The Effects Of The Cultural Load Of English Vocabulary On Senior High School Vocabulary Teaching From The Intercultural Communication Perspective

Vocabulary teaching occupies a very important position in the process of English teaching in high schools in China,and the general high school English curriculum standards(hereinafter referred to as "new curriculum standards")introduced in 2017(Ministry of Education,2018)emphasized the cultivation of students' cultural awareness,cross-cultural communication awareness and The importance of competence and the use of vocabulary as a carrier of culture to help students strengthen cultural learning have also gradually become one of the hot research directions of scholars.Scholars who study intercultural communication generally believe that when learning English vocabulary,learners not only need to learn the spelling,pronunciation and meaning of words,but also have to understand the associative meaning(also known as cultural connotation)of vocabulary.The purpose of this research is to combine the theories of intercultural communication and vocabulary teaching,to find out the relationship between the cultural load of English vocabulary and vocabulary teaching in our high school English classroom.Thereby,the result helps to increase the cultural load of vocabulary learned by students in the classroom and to improve the efficiency of classroom teaching.This article introduces the cultural load of vocabulary,especially its background and development in the field of intercultural communication.Then it reviews relevant literature on intercultural communication and the cultural load of vocabulary,and defines several easily confused concepts.At the same time,the existing literature on English vocabulary teaching in senior high schools is reviewed,and the reasons for studying the relationship between the cultural load acquired by students and vocabulary teaching in English classroom are explained.This research raises three questions that need to be verified and answered:(1)what is the effect of vocabulary teaching based on cultural awareness on students' acquisition of cultural load?(2)what is the effect of vocabulary teaching based on cultural awareness on students' acquisition of literal meaning?(3)what is the effect of vocabulary teaching based on cultural awareness on students' acquisition of cultural meaning?The author has adopted experimental investigation methods.A total of fiftysenior middle school students were divided into two parallel classes to participate in the experiment.The experimental data were statistically analyzed with the social science statistical software package.The research results show that:(1)vocabulary teaching based on cultural awareness can increase the cultural load of vocabulary in classroom teaching;(2)in culturally based vocabulary lessons,the cultural load in vocabulary teaching brings certain improvement to students' acquisition of literal meaning;(3)in culturally based vocabulary lessons,the cultural load in vocabulary teaching brings certain improvement to students' acquisition of cultural meaning.The research results of this thesis explain the enlightenment of English classroom teaching and make some suggestions for teachers and students.Teachers can emphasize the cultural load of vocabulary appropriately to further students' acquisition and cultural awareness.At the same time,learners should pay more attention to the acquisition of cultural meaning,rather than simply reciting and dictating words.