A Study On Two-way Culture Introduction In Senior High School English Teaching

In China, it has been commonly accepted the importance of culture introduction in foreign language teaching since 1980s. And since then culture introduction has always been a hot issue in foreign language education, has been received more and more attention from a large number of scholars and foreign language teachers and has make a great achievement. However, the achievement of culture introduction can only be seen in the teaching of target culture, with the English learners'native culture totally ignored. This leads to students'poor expressiveness of Chinese culture and, on the other hand, to some extent, it impedes the cultivation of students'intercultural communicative competence. Chinese English learners excessively follow the communicative rules of target culture during the cross-culture communication, which makes Chinese culture face the danger of being marginalized.Therefore, how to deal with the relationship between Chinese culture and western culture is a question that all the faculties must consider. The particularity of foreign language learning decides that Chinese English learners must be responsible for spreading Chinese excellent culture, while they absorbs essence from the target culture.Firstly, this paper demonstrates the necessity and significance of the current study from two perspectives: the research status of"culture introduction in foreign language teaching"and the situation of"culture introduction in foreign language teaching in china". Secondly, this thesis highlights the importance of integrating Chinese culture and target culture into EFL teaching from different perspectives, such as the relationship between target culture and Chinese culture, the social background of culture introduction in foreign language teaching and the aim of culture introduction. Moreover, to explore the actual practice result of integrating Chinese culture and target culture in EFL classroom teaching, the author conducted an experiment. It concluded that integrating Chinese culture and target culture into EFL classroom teaching not only improve students'language competence, but also intercultural communicative competence. Finally, the corresponding suggestions for integrating Chinese culture and target culture into high school English teaching are made: firstly, compiling Chinese culture into English textbooks; secondly, following the principle of comparing the cultural differences in English teaching; thirdly, strengthening culture introduction training of English teachers.