本文是一篇英语论文，笔者通过因素分析，从第三个问题的角度出发，研究者提出了进一步加强高中英语教学中中国文化的整合的建议。例如，加强学生的兴趣取向，提高英语表达中国文化的主动性，提高中国文化中的英语表达能力。分析中外文化和思维方式的异同。在课堂内外创造一个文化学习环境，培养学生独立学习文化的能力。增加文化考试的内容，扩大考试范围，落实高中英语课程标准考试的要求。
Chapter One Literature Review
1.1 Basic Concepts
The purpose of this paper is to investigate the research status of Chinese cultureteaching by English teachers in high schools.Therefore,the first thing that needs to beclarified are some definitions including culture,Chinese culture,Chinese cultureaphasia and cultural awareness.
英语论文怎么写
1.1.1 Definition of Culture
The word“culture”itself is a relatively general and vague concept,differentscholars have different definitions of culture.In etymological terms,the word culturecomes from the Latin“cultura,”which originally meant farming and worship of God.The basic semantics are a set of ideas,the beliefs and behaviors of a particularorganization or group of people.The book“Ci Hai”defines culture as:“Culture in abroad sense refers to the sum of material and spiritual wealth created in the process ofhistorical practice of human society,while in a narrow sense it mainly refers to theform,system and corresponding organization of social consciousness.”
Edward Tylor put forward the classic definition of culture,which holds thatculture is a mixture,including knowledge,belief,art,law,morality,customs and othercapabilities and habits that are all human components.At the same time,he pointedout that the essence of culture was acquired in society,not inherited.Belongs to allmembers of the group,not to one person;There are signs,and language is the mostimportant sign of culture;Culture is a unified system,in which all aspects areinterrelated.（Edward Tylor,1871）
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1.2 Relationship between Language and Culture
By the nature of language,it is a tool for communication and a symbolic systemunique to human beings.For the relationship between language and culture,the twoare not only closely related,but also different.On the one hand,language is a systemof symbols,which is one of the elements of a cultural system.On the other hand,since the language’s storage function,other elements of the cultural system must beconveyed by the language.In other words,language has duality:one is language as apart of culture,the other is language as a medium of cultural communication.Throughthe mirror of the national language,people see the history,humanities,geography,andother cultural backgrounds and cultural ecology of the nation,as well as its character,temperament,emotions,ways of thinking,values,religious mentality,and so on.These are all presented through language.Therefore,the process of acquiring alanguage is also the process of learning its culture.As American pedagogic expert(Brown,2002)said,second language acquisition is the acquisition of second culture.
The British economic journalist McRae once commented in his book“The Worldin 2000”that America’s dominance and great power is not expressed in the abundanceof natural resources,nor in the size of its economy,nor even in the breadth of itspolitical influence,but that the most insidious and lethal manifestation of its power isits ability to expand and penetrate culturally.Our life confirms this statement.Forinstance,Jeans,Nike shoes,KFC and McDonald's,including those who opposeAmerican culture,are inevitably surrounded by these brands.
To summarize,culture and language are inextricably linked,and they impact andshape one another.Language,as a feature of culture,is likewise the transporter ofculture,while culture confines and impacts language.
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Chapter Two Theoretical Foundation and Methodology
2.1 Theoretical Foundation
This part reviews two theories,including the teaching framework of Englishlingual franca and cross-cultural communication theory.For this study,comprehensive and systematic theoretical bases are provided.
2.1.1 Teaching Framework of English Lingual Franca
With the expansion of English in the process of globalization,English linguafranca users may communicate with both native English speakers and non-nativeEnglish speakers.So some scholars put forward that non-native English speakersshould learn English no longer by referring to native English speakers,but by takingeffective cross-cultural communication under the background of globalization as thestandard(Wen Qiu Fang,2016).The main purpose of Chinese culture in Englishteaching is to promote learners'understanding and understanding of the differencebetween Chinese and foreign cultures,so as to cultivate their ability and awareness tospread the local culture in the target language,so as to help learners to completeeffective cross-cultural communication.Therefore,the lingual franca teachingframework in which cross-cultural communicative competence becomes a culturalgoal can provide a certain theoretical basis for this research.
(Wen Qiu Fang,2016)proposes a teaching framework of English generallanguage from the perspective of teaching.The framework reflects the complexity anddynamics of communication using English general language,consideringglobalization and localization double needs.The frame includes two dimensions of“Views on Language”and“Views on Teaching”and pides English into language,culture and pragmatics.
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2.2 Research Questions
The main focus of this paper is to investigate the research status of Chineseculture in English classroom teaching in high school.Teachers are the executors whospecifically promote and implement the relevant requirements of Chinese cultureteaching in the New Curriculum Standard in English classroom teaching,and theguides of Chinese culture teaching activities.Teachers’understanding anddevelopment of Chinese culture teaching directly affects students’learning effect ofChinese culture.
Therefore,the author adopted questionnaire,teacher interviews and test toinvestigate and analyze the current situation and existing problems of Chinese cultureteaching in senior English teaching.The research questions of this paper are asfollows.
(1)What is the status quo of senior high school students’English competence inexpressing Chinese culture？What are the influencing factors?
(2)What are the attitudes of students and teachers towards the Chinese cultureintegration with English teaching in senior high school?
(3)How can teachers further strengthen the integration of Chinese culture insenior high school English teaching?
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Chapter Three Results and Discussion....................27
3.1 Results and Analysis of Questionnaires...............................27
3.1.1Results and Analysis of Questionnaires for Students.............................27
3.1.2 Results and Analysis of Questionnaires for Teachers............................32
Conclusion..................................45
Chapter Three Results and Discussion
3.1 Results and Analysis of Questionnaires
In this thesis,the questionnaires aim to investigate the attitudes of students andteachers toward the cultural integration of English teaching in high school.The resultsof the student questionnaire and teacher questionnaire were analyzed separately.
3.1.1 Results and Analysis of Questionnaires for Students
(1)Students’attitude and mastery of English to express Chinese culture
According to the design framework of the student questionnaire,questions 1,2,3,7,10 and 11 are designed to investigate students’interest,attitude and way of learningChinese culture and learning Chinese culture English expression,as well as theirmastery of learning Chinese culture English expression.Questions 8 and 9 are mainlyabout the problems encountered by students learning Chinese culture into English;theresults of this survey are as follows:
英语论文参考
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Conclusion
The research instruments analyzes three research questions.This chaptersummarizes the findings of the previous chapters,including the status quo of Chinesecultural integration in English teaching in senior high school and limitations of thestudy.
1)The status quo of Chinese cultural integration in English teaching in highschool
This study attempts to solve three questions:The first question is what is thestatus quo of senior high school students’English competence in expressing Chineseculture and what are the influencing factors.Second,what are the attitudes of studentsand teachers towards the Chinese culture integration with English teaching in seniorhigh school.The third is how can teachers further strengthen the integration ofChinese culture in senior high school English teaching.Based on the above problems,the researcher selected some students and teachers of a senior high school in TongLiao No.5 Senior High School as the research object,and conducted data analysis anddiscussion through questionnaires from students and teachers,interviews withteachers,test papers on the effect of students’Chinese culture integration into highschool English teaching and classroom observation,in this way,the present situationand effect of integrating Chinese culture into English teaching in senior high schoolsare discussed in depth.
Generally speaking,all the students surveyed are interested in the culture of theirhome countries.Most of them believe that knowledge of Chinese culture plays animportant role in their English learning.As for the first research question,throughtesting shows students don’t have strong interest and initiative in learning to expressChinese culture in English,their low familiarity and mastery of Chinese culture andtheir weak ability to express Chinese culture in English.They can’t describe,compareand introduce Chinese and foreign culture in authentic English system,and theirability to tell Chinese culture stories well in English needs to be improved.In terms ofsecond research question,according to the questionnaire and interview,students donot pay enough attention to the integration of Chinese culture and English learning,and they are not enthusiastic about learning Chinese culture in English.What is more,most of the teachers didn’t realize the importance of Chinese culture in Englishteaching.They ague that in real life English teaching,due to the limitation of classhours and the high pressure of teaching,the actual effect of integrating Chineseculture into English teaching is not satisfactory,so they are not willing to spend muchtime teaching Chinese culture.Teachers’own level of Chinese culture and ability toexpress it in English is limited,and cross-cultural teaching literacy and ability need tobe improved.There is a certain imbalance between Chinese and Western culture intextbooks.Moreover,the requirements of the Curriculum Standard for examinationevaluation are out of touch with reality,and the requirements of examinationevaluation are not really implemented in actual English teaching.
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