Introduction Of Chinese Culture Into Junior English Teaching

In recent years, more and more linguists have realized the positive effect of Chinese culture in foreign language teaching. It is known that English teaching is a continuer of Chinese teaching, so the full application of the achievements in Chinese cultural instruction will definitely be beneficial to English teaching and learning. With the Chinese culture becomes more and more important in the world, the people of English speaking countries show great interest in Chinese culture. At the same time, we Chinese also hope to learn more English expressions of Chinese culture. The term of "China English" was first put forward by Professor Ge Chuangui (1980) in an article about Chinese-English translation. In order to be understandable and acceptable to native English speakers, our creations for Chinese ideas must observe the rules of the English language.According to a survey, junior high school students find it hard to express some ideas, especially when they are related to Chinese culture, which is defined as "Chinese culture aphasia" by Cong Cong (2000). Simultaneously, the writer made a survey of the junior English teaching materials used at present. It was found that compared with the old teaching materials the new ones enlarge the proportion of China English. Furthermore, the writer interviewed all the English teachers in two school as well as some students who study there, all of them think that it was necessary to strengthen China English teaching, also, they offered lots of valuable practical suggestions.In a sense, learning China English is strengthening students' ability of expressing Chinese culture in English. It makes English learning closer to students' everyday life, which will promote their motivation and interest in learning English. Therefore, we should take actions to strengthen students' ability of expressing Chinese culture in English. First, regulate the structure of the teaching materials and enlarge the proportion of China English in the junior English textbooks. For example, we can introduce into the textbooks more Chinese poetry and classics as well as traditional Chinese festivals, food or places of interest, etc; second, increase the proportion of Chinese cultural knowledge and information in various testing; third, present Chinese cultural knowledge in English that students are interested in in various forms in class, etc. The trend of cultural fusion and integration makes Chinese culture teaching highly necessary. This study emphasizes how to take the advantage of positive transfer, and surpass the negative transfer to consolidate students' cultural comparison awareness. We can use assimilation method, translation method and comparison method to introduce Chinese culture into junior English teaching.Our attempt in this study is just a beginning. It is hoped that this study will be of some practical use to our junior English teaching and learning, and will provide references for those who are also interested in this subject.