An Empirical Research On Cultural Input Of English Reading Teaching In Junior High Schools

This thesis reviews the research of cultural teaching at home and abroad. After making a questionnaire survey of cultural teaching situation in current junior high school English reading teaching, the writer then applies cultural teaching strategies to English reading teaching in junior high school and makes a comparison between the experimental group and the control group. The study shows that integrating the cultural teaching into junior high school English reading teaching can stimulate students’interest in English reading, enable them to develop good English reading habits and to learn more about practical reading strategies, improve the quality of English reading teaching, and raise students’reading level. While teaching an English text, teachers should first identify, if there being any, the differences between Chinese culture and Western culture as these differences may affect students’fully understanding of the text and then introduce systematically the knowledge concerning cultural background so as to help students understand the cultural differences better. English teachers should cultivate students’ cultural creativity and set it as the goal of cultural teaching in English education and adopt complete teaching procedures to implement multi-faceted cultural teaching.