Research On Cultural Aphasia Of English Teaching In Senior High School

With the constant development of globalization, it is undeniable that English is playing an increasing important role in our life. Language is the carrier and product of culture. Thus, in language class, teachers should not only teach the language but also the related culture as well. In English teaching in China, some teachers and scholars have already made some achievements in the field of culture teaching, especially in the incorporating of the culture of western countries and the cultivation of student’s cultural awareness, however, few English teachers pay attention to learner’s learning of the English expression of Chinese culture. Thus, student’s ability of explaining Chinese culture in English is quite poor. However, with China’s growing influence in the world, we should not ignore the importance of teaching Chinese culture in English class.According to the requirement of the new era, in this thesis, through the investigation of 30 teachers from three senior high schools and 81 students from one senior high school in Shanghai, the author tries to find the current teaching and learning situation of Chinese and English culture in English class in senior high school, like the teacher’s and the student’s attitude towards western and Chinese culture, current ability of western culture expression and explaining Chinese culture in English, learning methods of explaining Chinese culture in English and western culture and etc. The culture distribution in the textbook of Oxford Senior English has also been analyzed. After the investigation, the author finds that the student’s and teacher’s current ability of explaining Chinese culture in English is not optimistic. Students and teachers have not paid enough attention to the importance of explaining Chinese culture in English. In the textbook, there are some content of Chinese culture, but there are not so much appeared in the form of discourse. In this thesis, the author also gives tests for the teachers and students. The results also prove that the teacher’s and student’s ability of explaining Chinese culture in English is not so optimistic. At the same time, in order to investigate whether the input of Chinese culture can improve student’s intercultural communication competence. The author divides the students into two groups: the experimental group and the control group. For the control group, the author uses the traditional English class model. At the same time, for the experimental group, the teaching of China culture has been paid much more attention to. After the experiment for a semester, the author finds that the score of the experimental group has improved significantly both compared with that of the control group and the pretest of the experimental group. Therefore, to a certain extent, it implies that the input of Chinese culture can improve student’s intercultural communication competence.In the end, the author gives some suggestions based on some theories and hopes that teachers and leaders in related education management department will take it into consideration and pay more attention to the teaching of explaining Chinese culture in English in order to make students more adaptive to the requirements of intercultural communication competence in the new era.