Introducing And Permeating Cross-Cultural Knowledge

English writing is an important aspect of high school English comprehensive assessment for high school students. However, according to statistics concerned, the results are typically far from satisfactory. In addition to some common problems,"Chinglish" undoubtedly becomes one of main reasons existing in Chinese high school students’ English writing.This paper deals with various causes and manifestations of Chinglish in high school English writing and focuses on the cause resulting from students’ lack of cross-cultural knowledge and cross-cultural awareness. High school English curriculum standards clearly points out that students are expected to expand their scope of foreign cultures to broaden their horizons and improve the sensitivity to the similarities and differences between Chinese and foreign cultures as well as the ability to identify. And thus they can lay a solid foundation for developing their intercultural communicative competence. For this reason, the author puts forward a countermeasure from a cross-cultural perspective to avoid Chinglish in writing, that is to introduce Cross-Cultural Teaching in high school. The paper includes an in-depth study and diagnosis of Chinglish and then the prescriptions. This paper is mainly based on Schema theory, Error Analysis theory and Language Transfer theory. This thesis takes six classes from a certain senior high school where the author works as the object of research and the research methods are teaching experiments and tests. This thesis is divided into six chapters, each chapter is summarized as follows:The first chapter is the introduction part, discussing the background, value and significance of this study and the current international status of the research.The second chapter is the theoretical basis, using schema theory and error analysis theory and language transfer theory to illustrate the significance of cross-cultural knowledge teaching in the high school English teaching.The third chapter is two experiments, describing the Specific implementation steps in detail.The fourth chapter describes and analyzes various manifestations and causes of Chinglish in high school English writing on the basis of two experiments, focusing on the cause resulting from students’ lack of cross-cultural knowledge and cross-cultural awareness.The fifth chapter is the core of this thesis, namely, the details of cross-cultural knowledge teaching including specific implementation measures.The sixth chapter is the summary of the thesis, pointing out the enlightenment and also some problems of the study.The empirical study targets251senior Two students as subjects and the data concerned are collected from778typical errors in501students’writing assignments.