A Study On Cultural Introduction In Senior High School English Teaching

With the development of globalization, international contacts and interculturalcommunication have become more and more frequent, and people have realized that purelinguistic form in foreign language teaching cannot meet the new demands of socialdevelopment. Many scholars have a wide range of discussion on the importance of cultureintroduction and its specific implementation of the principles and methods. But the studyof culture introduction in high school English classroom is fewer. This makes the positionof culture introduction highlighted in the high school English teaching. Many Englishteachers in senior high schools and learners have realized the importance of cultureintroduction, but there are still problems. It is because that the language and culture areinseparable, so using a foreign language flexibly needs a good understanding of the culture,which requires teachers to strengthen cultural introduction.This article introduces the relationship between culture and language, refers the goals,contents and principles of cultural introduction. This article reviews the research results ofcultural introduction at home and abroad. And according to the current status of highschool English culture introduction in our country, the research questions of this paper areputting forward.(1) Can the cultural introduction improve the students’ English cultural knowledge?(2) Can the cultural introduction test the differences with the improvement of culturalknowledge between the higher achievers and lower achievers in the experimental class?(3) Can the cultural introduction improve the students’ English achievements?The study was carried out for a term. In the process of the experiment,87studentsfrom two parallel classes in Panjin Senior Middle School, Liaoning province are randomlywere extracted as a sample. One is control class which is taught by the traditional teachingmethod without cultural introduction. The other is experimental class which is taught withthe cultural introduction. SPSS11.5was used to make data analysis and the results havebeen got. Then the answers to the research questions have been made:(1) Through the cultural introduction, the students’ English cultural knowledge hasincreased significantly.(2) Through the cultural introduction, in the experimental class, cultural knowledgelevel of both of higher scores students and lower scores students have increased, and thelower group improves obviously. Therefore, the improvement of two groups of students’cultural knowledge level has a obvious difference. (3) Through the cultural introduction, the students’ English scores have beenimproved obviously.For EC, in the pre-test II M=78.4778, SD=13.32801, in the post-test II M=89.4556,SD=10.00388. The mean score in post-test II is10.9768points higher than that in thepre-test II. t=-7.514Sig(2-tailed)=0.000<0.05, there is significant difference betweenpre-test II and post-test II in EC. The EC has greater improvement after four-month study.It proves that cultural introduction can promote students’ English achievement.The study proves that through integrating cultural introduction into high schoolEnglish teaching, learners can expand their horizon, which not only shows a practical valuein cultivating students’ cultural knowledge and achievements, but also provides aneffective way to improve foreign language quality education.