毕业论文-research_on_the_culture_education_of_english_teaching_in_middle_schools(编辑修改稿)

毕业论文-research_on_the_culture_education_of_english_teaching_in_middle_schools(编辑修改稿)内容摘要：

ture education as an important way in middle schools’ English teaching, no matter teachers or students, they both should pay enough attention to the culture education. The need of English language learning An increasing number of linguists and foreign language teachers realize that linguistic knowledge does not guarantee mutual understanding unless one gain an understanding of another one’s culture. That is to say, no language can be taught in a cultural vacuum. To learn a foreign language well does not only mean to learn the pronunciation, the words and the grammar. They should be familiar with the cultural differences, because people with different cultural background have different customs, and behaviors. “To study language without studying the culture of native speakers is a lifeless endeavor”. (CrawfordLange amp。 Lange, 1987). Learning a language without culture is boring for most of the students in the class. Cultural understanding promotes greater interest for the students to learn a language. We can use the language appropriately if we have a better understanding of their thoughts, feelings, behaviors, and customs. Culture is often neglected in English teaching or English learning. However, changes in linguistic learning theory indicate that culture should be highlighted as a vital element in language learning. Competence in language use is measured not only by the ability to use it without grammatical error, but also to use language appropriately in a specific culture context, so successful language learning requires learners to know the culture that underlies language. The need of intercultural munication Nowadays, English is the first foreign language in China. With the development of globalization, intercultural munication became an indispensable part of all nations’ life. It is very important to improve students’ foreign language skills. The modern society needs people who can chat with others in English fluently and have profound understanding in different cultures. This requires us to pay more attention to intercultural education in Middle Schools. Sometimes, we find intercultural munication difficult. Even if we overe the natural barriers of language differences, we may fail to understand and to be understood because cultural differences are the main barriers in intercultural munication. For instance, a harmless statement may cause shock or anger, and a serious statement may cause joy or amusement. For example, when a Chinese student knew his foreign teacher got sick, he visited her and said “you should go to see the doctor.” However, the foreign teacher was very angry about what the Chinese students had said. In China this is a kind of expression to show your solicitude while in American it will be regarded as doubting one’s ability, because even the little children know that they should go to see the doctor when getting ill and it is unnecessary to advice people to do so. It seems that Chinese students have a good knowledge of grammatical rules and vocabularies, but they can not municate appropriately with foreign people, which may result in municative failures in intercultural munication. The ultimate goal of language learning is to achieve effective munication with the people in target countries. According to Kramsch (1993: 237)， the purpose of foreign language learning is “a way of making cultural statements” as well as “learning a new way of making munication.” Language ability is the foundation of munication ability. Communication ability includes five aspects: Four skills (listening, speaking, reading and writing) and social ability (the ability which people from different cultures carry on suitable munication). To train students’ crosscultural municative petence, teacher should provide them with a certain degree of crosscultural knowledge. Only when students mastered the cultural knowledge can they make the parison between Chinese and Western cultures, and avoid cultural mistakes in crosscultural munication. problems of culture education in middle schools In recent years, culture teaching has been paid more and more attention. In China, many scholars have been working on cultural studies since 1980s. For example Hu wenzhong is one of the pioneers who advocate the teaching of culture in foreign language education. He first explains the necessity of culture teaching by analyzing the cultural faults Chinese students tend to mit in intercultural munication. (Hu Wenzhong, 1988). However there are still some limitations and problems in culture instruction. Lacking awareness of culture education In middle school English classrooms, students only acted as listeners and receivers of the cultural knowledge. They always accept the knowledge passively and seldom participate in the classroom activities actively. Cultural awareness is the term used to describe sensitivity to the impact of cultural behavior on munication. It refers to an understanding of one’s own and other’s culture that affect how people think and behave. Cultural awareness is a good mand of cultural knowledge of the target language, a strong petence of adjustment and munication. A language teacher plays a leading role in language education. A teacher is the mediator of a foreign culture. So teachers’ cultural petence is of great importance in culture teaching in foreign language education. They must get acquainted with the target culture and update the knowledge about language teaching. Whether the implementation of culture instruction in foreign language education is successfully carried out mainly depends on teachers’ cultural awareness and knowledge. Most teachers in middle school do not have a good understanding of culture instruction in foreign language teaching. Many English teachers used to believe that it is unnecessa。