An Investigation Of Current Situation Of Mother Tongue Culture Teaching In Senior High School English Class

Language is the carrier of culture and English,one of the most important languages for communication,has the dual attributes of “instrumentality” and“humanism”.Consequently,culture teaching has become an indispensable part of English teaching.In addition,according to the requirements of English Curriculum Standards,cultural awareness is put forward as one of the four core literacy of English subjects that senior high school students should be cultivated.While it can be achieved through culture teaching which has been paid more attention to by many experts and researchers.At the same time,as an essential aspect of culture teaching,mother tongue culture teaching is supposed to be highlighted in senior high school English teaching.And only on the premise of having a full understanding of the current situation of mother tongue culture teaching in senior high school can we teach in a more targeted way and improve the quality of teaching.Based on the researches at home and abroad and combined with Cross-cultural Communication Theory,Language Transfer Theory and Krashen’s Input Hypothesis,this study investigates the current situation of mother tongue culture teaching in senior high school English class by using classroom observation,questionnaire as well as interview.And it aims to answer the following two questions:(1)What are the attitudes of teachers and senior high school students toward mother tongue culture in English classroom teaching in terms of their emotion and cognition,evaluation of textbooks and self-quality,teaching process and effects?(2)What is the current situation of mother tongue culture teaching in senior high school English classroom in terms of mother tongue culture teaching contents,methods and carriers?The study found that most teachers and students hold a positive attitude towards mother tongue culture teaching in English classroom,yet the situation of classroom practice is not satisfactory,which mainly manifests in the shortage of teaching contents,monotonousness of teaching methods,generality of teaching objectives,and lack of teaching resources.Through further analysis,it is found that the reasons for this phenomenon are mainly summarized as follows: lopsidedness of the evaluation system,teachers’ lack of mother tongue cultural literacy and shortage of teaching resources,etc.Finally,in view of the above problems and influencing factors,the researchers put forward corresponding suggestions on how to promote mother tongue culture teaching in English class: Students should give full play to their initiative and cultivate their interest in mother tongue culture learning.Teachers are supposed to improve their mother tongue cultural literacy and adopt a variety of teaching methods.Schools ought to provide sufficient learning resources for teachers and students.Textbook compilers should carefully study the curriculum standards and scientifically and reasonably allocate the proportion of mother tongue and western cultural content.Teaching evaluation should be reformed more objective and comprehensive,and more emphasis should be placed on the all-round development of students.