A Case Study On Observing Cultural Input Of Demonstrative Junior High Schools English Lessons

Culture is called one of the crucial points to acquire even if master a new language,because language teaching can not be carried out without culture.English classes with cultural input do a favor for students to further distinguish the language differences,so that to advance their abilities to understand English.According to the literature review,cultural awareness,which as one of the key competencies that students are required to possess,retains enormous influence on English learning.Although the theoretical research on cultural input has never been interrupted,the qualitative researches related to demonstrative lessons are not sufficient enough.In other words,the questions related to cultural input have not been addressed well in English lessons of Junior High School.Henceforth,the purpose of this study is to summarize the features of cultural input in demonstrative English class via observing 21 demonstrative cases,in order to put forward referenced suggestions for the implementation of cultural awareness.For further concluding the result,this study is developed from four observation points:contents of cultural input,approaches of cultural input,activities of cultural learning and medias of cultural learning.On the basis of the methods of case study and classroom observation,this study attempts to observe and record the demonstrative lesson videos that won the first prize in the 13 th National Junior High School English Teachers’ Basic Teaching Skills Competition and Teaching Demonstration Seminar held in 2019 by using classroom observation tables.At the end of study,this paper tends to explore the following three questions: in the context of the demonstrative English classes in this case:(1)Whatcontents are mainly taught in cultural input?(2)What approaches are adopted in cultural input?(3)What learning activities are conducted in cultural learning?Generally speaking,it is found that cultural contents are abundant and diversified in quantity,and most of them follow the principle of practicality in selection.Approaches of cultural input are flexible,nevertheless,teacher talk is not simple and clear enough to make complex cultural contents simple,leading to the result that learners are confused.Activities of cultural learning regulate the English class atmosphere to an extent,but a minor portion of learning activities is not suitable for those with weak foundations.The comprehensive application of learning medias improves the effect of culture input and makes the classroom more vivid.In view of the above research findings,this paper suggests that teachers broaden their cultural horizons and continue to enrich cultural contents beyond teaching materials.And according to different cultural contents and learning level to select the corresponding cultural input methods.Henceforth,the target culture is linked with the local culture known to students,and the cultural connotative meaning is conveyed to learners in a comprehensible language.Additionally,the goal of cultural awareness should be set up before class,so that the activities of cultural learning can be organized scientifically and reasonably.At last,it is useful to develop a demonstrative lesson that making full use of the existing learning medias.That means using a variety of medias immerses students into the cultural learning.