Cultural Context And The Cultivation Of Intercultural Communication Competence In Senior High School English Teaching

Language is the carrier of culture, and plays a very important part in culture since much of the culture is maintained, created and expressed through language. Learning a foreign language is more than knowing some phonemic, syntactic and lexical rules of the target language and creating sentences without grammatical or semantic mistakes. One may be in capable of communicating successfully in English-speaking contexts because they fail to comprehend sociolinguistic rules, which leads to cultural shock, this cultural teaching has been already become one of the teaching targets of the Nation English curriculum standards. NMET now not only tests grammar and vocabulary, but the knowledge of culture. However, because of the limitation of the current testing system, the academic proficiency of teachers and the attitude of students and so on, language and culture teaching has been ignored in middle school, which leads to students'cross-cultural competence being poorly developed, so it is necessary for the teachers and students to strengthen language learning, cultivate cultural consciousness and communicative competence and control language from culture language context, which can avoid embarrassment when communicating with foreigners face to face.Language and culture are closely related, and they each influence and shape the other. So,English language teaching and learning in middle school should be carried on in context, with the quick development of globalization economy, there will be more and more social intercourse activities of cross-cultural, and the ability that the language learners, carry out in cross-cultural social intercourse will be more and more convent and important.According to the test and study of the teachers and students in Xinyang Senior High School, this article states the relationship of the language context, cultural language context, and social intercourse ability exploring the barriers of cross-cultural communication, aimed at putting forward an effective mode that language and cultural context carries on foreign language teaching, in order to improve the current situation and quality of foreign language teaching and the learner's ability of using the language.The article is divided into six chapters, the first chapter is about the necessity of the theory of context under the direction of the high school English teaching and the related brief conclusions. The second chapter details related concepts and theoretical literature review. In the third chapter expounds the meaning of language and culture and context of language competence and communicative ability and related knowledge and theory. The fourth chapter are the two surveys and an experiment, this paper expounds the relationship between the theory of context and communication ability and foreign language teaching, and the investigation and test of their application in high school English teaching. This chapter through high school teachers and students to understand and use cultural context and the problems in the teaching process, is to survey the current use of cultural context and the present situation of communicative ability and the cultivation of cross-cultural awareness in the high school English teaching, this paper illustrates the potential problems in the cross-cultural communication in English learning and how to improve intercultural communicative ability. This chapter is the key of this paper, through the five months of teaching experiments, to verify the feasibility of cultural context teaching model. Using quantitative analysis and qualitative analysis with the combination of research method, all of the data were analyzed through social science statistical analysis software and formed related digital results. The fifth chapter is about some countermeasures and suggestions to the senior high school English class teaching some, using the principle of introducing culture, training the target language culture consciousness of the foreign language learners, and paying attention to English and Chinese cultural differences, and the role of the mother tongue in foreign language teaching. The last section is a conclusion, which lists the results of the experiment teaching, and expounds the limitations and prospection. The analysis shows that the experiment students'language ability is greatly improved, and the interest in learning English is strengthening. This implies that high school English teaching context is completely necessary and feasible. But everything is a double-edged sword, because the traditional teaching mode is entrenched, to solve the occurring problems in English teaching still needs a period of time, it depends on the reform of the system of examination and the joint efforts of all the colleagues. And in this section the author prospects the research prospect of this subject--cultural context used in high school English teaching. At last the author hopes this paper can derive from the readers who can get inspired and puts forward more valuable insights for each other to study and communicate.