the lack of culture education is still a big problem. To find out the current situation of culture education of English teaching in the primary and secondary schools, a questionnaire and an interview have been made, on the basis of which, some analyse of the findings have been done in this paper, and at last some constructive suggestions are given.
Ⅱ. Methodology
The research is done to answer the following questions: How much have the students mastered the western culture in English learning? In what way do primary & secondary schools have culture education in their English teaching? Whether do these methods play a positive role or not? What are students' reflections to these teaching methods? Are there still some shortages that need to be
improved? The main methods in the study are questionnaire and interview.
  2.1
  2. Questionnaire Practice is the most powerful datum to do the research. The opportunity of being a cadet teacher in Chang ling Middle School has provided the author a lot of valuable information on the current situation of culture education of English teaching. In order to find out what the attitudes students hold and how much they have mastered of the western culture in English learning, a questionnaire was made. The subjects of this questionnaire are mainly the pupils and middle school students. There are altogether 169 students in the research, including pupils, junior and senior school high students. The average ages of them are 13, 16 and 19 respectively. 57% students are from small villages, and 43% are from towns. The questionnaire paper consists of 10 multiple choices and 10 translation sentences mainly involving the factors which can greatly affect students’ understanding of English culture. The main content of this questionnaire involves the following five aspects: a. b. c. Appropriate ways of saying hello and goodbye; Proper reactions to others’ praises; Different responses to “ thank you”;
d. e.
Different attitudes to private things; Different understanding of social ceremony
The questionnaire is arranged at the end of the semester. The subjects of the questionnaire are divided into 3 groups: primary school students, junior high school students and senior high school students. Each group is asked to do this questionnaire at a different time. During the investigation, the first group of the students are gathered in a fixed place at the break time after the second class and asked to finish the paper individually within 20 minutes. So does the second and the third group, but at different time. 169 copies of the paper have been given out, 160 have been returned. Through counting up the number of students who get the correct answers and those that who get the wrong answers, we can see roughly the current situation of students' mastery of English culture. The method of percent style is adopted to calculate the research result, using the first number after the radix point.
  2.2 Interview Besides the questionnaire, to find out teachers’ attitudes towards culture education in English teaching, the degree of their mastery about English culture and the difficulties in the process of the implement of culture education, an interview has also been made to nine middle school teachers. There are 5 questions altogether in
the interview:
  1. How much do you know about English culture?
  2. Which do you think is more important to English study, grammatical knowledge or cultural knowledge?
  3. Do you usually introduce some cultural knowledge to students in the class?
  4. What are your methods to strengthen the culture education in English teaching?
  5. Are there any difficulties in the process of implement? The interview is carried out at two places. One is Yangling Primary School and the other is Changling Secondary School. Nine English teachers are involved in the interview. Three teachers are from the primary school, three from the junior high school and the third three from the senior high school. Five are males and four females. The youngest is only 24 years old, and the eldest at the age of
  41. The average age of the nine teachers is
  36. And two of them just graduated from different colleges. The rest have several years' teaching experience, among whom two teachers have never been to colleges. They graduated from junior high school many years ago. Therefore, the subjects of this interview are of different ages and levels, which makes the investigation more representative. The interview has been made just after the questionnaire. The
conversations with these teachers were recorded as research materials and then analyzed.
Ⅲ. Analysis of the findings The results of the questionnaire and the interview are analyzed in January 28th this year, with the help of the other two teachers in Changling Secondary School.
  3.1 Analysis of the questionnaire The questions in the questionnaire paper may be not so perfect, but the results from it reflect in a degree the current situation of culture education of English teaching in primary & secondary schools. That is, there exists a great lack of culture education in English teaching in primary and secondary schools. The results of the questionnaire are as follows (see Table 1 and Table
  2): Table 1 Error ratio of multiple choices Item 1 2 3 4 5 6 7 8 9 A 12 90 147 120 29 15 18 52 68 B 135 70 14 38 117 125 136 110 89 C 22 9 8 11 23 29 15 7 12 Error ratio
  20.1%
  46.7%
  13.0%
  29.0%
  30.8%
  26.0%
  19.5%
  34.9%
  47.3%
10
61
88
20

  63.9%
The first question in the questionnaire is about greeting, and the right answer is B. From Table 1, we can see 12 students choose A, 135 choosing B and 22 choosing C. The error ratio is
  20.1%. It reflects that most students have known how to greet a person when first meeting him or her. And the second one is about the response towards saying goodbye: “What will you say when your English friend is leaving your home after a visit?” There are three items: (a)Good-bye! (b)Good-bye!Please go slowly! (c)Nothing. 90 students choose B and 9 students say they don't know how to respond, while the right answer is (a). It shows us that many students are not clear about how to say goodbye to a foreigner. In English speaking countries, people usually say “good-bye” or “see you” when they leave each other. While in China, it seems that we have more courtesy. When we need to leave, we may say “go slowly”, “welcome to my home next time”, “go with carefulness”, etc. Just for this reason, 70 students among the 160 have chosen (b) instead of (a), which takes up about
  41.1% of the total amount. This kind of “Chinglish” sounds very strange and ridiculous to a foreigner. Question 4 examines students’ reactions towards other people’s thanks. The right answers to this question 70% reflect that most of the students have got the knowledge of how to answer other people’
s thanks. Questions 5- 6 and questions 7-10 are related to private things and social ceremony respectively. People from different countries have different attitudes toward private things. And from the answers to questions 5-6 we can see there are still many students who make mistakes in this field. And so does social ceremony. Let’s take question 8 and question 10 for example. Question 8 is “What will you do when you receive a gift from a westerner?” and there are three choices: (a) Say “Thank you” and put it aside. (b) Say “Thank you” and open it. (c) Do not know. The correct answer is (b), but 52 students have chosen (a) and 7 don’t know how to respond when receiving a gift from a westerner. The rate of errors is
  34.9%. There still exists great differences between western and eastern countries about how to present a gift and how to receive it. But it seems that not everyone knows the differences. In China, people won’ t accept the gift at the very beginning. But if the owner really insists, he may accept it. And even if he has accepted it, it is very impolite for him to open it immediately. He should put it aside and open it after the owner leaves. On the contrary, in English speaking countries people usually open the gift on the spot to show their appreciation and thanks to their friends. If students are not clear about the culture of sending gifts in western countries, there will be misunderstandings or even conflicts arising. The choices to question 10 “If a Chinese
student is at an American friend’s house, he is thirsty. Is it right for him to ask for drink?” are as follows: (a) Yes. (b) No, he should wait to be offered drinks. (c) Do not know. To this question, the right answer should be (a). But to our big surprise, answer (b) has been chosen by 88 students, which takes up
  52.1%, more than half of the total number. From this we can find the cultural differences between America and China about frankness and implication. Chinese people are veiled and usually do things in a mild way. When they visit their friend’ home, they won’t ask for water directly even if they are thirsty, because they think it is impolite. On the contrary, American people are quite different. If they feel thirsty, they will tell the host frankly and ask for a cup of water. Table 2 Error ratio of translation sentences Item 1 2 3 4 5 6 7 8 9 10 True 108 32 152 58 148 39 55 50 135 20 False 61 137 17 111 21 130 100 119 34 149 Error ratio
  36.1%
  81.1%
  10.1%
  65.7%
  12.4%
  76.9%
  65.1%
  70.4%
  20.1%
  88.2%
The first and the fifth translation sentences in the questionnaire paper are about idioms. Idiom is “a group of words in
a fixed order that have a particular meaning that is different from the meanings of each word understood on its own”.4 So idioms and phrases stand for different cultures of its country. English culture includes customs and
 

相关内容

浅析小学英语教学中的文化意识教育

   浅析小学英语教学中的文化意识教育 摘要:在全球化的背景下,作为一种国际通用的交际语言,英语的重 摘要: 要性不言而喻。小学一般在三年级开始开设英语课,但是在一些发达 地区,甚至在幼儿园就开始接触英语。在教学实践当中,很多教师把 英语当作一种知识来教,要求学生大量地背诵单词和句型,做大量抄 写练习。语言与文化是相互依存的。语言是文化的栽体,文化是语言 的内容。一定的语言以一定的文化为灵魂,一定的文化也以一定的语 言结构为依托,应提高对中西方文化差异的敏感性和适应性。树立文 化意识并注重文化知识 ...

强烈推荐小学英语教育毕业论文选1

   小学英语教育毕业论文选题 论文作者:英语论文论文属性:职称论文登出时间:2010-01-29 编辑:lisa 点击率:821 论文字数:300 论文编号:org201001291604013211 论文语种:Chinese 销售价格:免费论 文 收藏: 收藏:del.icio.usgoogle 书签雅虎搜藏百度搜藏 关键词: 关键词:小学英语教育毕业论文选题 1. 如何在小学教学中实施素质教育 2. 幼小衔接、小学与初中衔接研究 3. 小学课程改革的现状调查 4. 小学艺术课程对促进学生全面 ...

浅谈素质教育在初中英语教学中的实施的文献综述

   浅谈素质教育在初中英语教学中的实施 浅谈素质教育在初中英语教学中的实施 摘要:素质教育是“以面向全体学生,全面提高学生的基本素质为根本宗旨,以注重培养受 教育者的态度、能力,促进他们在德智体等方面生动、活泼、主动地发展为基本特征 的教育。素质教育要使学生学会做人、学会求知、学会劳动、学会生活、学会健体 和学会审美,为把他们培养成为有理想、有道德、有文化、有纪律的社会主义公民奠 定基础” 。实施素质教育是迎接二十一世纪挑战,提高国民素质,培养跨世纪人才的 战略举措,是我国国民经济和社会发展对中 ...

幼儿英语教育中的隐患

     教学研究                                贵州教育 ( 半月刊) Gui Z hou E d ucation                              / 2005 20 幼儿英语教育中的隐患 ○   ( 贵州省内贸学校) 谢 芳   随着世界经济全球化逐步形成 , 我国的英语教 育日趋繁荣 ,不断壮大 。七十年代高中开英语 , 八十 年代初中开英语 ,九十年代小学开英语 , 到了 2000 年 幼儿英语也不甘示弱地在全国各地红红火火地开展 ...

中学英语教学中渗透文化教育的思考

   中学英语教学中渗透文化教育的思考   论文关键词:语言文化 英语教学 交际能力 跨文化   论文摘要:语言是文化最重要的载体,语言与文化密不可分,只有具备了较高的文化素养,学习者才能深层去理解和掌握语言,从而有效地运用语言进行交际。因此,论文在《英语课程标准》的基础上,提出了教师在传授英语语言技能的同时,应该重视和传播英语国家文化背景知识,这样才能提高学生的语言理解能力和跨文化交际能力。   外研版新高中英语教材的使用已进入了第三个年头,其阅读题材语言地道、风格新颖,内容极具时效性和贴近现实生 ...

文化教学论文:浅议高中英语教学中的文化教学

   文化教学论文: 文化教学论文:浅议高中英语教学中的 文化教学 [摘要] 随着全球化趋势的加剧, 越来越要求我们克服文 化差异,顺利实现跨文化交际,新的高中英语课程标准和近 几年的高考试题也明显的体现了这方面的要求。如何在日常 的高中英语教学中渗透文化教学已成为每个高中英语教师 必须解决的课题。本文结合高中英语教学的实际,对此进行 了有益的探讨,具有较强的可操作性。 [关键词] 高中英语教学 文化教学 实施方法 一、高中英语教学中渗透文化教学的必要性 众所周知,21 世纪是全球化的时代,精神和 ...

英语教育2

   在过去的几十年中,英语教育遍及朝鲜,并且将来还会继续。对 于在韩国发展英语教育的发展也有与之相关的各种问题。其中一些如下 清单。 外国人关于合同的抱怨 这是最新一次关于外国人之间的合同问题发生在去年 2008 年 11 月。由于外籍英语教师一般人不知道,这些合同是可转让的和具有法律 约束力,他们只能够在有反面的教训之后才找到找到解决办法。聘用合 同一般包括以下内容:时间,加班,工资,职务,税务,遣散费,国民 健康保险,带薪病假,虽然就业合同已经签订了,许多人仍抱怨合同的 真正内容。一个例子是 ...

英语教育模板

   胡拉拉 五年以上工作经验 | 男 | 28 岁(1982 年 7 月 1 日) 居住地: 上海 电 话:139********(手机) E-mail:Hulala@51job.com 最近工作 公 司: 行 业: 职 位: [ 1 年 5 个月] 北京 XX 职业技术学院 教育/培训 兼职教师 最高学历 学 历: 硕士 专 业: 英语 学 校: 英国索尔福德大学 自我评价 本人乐观好学,喜好挑战。英语专业研究生,擅长英语和日语。当过高中英语老师,后出国 深造,希望在人生的舞台上更加闪耀。 曾 ...

英语+教育杂志

   H3/9 外国语 1.外语教学与研究 2.外国语 3.外语与外语教学 4.外语界 5.现代外语 6.解放军外国 外语教学与研究 外国语 外语与外语教学 外语界 现代外语 解放军外国 语学院学报 7.外语学刊 8.外语教学 9.外语研究 10.四川外语学院学报 11.中国俄语教学 外语学刊 外语教学 外语研究 四川外语学院学报 中国俄语教学 G4 综合性教育 1.教育研究 2.教育理论与实践 3. 比较教育研究 4.全球教育展望 5.教育评论 6.中 教育研究 教育理论与实践 全球教育展望 教 ...

少儿英语教育

   有效的少儿英语教育是关键 如今,少儿学习外语非常普遍,已经成为客观事实存在,这给少 儿英语培训机构的有所作为提供了可能性,也给家长带来了更多选 择。然而,选择好的少儿英语培训机构并不容易,首先要看是否是针 对少儿,符合其年龄的特点。儿童英语主要是培养兴趣,提高语言学 习的敏感性,而不是把它作为一门工具。教师从孩子们的兴趣入手, 让孩子在快乐中学习,多采用一些游戏化,生活化的方式来说一些口 语,鼓励幼儿用口语交谈,发展他们运用语言交往的能力。下面是朗 训教育专家介绍的几种有效的少儿英语教育方法 ...

热门内容

英语六级作文高分万能模板及高分句式大汇总1

   这是我总结的2010年英语六级作文的常见模板并以经典给出,里面有好多句型不错,对考试应该有一定 英语六级万能模板 Connective words or phrases can be used point out the thought relationship betwee 表示列举或次序:first, firstly, first of all, above all, to begin with, in the first place 表示递进:besides, plus, moreov ...

【真题】2010希望之星英语风采大赛预选赛试题 A卷 (高中组)免费!

   希望之星英语风采大赛预选赛试题 A 卷 答案卷 听力部分 1~5 CCBBA 6~10 AACBD 11~15 BCACC 16~20 AABBC 笔试部分 一 1-5 BDCBC 6-10 AACBD 二 1-5 CAADD 6-10 ACBCA 11-15 DCDBC 16-20 AACAB 三 1-5 BACBA 6-10 CBABC 11-15 CCDDB 四 1-5 DAADC 6-10 BBCCC 试题卷 听第 1 段材料,回答第 1 至第 5 题. 1.What is the ...

2010高考英语得分策略:阅读理解题型及技巧

   阅读理解 题型及技巧 细节理解题: 一,细节理解题: 1,直接事实题: ,直接事实题: 先阅读题干,确定读材料的时候要查找的 先阅读题干, 细节及事实的范围,然后利用略读 略读的手法 细节及事实的范围,然后利用略读的手法 找出出处. 找出出处. 2,间接事实题: ,间接事实题: 需结合上下文提供的语境和信息进行 简单的概括和判断. 简单的概括和判断. 1 Many American presidents in the 19th century were born in poor famili ...

英语寓言六则

   1.The Wolf and the Lamb 狼与小羊 WOLF, meeting with a Lamb astray from the fold, resolved not to lay violent hands on him, but to find some plea to justify to the Lamb the Wolf's right to eat him. He thus addressed him:"Sirrah, last year you gross ...

内蒙古集宁一中09-10学年高二下学期期末英语试题

   外语下载中心 http://down.tingroom.com 集宁一中 2009?2010 学年第二学期期末考试 高二年级英语试题 本试卷满分 150 分,附加题 15 分,考试时间 120 分钟。考卷分 I 卷 和 II 卷两部分。 第 I 卷(选择题 共 110 分) 一.单项选择:(20×1.5=30 分) 1.Dalian is most beautiful coastal city and I believe I will come for second visit. A. th ...