Integration Of Chinese Culture In English Teaching To Improve Students’ Intercultural Competence

English as an international language has become an important tool for the people of all countries to make intercultural communication. The status and role of culture teaching in English teaching has been widely recognized because language teaching could not be apart from culture teaching, even the New Curriculum Reform also makes clear that improving the students’ cultural awareness of is one of the five basic goals in English teaching. Thus, how to develop students’ intercultural communicative competence is as important as how to improve students’ language knowledge and skills. According to the investigation and observation about the English class of the senior high school during the teaching practical activity, it has gained widespread attention that integrating western culture teaching. The students are given more chance to know about the western culture and the ability of expressing western culture also be trained consciously. However, the students do not get the expected competence in the process of intercultural communication. Most students can understand and express western culture, but there is an obstacle in the expression of the local Chinese culture. The intercultural communication should be a two-way interactive process actually. Therefore, it cannot improve students’ intercultural communication competence effectively if we only put stress on the importance of learning western culture in English teaching. In order to enhance students’intercultural communicative competence, it should combine these two aspects that not only highlight the input of Britain and other target culture but also stress the development of the students’ ability in expressing Chinese culture. Firstly, this thesis summarizes the necessity of integrating Chinese culture in English teaching through the analysis of the currency that the English teaching in senior high school is lack of Chinese culture and the requirements of the New Curriculum Standards for the English teaching in senior high school. Second, it further demonstrated that integrating Chinese culture can be very useful to enhance students’ intercultural communicative competence by reviewing the relationship between language and culture teaching, intercultural communication theory and intercultural communicative competence theory, and the position of the native culture in intercultural communication. Finally, it will elaborate the teaching principles, contents and methods specifically through a teaching experiment. The hypothesis of the experiment is that input of Chinese culture teaching in English teaching can help enhance students’ intercultural communicative competence. The experiment will include an experimental class and a control class. Through making a comparison about their data in pre-test and post-test which all the students should take at the beginning and end of the experiment to prove the students who are in experimental class has enhance their ability in expressing Chinese culture, and at the same time, they become more active in intercultural communication activities. The results of the experiment further demonstrate the input of Chinese culture in EFLT of senior high school can improve students’intercultural communicative competence.