Abstract

     In recent years,the English Syllabus for Students in Full-time Ordinary Senior Middle Schools has a clear description about the communicative principal in English Language Teaching and the relationship between language and culture, at the same time, it also shows the communicative principal in its teaching requirements. According to this situation, I do a research in order to understand students' comprehensive degree about the culture of English language countries and to see how well they can carry on cross-cultural communication by using English.

     The findings of this thesis comes from the actual senior high school English Teaching. In order to achieve my final goal, I hand out one hundred and thirty questionnaires to senior one students during my teaching practice. By analyzing these questionnaires, I obtain the following findings: First, the high school students lack the culture of English language countries, which leads their limited cross-cultural communicative competence. Second, students’ mother tongue language Chinese has a strong effect on their English language learning, which is an obstacle to gaining cross-cultural communicative competence for themselves. Third, the college entrance examination is the final goal of Senior high school students, however, this examination focus on language points instead of the culture and cross-cultural communication, which results in students’ ignorance of English language culture and a limited cross-cultural communicative competence. The study finally comes to a 

conclusion that we must pay attention to the learning of English language culture and the cultivation of students' cross-cultural communicative competence in the senior high school English teaching.

     The significance of the paper is that this research involves both students and teachers, which is important for students in their English language culture learning, and at the same time, benefits students’ cross-cultural communicative competence. Another great significance of the paper is that It can make teachers recognize the important meaning of culture in the process of teaching. Because the final purpose of students’ learning English is to use English, So, in the process of teaching, teachers should regard the improvement of students’ level of using English as the basic goal.

     Of course, there are also some limitations in this paper. For example, the range of this research is not wide enough, and the data statistics can not cover all students and teachers. And in the future,I'll try to do deeper research in this field.

Key words: Language Culture High school students Communicative competence Cross-cultural communicative competence

Content

摘要：

Abstract:

1. INTRODUCTION-１

1.1 Research background-１

1.2 Research hypothesis-２

1.3 Research necessity-２

1.4 The organization of this thesis-３

2. LITERATURE REVIEW-５

2.1 The definition of language and culture-５

2.1.1 Language-５

2.1.2 Culture-５

2.1.3 The relationship between language and culture-５

2.2 Communication and communicative competence-６

2.3 Cross-cultural communication and cross-cultural communicative competence-６

2.4 Research on cross-cultural communication-７

2.4.1 Research in foreign countries-７

2.4.2 Research in China-７

3. PRESENT SITUATION SURVEY IN HIGH SCHOOL-８

3.1 Research objects-８

3.2 Research purpose-９

3.3 Research methods-１０

3.3.1 Questionnaire survey-１０

3.3.2 Observation-１０

3.4 Data statistics and analysis-１０

3.4.1 Data statistics-１０

3.4.2 Data analysis-１８

3.5 Observation results analysis-１９

4. RESEARCH RESULTS AND DISCUSSION-２０

4.1 High school students’ comprehensive degree about the culture of English language countries-２０

4.2 High school students’ competence level to carry on cross-cultural communication by using English-２１

4.3 The influence factors of high school students’ cross-cultural communicative competence-２２

5. SOME SUGGESTIONS FOR CULTIVATING CROSS-CULTURAL COMMUNICATIVE COMPETANCE IN ELT IN HIGH SCHOOL-２３

5.1 Suggestions about the college entrance examination-２３

5.2 Suggestions about textbooks and reference books-２４

5.3 Suggestions about the teacher-２５

5.4 To strengthen the cultural exchanges between China and the West-２６

6. CONCLUSION-２６

APPENDIX:-２８

REFERENCES-３１