A Survey Study On Strategies Of Culture Introduction In English Vocabulary Teaching In Junior High School

Vocabulary teaching plays a vital role in English teaching,and culture is closely related to language teaching.And the effect of English vocabulary teaching will directly or indirectly affect the students’ acceptance of the English language.Teachers can adopt appropriate culture introduction strategies in teaching cultural connotation of vocabulary,which is beneficial for students to understand and memorize cultural knowledge of vocabulary.Therefore,in order to facilitate students to learn cultural knowledge of vocabulary,the culture introduction strategies used by teachers should receive enough attention.With Schema Theory as theoretical support,this thesis takes 51 English teachers from a junior middle school in Changchun as the subjects;the present situation of using culture introduction strategies in vocabulary teaching in junior middle schools was investigated by means of questionnaire,classroom observation and interview.There are three questions that need to be answered in this paper.1.What is the current situation of culture introduction in junior high school English vocabulary teaching? 2.What are the problems in the use of culture introduction strategies in vocabulary teaching? 3.What are the reasons for the problems in the use of culture introduction strategies in vocabulary teaching? The results of the survey show that the situation of culture introduction of vocabulary is not very optimistic.There are some problems in the use of culture introduction strategies,such as the single culture introduction strategy used by teachers;the low frequency of using culture introduction strategies;teachers’ unwillingness of carefully designing activities to introduce cultural knowledge of vocabulary and English teachers’ negative attitude to culture introduction.In addition,according to the analysis of the results,the main reasons for the above problems are as follows: teachers are not clear about the goals of vocabulary teaching,lack cognition of culture introduction strategies and their own cultural literacy is not timely developed.At the same time,the lack of relevant cultural knowledge in the textbooks and the differences between the actual vocabulary teaching and the schools’ teaching requirements are also the reasons for the above problems.Based on the above conclusions,the author puts forward some implications for the use of culture introduction strategies in English vocabulary teaching of junior high school and hopes that this research can make up for the deficiency of the junior high school English teachers’ use of culture introduction strategy in vocabulary teaching.