| Culture refers to material wealth and spiritual wealth and the sum of the corresponding creation created in the process of the social history practice.Culture includes material culture and spiritual culture.Material culture refers to the tangible part of culture,also called hard culture.Relatively speaking,the spiritual culture is the soft culture,which is the deep structure of culture.As we know,the culture differences between Chinese and western are clear at a glance,but it's necessary to have further dialectical analysis in the deep structure of soft cultural.The soft culture differences between Chinese and western decide to culture differences,which is the nature of the culture differences between Chinese and western.That is to say,we can act them as the deep structure of soft cultural differences.Due to the historical culture,customs and habits,living environment,religious belief and so on,the great differences between Chinese and western language come into being.So there are a variety of difficulties in high school English learning.In order to overcome communication barriers caused by the differences of western countries,the middle school teachers must strengthen cultural education in English teaching.English as a language tool plays the role of a bridge in the development of countries by communication.So only by learning English well can we appreciate the culture essence or as a growth of cultural literacy.Obviously,English teachers take an important responsibility to guide people to learn English well.Not only do the teachers teach language,but they should make sure the students can master the language,so cultural factors are important for the students.In the high school stage the students are full of curiosity and strong ability to accept the cross-culture.so the cultivation of cross-cultural awareness in high school English teaching laid the important foundation for the students to learn English language and for future life and work.The thesis analyzes the results of the test through 180 students in Grade Two of a senior high school in Hubei province to know about the level of cultural differences.Based on the test results,it reflects students' cultural difference level and the students'English learning culture acquisition.After carrying on the deep analysis and research,it concludes that high school students have insufficient knowledge of foreign cultures,lack of intercultural communication skills,and lack of awareness of differences of western countries.There are three reasons for these conclusions:one is that students don't know much about British and American culture:First they are lack of language communication occasions and opportunities;Second,as they are attached to their own culture,a feeling of self-imposed and self-sealing appeal to them;Third,they think their country's culture is superior to other countries.At the same time,the exam-oriented purpose is obvious in our country.Because the parents,students and teachers are directly affected by the university entrance exam,their cross-cultural knowledge are limited and students and teachers seem to aim to pass the college entrance examination.As a result,they focus on the language learning in English,ignoring students' consciousness of cultural differences.It leads directly to the lack of knowledge of students' cultural differences and the low ability of cultural differences.In addition,I also investigated 15 English teachers and viewed four teachers teaching in the classroom observation on cross-cultural teaching so as to understand their attitude to the cultural differences in teaching,which acts as the supplementary material of the test papers.The thesis has proved that English teachers should introduce cultural teaching everyday,which requires the teacher to enhance the comprehensive quality and increase the learning and teaching for the cultural differences;By the following principle of integrity,practical principle and suitability principle,the teaching of cultural differences should be carried out to cultivate students' intercultural communication.Let students have the positive attitude towards foreign cultural knowledge and reduce the negative transfer from the mother tongue on English learning,and improve the ability of cross-cultural communication.This thesis consists of five chapters.The first chapter is the introduction.The second chapter is literature review,which impresses the researches of status of culture teaching at home and abroad,explaining the theory such as the historical cultural differences,language,thinking,a series of factors,the relationship between cultural differences and the correlation of language learning and so on;The third chapter is the methodology,which mainly introduces students' research objectives,purpose and methods of investigation before and after the implementation of cultural difference learning strategies.The fourth chapter mainly compares and analyses the results of the two surveys,and discusses the two results respectively.The fifth chapter is the conclusion,the results show that the problem,respectively from two aspects from teachers and students,to improve the teacher's teaching effect and to cultivate high school students consciousness of cultural differences,to put forward some suggestions and strategies.The significance of this paper is to analyze and conclude the cultural differences of students before learning strategies for the cultural differences and after learning strategies on students' intercultural communicative awareness and mastery of the knowledge level and the cultural differences.It revealed that the good influence of the consciousness of students' knowledge of cultural differences.Then the writer puts forward constructive suggestions and countermeasures to improve the English teaching. |
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