2017届福建省光泽第一中学高中英语教师论文：《A Study on Culture Teaching in Senior English Class》_高考复习指南

2017届福建省光泽第一中学高中英语教师论文：《A Study on Culture Teaching in Senior English Class》

　　Conclusion

　　An increasing number of linguists and foreign language teachers realize that a good command of English vocabulary and grammar does not necessarily lead to a good mastery of English. To learn a foreign language well, learners should also become familiar with the cultural differences that may affect proper understanding in that language, because people with different cultural background have different customs, behaviors, thought patterns and views on value, faith and belief. Because of the differences, misunderstanding may occur, that is to say, when people with different cultural background communicate, they will come across the cultural barriers, and the sense of imbalance in feeling and psychology. Culture learning helps eliminate communication barriers, prevent students from communication conflicts, develop their field vision and promote their cultural communication. Therefore, it is the responsibility of English teachers to recognize the importance of culture teaching and bring culture into English class.

　　This paper aims to investigate the present situation of culture instruction in Senior English under the context of New Curriculum Standard and explore the strategies of culture instruction in Senior English class. First, based on the goals of cultural awareness provided in the New Curriculum Standard, the author examines New Senior English for China and also makes some comments. Second, the author makes a survey to investigate the current situation of culture instruction in Senior English and also analyzes the results. From the survey, the author finds that some English teachers in Senior Schools have realized the importance of culture instruction, but they are not quite qualified to teach culture because they do not know much about culture teaching strategies and seldom practice culture instruction in class. At last, the author suggests six principles and five strategies in last chapter. Culture teaching should be phased, systematic, pragmatic, suitable, combined with other subjects and serve to improve learners’ intercultural communication. Culture instruction strategies such as culture interspersion, culture aside, culture capsules, culture clusters, culture assimilators, mini-dramas, video films, newspapers, magazines and literature can be applied in Senior English teaching. In general, this paper deals with the relationship between language and culture, problems and strategies of