Research On Mother Tongue Cultural Content In New Standard English In Junior High Schools

The purpose of language learning is mainly for communicative use.Communication is inseparable from intercultural communication,especially the two-way communication between cultures in cross-cultural communication.Foreign language users are required to understand the cultural connotation of the target language and be able to skillfully express the cultural content of their mother tongue in a foreign language.At present,many English learners in China are unable to fluently express the cultural content of their mother tongue in English,which is harmful to the mother tongue culture and not conducive to the spread of Chinese culture in foreign communication.The new curriculum standard of junior middle school English in China puts forward some guiding suggestions.The curriculum standard proposes to cultivate students' awareness of intercultural communication,improve their sensitivity to the similarities and differences of Chinese and foreign culture,and deepen their understanding of Chinese culture through the comparison between Chinese and foreign cultures.In teaching,textbooks are the main source for students to obtain language and cultural information,so how is the distribution of cultural content of mother tongue in the current English textbooks for junior high school students? What are the cultural subject categories in the textbooks and what are their characteristics? How do students and teachers evaluate the cultural content of mother tongue in the current English textbooks? What are their expectations for the textbooks adapted in the future,especially for the cultural content of mother tongue?To answer the above questions,the author took the New Standard English of Foreign Language Teaching and Research Press(for junior high school students)as an example,through the text analysis of the textbooks and questionnaires for the students and teachers who were using the textbooks,findings were as follows: Firstly,on the whole,the mother tongue cultural content in the textbooks is distributed in each section,but unevenly distributed.In particular,the reading and practice sections contain a relatively small number of mother tongue culture.Secondly,although the textbooks cover a relatively comprehensive range of mother tongue cultural subjects,the distribution of each is extremely uneven.Thirdly,each mother tongue cultural subject in the textbook has its own characteristics,but some of them are not comprehensive enough,and some of them are only in the form of language symbols.Fourthly,students expect that the textbooks adapted in the future will contain richer cultural content of their mother tongue.According to the conclusion,the author put forward the relevant suggestions.First of all,the textbook editors should pay attention to the status and the allocation of the mother tongue culture in the textbook;Secondly,teachers should adhere to the principle of cultural teaching,pay attention to cultural teaching methods,and timely supplement the important cultural content of mother tongue in textbooks.Finally,students should establish a correct awareness of intercultural communication,and actively learn the English expression of mother tongue culture,so as to prepare for the intercultural communication in the future.