An Empirical Study Of Culture Introduction Of ELT In Junior Middle School

Culture teaching as an important component is paid more attention to by scholars and English teachers. Carrying on culture introduction in class is helpful for the students to understand western culture comprehensively and thus improves their communicative competence. The thesis firstly discusses some definitions related to culture introduction. And then the present situation of culture introduction in junior middle school is studied. The study is divided into two parts. The first part is to examine the present culture introduction situation through questionnaire. The second part aims to examine whether there is a correlation between the average results of the students and the culture introduction level of the teachers or not.The main contents of the questionnaire are ten questions about culture awareness and introduction methods of the teachers. The objects are fifteen English teachers from Zhongyuan middle school in Henan province. Fourteen questionnaires are valid after careful examination. In order to examine whether there is a correlation between the average results of the students and the culture introduction level of the teachers or not, the questionnaires are quantified for scores and the results of the final exam of the three grades are collected. And the average results of the students are calculated. And then the relationship between the two variables is analyzed by means of SPSS.The major findings revealed from the analyses of the data are following:1. In general, majority teachers have had culture awareness, but we should notice that minority teachers have not realized the importance of culture introduction and not carried out culture introduction well during language knowledge teaching.2. By means of SPSS, a conclusion is concluded that there is a correlation between the average results of the students and the culture introduction level of the teachers. And the correlation is a moderate positive one.At the end of the thesis, the existing problems of culture introduction in junior English are summarized, and possible solutions to the problems are provided.