A Study On The Cross-Cultural Connotation Of The New Standard English And Its Teaching Practice

The cultivation of citizens’ intercultural literacy is a mainstream trend of international talent cultivation and an important part of China’s foreign language education reform.English textbooks are the main materials for teachers and students to learn in school classroom teaching,which contains rich cross-cultural connotations.To be specific,the cross-cultural connotations of English textbooks are as follows: First,from the perspective of cultural characteristics,cultural functions and cultural structures of language,the essence of language is culture.Second,as a material carrier,English textbooks contain a variety of cross-cultural content,which can be divided into target language culture,mother language culture and international culture.Thirdly,the intercultural cognition of the editors is implied in the preparation and final presentation of English textbooks.As the object of study,the study mainly answers the following three questions: How is the cross-cultural content presented New Standard English? What is the present situation of its specific teaching practice? What are the problems in the actual teaching practice and how can they be attributed? The New Standard English contain rich cross-cultural content,which can be divided into target language culture,mother language culture and international culture.Through text analysis,the topic of each module is extracted and its characteristics are analyzed.The cross-cultural content of this edition of textbooks has obvious features,such as the selection of topics based on an international perspective,highlighting cultural contrast and understanding,the expression of cultural values highlighting people and countries and people and collectives,inheriting traditions and highlighting contemporary mainstream values.The intercultural connotation of English textbooks can be realized through the practice of intercultural content teaching.Taking a middle school in Jinhua as the research field,this paper makes a comprehensive analysis of its teaching practice by using survey and interview methods.Then it analyzes the problems from four aspects: classroom reality,realistic contradictions,teaching methods and teaching content,and summarizes the reasons from three aspects: foreign language teaching tradition,teachers themselves and textbooks themselves.Through the previous analysis,the cross-cultural connotation of junior high school English textbooks,the cross-cultural content of English textbooks,the current teaching practice and existing problems have been clearly presented.Finally,suggestions are put forward,including optimization suggestions for selection and compilation of intercultural content of textbooks,optimization suggestions for teaching practice of intercultural content and suggestions for the use of textbooks for teachers and students.Whether from the perspective of the reality of foreign language education in China or the deepening of curriculum reform in the future,English textbooks and their related practical research will be a continuous hotspot,which needs more and more researchers to conduct continuous and in-depth research.In order to pursue the promotion of the cultivation of Chinese citizens’ cultural literacy,and then achieve the higher goal of promoting the reform of intercultural content teaching practice in foreign language education.