| The newest curriculum standards proposed the core literacy in English subject,which includes cultural awareness.Therefore,to promote the development of students’ core literacy,English teachers must attach importance to cultivating their cultural awareness in classes.To help teachers better understand the status quo of students’ cultural awareness cultivation and carry out cultural instruction,this research aims to investigate the status quo of cultivating students’ cultural awareness at various stages in middle school English classrooms from teachers’ perspective,so as to provide references and suggestions for front-line teachers.Based on the literature review,this research built an analytical framework consisting of three dimensions: teachers’ perception,situation of cultivation,and influencing factors.350 middle school English teachers were involved in a questionnaire survey,12 classes of 8 teachers were observed,and 8 teachers were interviewed to solve the following questions: 1)How are middle school English teachers’ perception of cultivating students’ cultural awareness? What are the differences between different teachers? 2)How about the situation of cultural awareness cultivation at different stages? What are the differences between different teachers? 3)What are the factors that may influence the cultivation effect?The results are as follows: 1)Middle school English teachers are prepared for cultivating students’ cultural awareness cognitively.2)They have different emphasis on cultivating students’ cultural awareness in different types of classes.3)They mainly focus on cultural knowledge while lacking communication strategies impartation at the cultural understanding stage.4)They attach great importance to the ability of comparison and analysis while neglecting the ability of flexibility at the cultural dissemination stage.5)At the stage of value internalization,they lack effective ways to convey values to students.6)The effect of students’ cultural awareness cultivation is affected by many factors,the content of textbooks being the most influential one.Based on these results,following suggestions are proposed: for authorities,refine the requirements of cultural instruction in the curriculum standards and improve the English curriculum evaluation system;for schools,create an English culture learning atmosphere and attach importance to training related to cultural awareness;for teachers,improve their own cultural literacy and guide students to reflect on cultural phenomena. |
