Comparative Analysis Of Cultural Contents Between Wenglish And Oxford English (Shanghai Edition) For Junior High School Students

"Nine-year Compulsory Education English Curriculum Standards(2017)" clearly takes the cultivation of students’ cultural awareness as one of the five basic objectives of English teaching and requires junior high school graduates to meet the requirements of Level Five cultural awareness.English textbooks,as an important section of foreign language teaching,must be prepared with appropriate proportion of culture-related content to achieve the integration of language and culture.This research selects the English textbook "Wenglish" for junior high school students of the after-school tutoring institution "XueErSi" and Oxford English(Shanghai Edition)for junior high school students as the research objects,analyzes the cultural contents in the textbooks,in order to verify whether the textbooks conform to the requirement of "standards" in cultural aspect.This thesis mainly discusses the following four research questions.1:Does the arrangement and distribution of the cultural contents in Oxford English and Wenglish achieve the Level Five goals of cultural awareness issued by New "Standards"?2: What is the proportion of communication culture and knowledge culture in Oxford English and Wenglish?3: What is the proportion of different cultural regions in Oxford English and Wenglish?4: Is the proportion of the input and output of the cultural regions in the textbooks symmetrical?Based on data collection and analysis in this research,the following four conclusions are drawn.1.The cultural contents involved in Wenglish and Oxford English(Shanghai Edition)can basically achieve the Level Five goals of cultural awareness issued by "New Standards".2.In Oxford English,the ratio of knowledge culture and communication culture is 24:23.Knowledge culture and communication culture are attached nearly equal importance.In Wenglish,the ratio of knowledge culture to communication culture is 25:10,with the heavy emphasis on the transmission of knowledge culture,and the content of communication culture is relatively lacking.3.In Oxford English,through chi-square test on the data of listening,speaking,reading and writing,there isn’t significant difference between factual values and theoretical values,which means the proportion of the three cultural regions in each section is reasonable.Besides,the proportion of the three regions is reasonable when gathering the four sections to test.In Wenglish,through chi-square test,the proportion of the three regions in each section is not reasonable.However,when gathering the four sections to chi-square test,the proportion is reasonable.That is,in general,the proportion of the three cultural regions in Wenglish is reasonable.4.Through chi-square test on the data of the input and output in Oxford English and Wenglish,there exists significant difference between theoretical value and factual value in Oxford English and Wenglish.Therefore,both in Oxford and Wenglish,the proportions of the input and output in are not symmetrical.Especially in Wenglish,the problem of asymmetrical distribution of each cultural region in the input and output is more serious than that in Oxford English.Both knowledge culture and communication culture are indispensable parts in language culture teaching.In textbooks,the two should be given a proper proportion,instead of focusing on one and ignoring the other.Each cultural region in textbooks should be distributed in a reasonable proportion,besides,in order to promote the students’ cultural awareness more efficiently,each cultural region should maintain symmetry between the input(listening,reading)and output(speaking,writing)parts.