An Empirical Study On Culture Teaching Model In English Language Teaching For Non-English Majors In Universities

In recent years, more and more professionals in language teaching and research haverecognized the necessity and importance of integrating language teaching and culture teachingin EFL classroom. Some researches have been done to combine language teaching and cultureteaching, but it is still unknown how to integrate culture teaching into language teachingeffectively and efficiently, what should be taught and how to carry out the culture teaching.Based on the analysis of current situation of culture teaching, and combined with the teachingpractice, the writer tries to put forward an effective and appropriate culture teaching modelin order to make the teaching in EFL classroom include the culture teaching.On the basis of the theory of culture teaching, and the study the experience of the ICCmodel and the acculturation model, the writer put forward a new culture teaching model,entitled Culture-oriented Teaching Model in Authentic Context, which attempt to create anauthentic environment of target country, and participants in EFL class create their own culturecontext by shaping the condition of communication and the condition of interpretation ofclassroom discourse. What the teachers’ responsibilities dealing with the implication ofculture teaching consciously and systematically, and the culture teaching is the result of theinteraction of the compilation of textbook; the implication of multimedia equipment and welldesigned cultural-based activities.This research adopts quantitative research and qualitative research together and isconducted for one semester. A total of91students of two parallel classes were chosen as theexperimental subjects. They are all from Grade One of Process Equipment&ControlEngineering Major of Electromechanical Engineering Department in Institute of Chemicaland Bioengineering of Taiyuan University of Science and Technology. Class1is experimentalclass (the total number:46), and class2is control class (the total number:45). Through the comparison of experimental variables and controlling variables before the experiment andafter the experiment of the two classes, and control the influential variables on experimentalclass and the control class, specifically, pre-test social-cultural ability, English proficiency andto make a survey of students’ learning motivation, learning interest and their culturalsensitivity of all the subjects, and at the end of semester post-test social-cultural ability,English proficiency and also to make a survey of learning motivation, learning interest andtheir cultural sensitivity of all the subjects to versify the effects of the input of cultureteaching in Non-major English class, especially the teaching effects of the application ofculture teaching model conducted in the experimental class, besides interview some studentsof different English proficiency in the experimental class respectively and collect theirsuggestion on the culture teaching, and discuss their evaluation on the implication of cultureteaching model.The aim of the experiment is to verify the positive effects of the culture teaching modelapplied in English class in higher universities. The ultimate purpose of the implication of thismodel is to indicate that culture teaching is really contribute to raise the students’communicative competence and culture teaching do great help to foreign language learning.The results are as follows:(1). Culture teaching can arouse students’ English learning interest, enthusiasm and theirconfidence;(2). Culture teaching is advantageous to the improvement of students’ social intercourseability;(3). Culture teaching can cultivate students’ cultural awareness, and cultural sensitivity;It has been recognized that language teaching is culture teaching, and also languagelearning is meanwhile culture learning, therefore, to acquire cultural awareness and culturalcompetence are important and necessary. All in all, culture teaching plays an important role inforeign language teaching, the combination language teaching with culture teaching bringsgreat benefits to the higher education, that is, not only help students to learn more knowledgeof target language country, but also contribute to realize the whole person’s development.