中文摘要：语言和文化的关系问题在学术界一直是一个热门的话题。但不可否认的是要想学好一门语言，必然要深入了解语言背后的文化。因此英语的教学过程实则是英语文化的输入过程。于是近年来的英语课堂都十分强调英语文化的输入，导致了英语课程成为了一门独立的课程，脱离了现实生活的需要。而实际上，中国学生学习英语的过程是在汉语的基础上对两种语言进行比对，从而更快地理解英语。Singer（1987）认为，没有人能脱离自己的母语文化而深刻理解另一种文化。学生一味地吸收英语文化的知识，不懂得思考甚至不会思考英语与汉语的区别，导致了学生语言学习的正迁移能力衰弱，负迁移影响加深。这种现象表现为某些学生的英语水平在小学阶段一直表现良好，而在初一年级后则开始走下坡。

本研究认为，初中英语是义务教育阶段检验英语教学成效的最终阶段，也是学生掌握基础英语最重要的阶段。因此，想要提高初中英语教学质量，就要重视中西文化教学在初中英语教学中的作用。本研究将以语言学，跨文化交际等理论为基础，通过文献对比，问卷调查等研究方法探究我国初中英语教学过程中，本土文化输入的现状。通过分析现状，阐述英语教学中本土文化输入的策略，使读者尤其是初中英语教育工作者对英语教学中本土文化的输入能更加重视，培养学生热爱中华民族文化，形成文化国际视野，成为积极的中华民族文化传播者。

关键词：初中英语教学；中国本土文化；文化输入策略

 

Contents

Acknowledgments

Abstract

中文摘要

1. Introduction.1

1.1 Origination of the Study1

1.2 The Current Situation of Research at Home and Abroad1

1.2.1 The Current Situation of Research Abroad.1

1.2.2 The Current Situation of Domestic Research3

1.3 Purpose and Significance of the Study5

1.3.1 Purpose of the Study5

1.3.2 Significance of the Study.6

1.4 Methods of the Study7

2. Research Design9

2.1 Research Problem9

2.2 Definition of Native Culture.9

2.3 Questionnaire Design10

2.3.1 Students’ Questionnaire.10

2.3.2 Teachers’ Questionnaire10

2.4 Participants11

2.5 Research Process.12

2.5.1 The Way to Conduct the Survey12

2.5.2 Standard for Evaluation.13

3. Research Result and Discussion14

3.1 Research Result14

3.1.1 Results of Students’ Knowledge of Native culture Input14

3.1.2 Results of Teachers’ Knowledge of Native culture Input14

3.1.3 Analysis of the Results of Students’ Questionnaires 15

3.1.4 Analysis of the Results of Teachers’ Questionnaires 22

3.2 Findings.29

3.2.1 Both Teachers and Students Lack in Cross-Cultural Knowledge29

3.2.2 Both Teachers and Students are Fond of Native Culture.29

3.2.3 Current Situation of Culture Teaching Varies from Students and Teacher29

3.2.4 Students Lack in Chances to Communicate with Foreigners30

3.3 Discussion of the Reasons for the Lack of Native Culture 30

3.3.1 Lack of Attention on Native Culture Teaching in English Class.30

3.3.2 Lack of Native Culture in Textbook31

3.3.3 Students’ Lack of Cultural Consciousness32

3.3.4 Lack of Native Culture in Current Cultural Environment.32

4. Strategies of Native Culture Input.34

4.1 Strengthen Native Culture Input in English Teaching.34

4.1.1 Play the Positive Role of Teachers34

4.1.2 Strengthen Native Culture Input in Class35

4.1.3 Optimize Western Pedagogical Theories with Native Cultural Features37

4.2 Strengthen Native Culture Input in Textbook.38

4.2.1 Input Chinese Excellent Traditional Culture.38

4.2.2 Input Chinese Contemporary Culture39

4.2.3 Combined with Regional Features39

4.3 Strategies for Middle School Students.40

4.3.1 Read More Chinese Literatures.40

4.3.2 Make Good Use of Resources from the Internet.40

4.4 Strategies for Government41

4.4.1 Reform Current Examination System.41

4.4.2 Create Native Cultural Atmosphere42

5. Conclusion44

References46

Appendixes49