On Bi-directional Cultural Introduction Into English Teaching In The Vocational College

With the deepening development of China's English education reform, the cultivation of culture introduction and cultural awareness draws more and more attention. Emphasis on culture teaching in foreign language teaching has become the consensus. In China, the traditional model of foreign language teaching has long affected by structure and behavior theories. It has been in a teacher-centered, knowledge-focused languages teaching mode. It emphasized the internal structure of language cognition, focusing on vocabulary, grammar and other knowledge teaching, ignoring language and culture background introduction. Students often make a lot of pragmatic errors when learning English just because they don't understand the differences between Chinese and Western cultures. The English language teaching courses of vocational education are also followed with this teaching method. However, this phenomenon of neglecting the importance of cultural introduction in English teaching is different from the training objectives of vocational education. Vocational colleges primarily train application-oriented talents. It adhere to the"skills-oriented, enough degree"principle in order to cultivate students'ability of practical application of the language, highlighting the usefulness and relevance of teaching content. The ultimate goal of English teaching is to foster students'intercultural communicative competence. And the students must maintain their native culture identity. Only do we develop native cultural teaching and target language cultural teaching simultaneously, can we improve intercultural capability of vocational college students.This thesis analyzes the importance of bi-directional cultural introduction in vocational college from the relationship between language and culture theoretical point of view, from training of intercultural awareness and the improvement of communicative competence perspective. It pointed out the teaching principles of bi-directional cultural introduction in vocational college and followed by a English cultural teaching experiment in vocational colleges to prove that the bi-directional cultural introduction strategies is feasible, as well as enhance students'cultural awareness. The result of this teaching experiments show that bi-directional cultural introduction of English teaching methods can improve vocational college students'intercultural communicative competence. Although this study has its shortcomings, the author hopes to bring some enlightenment for cultural teaching in the future. As long as teachers are good at finding an appropriate combination between language teaching and cultural teaching, we will exceed and achieve equal emphasis on cultural knowledge and communicative competence.