A Comparative Study Of Mother Tongue Culture In English Textbooks Of Senior High School

In recent years,the phenomenon of Chinese culture aphasia in China is increasingly serious,but the role of China in intercultural communication has gradually changed from the receiver to the disseminator.It puts forward talent to have the language skills to spread the native culture.The Ministry of Education has formulated a new curriculum standards and reformed textbooks,and added the objective of cultural awareness,pay more attention to mother tongue culture.Study the content of mother tongue culture in English textbooks,can help students understand and respect the differences between Chinese and Western cultures.Meanwhile,it can help students using English more appropriate and accurate in intercultural communication,and familiar with the topic of social life in China,improve the ability to spread the mother tongue culture,enhance awareness of the motherland,national self-confidence,widen students' horizons.Compare the content of mother tongue culture in two versions of textbooks,to make an feasible amendment for English textbooks.It is beneficial to the development of English textbooks in the future.Based on the literature analysis,and combined Intercultural Communication Theory,English Curriculum and Teaching Theory,define the concept of mother tongue culture and high school English textbooks,and determine the dimensions and frameworks of the textbook comparison.Then,the requirements of mother tongue culture content and the principles of the compile of textbook is based?Ordinary high school English course standards(experimental draft)?(?New Standards?).Choice the People's Education press published new senior English book(PEP)that the most widely used in the country,and another one is Shanghai Educational publishing house published oxford Shanghai Edition English book(SPEH)that in areas with proficient English.The two versions of the textbook as the object of study,and the mother tongue culture content is analyzed and compared.Compare the content of avoiding cultural barriers in two versions of the textbooks by contrast the mother tongue culture content and picture scene creation.Compare the content of cultivating spreading the mother tongue culture ability in two versions of the textbooks by mother tongue culture vocabulary accumulation,language expression,culture type.Compare the content of edifying students emotion in two versions of the textbooks by unit theme and semester change.Compared with two versions of the textbooks,some results are obtained.First of all,the mother tongue culture content in PEP is far exceed SPEH,both has text,pictures,forms of diversified presentation.Secondly,the result on contrast between mother tongue culture and other cultures that SPEH better than PEP.The contrast on internal mother tongue culture that PEP a litter bit better than SPEH.Two versions of textbooks less frequently use mother tongue language images to create real communication,and the most images don't reach the best teaching effect.Thirdly,PEP is slightly better than SPEH for the accumulation of words and phrases in mother tongue culture,but they both need to increase the frequency of repetition.Same proportion of “listening","speaking","reading" and "writing" in the two versions of the mother tongue culture.Two versions of the textbook both pay more attention to reading,and consistent with English teaching.A small different of culture type between two versions of textbooks.The PEP take social culture as the principal thing,and SPEH take social and material culture as the principal thing.But two of them both conform to cultural orientation in?New Standards?.Fourthly,two versions of textbooks for mother tongue cultural theme fits students' lives,and with times,variety,expansibility,emotional attitudes and values.Last,according to the comparison of two versions of textbooks,make a suggestion on the use of the two edition textbooks and to make an feasible amendment for author.For using textbooks,user should beconsidered the regional characteristics and the overall level of English.After choosing one edition textbooks,the teacher should reprocess textbooks,and balance the content of the mother tongue culture,create a communication scene,integrate schematic diagram.For compiling textbooks,author should supplement absent culture type,increase the frequency of mother tongue culture repetition,balance the mother tongue cultural content of each semester.