A Research On Native Cultural Identity Of Non-English Majors

Language is the carrier of ethnic identity as well as national cultures. Foreign language education is not only the learning and teaching of foreign languages but also closely related to economy, culture and politics, etc., so it will certainly have influences on an individual’s native cultural identity. Chinese foreign language education is in a very complicated situation under the background of globalization. How to improve national identity and popularize Chinese culture through enhancing native cultural identity has a far-reaching significance. This research does not focus on policies of foreign language education, but study the influence on college students’ native cultural identity by the foreign language education, and combines theoretical analysis and investigation. The research has deep practical meaning on conducting better understanding and more objective evaluation about the influence on Chinese college students’ native cultural identity by the foreign language education.At present, Chinese foreign culture education and communication are unprecedented both in breadth and depth. Foreign culture communication enhances the foreign language learning from the perspective of foreign language teaching. However, will such massive foreign culture input influence Chinese students’native cultural identity? Foreign culture learning is regarded as an important part of foreign language learning, which has attracted many educators’ attention, but the social problems caused by foreign culture learning were unexpected. How to deal with the relation between culture input and culture teaching has a meaningful significance and impact under the background of globalization. The paper consists of five chapters:Chapter one introduces the background research and research significance; Chapter two reviews correlational research on cultural identity and culture teaching and learning in foreign language education; Chapter three presents research questions and hypotheses, participants, questionnaire design and data collection; Chapter four is the main part of the research. In this chapter, the data collected from the returned questionnaires are classified and analyzed and possible reasons are discussed for the differences of cultural identification. Chapter five includes major findings, implications for future college English teaching and the research limitations.