A Study On Correlation Between Intercultural Sensitivity And English Culture-Loaded Words Learning Efficiency Among Senior High School Students

The National English Curriculum Standard(2017)proposed that teachers should not only help students deepen their understanding of different cultures and improve their intercultural sensitivity,but also assist them to understand the cultural connotations of common idioms and old sayings as well as the allusions or legends that are used frequently in the process of intercultural communication.As an emotional aspect of intercultural communicative competence,intercultural sensitivity plays an indispensable role in the process of intercultural communication.Meanwhile,English vocabulary is the linguistic element that influenced most by culture,the culture knowledge and connotation behind which is one of the contents of intercultural communication research.Therefore,a conclusion can be drawn that the intercultural sensitivity is closely related to the learning efficiency of English culture-loaded words,and it is vital to carry out a correlation research between intercultural sensitivity and English culture-loaded words learning efficiency.With the method of literature,questionnaire and statistical analysis,choosing 214 senior high school students of grade 2 from a school in Ji'an county,Jiangxi province as the research subjects,the study aims to explore the following questions:1.What is the level of students'intercultural sensitivity and English culture-loaded words learning efficiency?2.Is there significant difference in students'intercultural sensitivity and English culture-loaded words learning efficiency between different variables(male and female;liberal art and science students;different English proficiency)?3.Is there a correlation between students'intercultural sensitivity and English culture-loaded words learning efficiency?If so,what is the correlation between them?Through the data analysis,the results indicate that:1.The level of students'intercultural sensitivity is at medium level(m=3.1597).And among five dimensions,respect for cultural difference is at a relatively high level(m=3.5016),while interaction engagement is at a moderately low level(m=2.7256).The learning efficiency of English culture-loaded words is bad and mean value is 22.61(full mark is 50),which leaves much to be desired.2.There is no significant difference in their intercultural sensitivity and English culture-loaded words learning efficiency between male and female students,so are the liberal art and science students;however,there is significant difference among different English proficiency students in their intercultural sensitivity(P=0.000<0.05)and English culture-loaded words learning efficiency(P=0.001<0.05).3.There is also significant difference between high-score students and low-score students of intercultural sensitivity in English culture-loaded words learning efficiency(P=0.000<0.05).Moreover,there is a positive correlation(r=0.577)between students'intercultural sensitivity and English culture-loaded words learning efficiency.In addition,the level of intercultural sensitivity just can explain 33.2%the variance of the English culture-loaded words learning efficiency(R~2=0.332).Eventually,the author will combine the above findings with the current situations of culture and vocabulary teaching,then put forward some corresponding suggestions,so as to improve students'interaction engagement and cultivate their intercultural sensitivity as well as promote the culture teaching.At last,students will be enable to grasp the English culture-loaded words better.