The Influence Of 'Culture Of Learning' On English Language Teaching In Secondary Schools In China

In the foreign language teaching profession around the world there has been a notable rise in interest in the topic of the relationship between culture and foreign language teaching, and the focus has been constantly changing. However, the focus of the researches in this field of China has mainly been on how to impart cultural knowledge or information of the target language to learners. Actually, the relationship between culture and foreign language learning and teaching is far more complicated than it has been expected. Learners' expectations, classroom behaviors and learning strategies are greatly influenced by their previous social and educational background. This is the so-called notion of 'culture of learning', which has deepened and broadened the field of culture research on foreign language learning and teaching. 'Culture of learning' refers to the collection of behaviors, norms, values, beliefs and expectations about teaching and learning, which have a cultural origin and which classroom participants often take for granted. Every culture has its own 'culture of learning' and any particular culture of learning will have its roots in the cultural duration of the community or society in which it is located. China is a country with a long history of education. Its 'culture of learning' is rich and pervasive. Undoubtedly, there are many precious traditions worthy of absorption, but at the same time we have to admit that there are some demerits in it The traditional teaching model in ELT in secondary schools determined by Chinese traditional culture of learning is teacher-centered and in this model the students' communicative competence is neglected. It has produced unsatisfectory teaching results and is unable to meet the needs of the time. Because of its influence, when Communicative Language Teaching (CLT) was introduced into English classrooms in secondary schools, it met some constraints. Many teachers still stick to traditional ways of teaching, refusing to make any change. We assume that 'culture of learning' is one of the major causes of the constraints. The Western culture of learning, here CLT, and the Chinese culture of learning are different in many respects. These differences derive from respective educational traditions and value systems. Through questionnaire we have investigated some teacher-trainees' learning style, which, we believe, reflects their 'culture of learning' and will influence theirstudents' 'culture of learning. We have also observed classroom practice in secondary schools and, by using questionnaires, we have investigated students' attitudes about what makes a good teacher and what makes a good student. By doing the research work, we find that it is obvious that 'culture of learning' greatly influences ELT in secondary schools in China, and it is the difference between the two cultures that hinders the implementation of CLT in English classrooms. However, 'culture of learning', just like other parts of culture, is not uniform or fixed. It is always developing and changing. While doing this research work, we have noticed the undergoing of such developing and changing. Teachers' cultural awareness has improved a lot and their ideas about education and ELT are also changing. The students' contact with expatriate teachers and materials from other cultures has made them more open and flexible. We hold the view that different cultures of learning can be reconciled in the English classroom of secondary schools. We argue that useful and helpful elements in both the Chinese and Western cultures of learning should be assimilated so as to foster a new culture of English learning and teaching that suits the situation in China and conforms with the principles of foreign language learning. By doing so, the English learning and teaching in China will be profoundly unproved.