An Analysis Of Cultural Factors Embedded In Junior English For China

It is well known that language is indispensable to culture, so is language teaching relate to culture teaching. Only when the culture teaching penetrates into the whole course of language teaching, can the goal of foreign language teaching be achieved, namely the cultivation of learners' communicative ability. It has been generally agreed that culture pedagogy should be executed at the stage of elementary education, because it not only meets the need of reforming and opening, but also the one of cultivation of elites in the twenty-first century. However, in the English elementary teaching practice the phenomenon of neglecting culture teaching still exists. Culture pedagogy is in a state of chaos. Teachers distort the meaning of culture pedagogy, taking it as subsidiary to language teaching, or even completely neglect it, a direct result of which is hindering learners' communicative ability to some extent, for appropriate communication is inseparable to the fostering of cross-cultural awareness.In the culture teaching, teachers not only the initiator of target culture but also the medium and expositor, should be more concerned about the effects culture teaching hason language teaching in elementary phase. A set of good teaching materials themselves embodies scientific linguistic view as well as views on culture and at the same time reflect designer's overall thought. Therefore, the analysis of embedment of cultural factors in Junior English for China (for short: JEFC) may sketch an outline of the embedment of cultural factors, giving the direction to culture teaching for teachers, changing the chaos in culture teaching to certain degree, and the suggestions based on it provide reference for further revision of teaching materials in which culture teaching incorporates into language teaching for the better attainment of the objectives of culture teaching in English Curriculum Criteria.This dissertation contains five chapters:Chapter 1 gives out the objectives, significance and organization of this dissertation.Chapter 2 describes the definition and classification of culture, the relationship among language, culture and thought, and the relationship between connotation of language learning and culture studying.Chapter 3 guided by the objectives of culture teaching set up in English Curriculum Criteria locates emphasis on the discussion of the embedment of cultural factors in JEFC, and illuminates the relationship between the distribution of cultural factors and culture teaching.Chapter 4 mainly discusses the relationship between culture study and culture teaching based on an overview on culture study; elaborates on the methods in culture teaching in combination with the foreign language teaching practice in middle school, briefs the "learner centered" independent study and the "1+1>2" foreign language study model put forward by Gao yihong.Chapter 5 draws a conclusion proposing that literature works should be introduced into teaching materials, more reading on journals and newspapers should be implemented, and spelling out the principles observed in the distribution of cultural factors in teaching materials.