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中國文化在高中英語教學中融入現狀的調查 研究
發布時間：2023-06-09 10:25
Chapter I Introduction
1.1Research Background
Language and culture depend and influence on each other respectively. Language and culture are inseparable：They influence and shape each other across the time. Language, as a part of culture, also the carrier of culture, while at the same time; culture also restricts and influences language: Language is also an important carrier of culture, and culture restricts language as well.
From the perspective of the domestic background, the Chinese culture with a long history created by the Chinese nation. The long-term evolution of China has created the unique identity of Chinese compatriots, endowed Chinese culture with vitality and creativity, which determine Chinese unique development path. (Wen, Wen & Hu, Chen, 2020)At the same time, the Chinese culture also contains the value of transcending time and space, which makes great contribution to the progress of human civilization and the formation of common value of mankind. Today, young generation is responsible for the development of the China, and they must protect the nutrition of Chinese culture and carry forward its spiritual beliefs.
In terms of the international background, the building of The Belt and Road initiative can help promote the economic prosperity, economic cooperation of the surrounding countries; it also can strengthen exchanges and mutual learning between different civilizations, and promote world peace and development. However, in such a complex language environment, how to achieve the people to people communication between countries has become an urgent problem to be solved. The belt and road initiative includes 65 countries, of which official language is English countries as high as 53. Therefore, English became an important medium for Chinese voices to go out and Chinese culture to go out in all countries along the belt.
In summary, China has a long history of five thousand years and is rich in splendid culture. If China wants to consolidate its position in the world, it must realize it through continuous exchanges and cooperation with other countries, and show its strong cultural heritage to all countries in the world. At the same time, in the process of cultural communication, maintaining cultural independence is the fundamental action of China. (Gao, 2019) Learning English is not only to accept foreign advanced ideas, learn and understand the world's excellent culture and civilization, but also to strengthen the foreign exchange of Chinese culture, tell Chinese stories, spread Chinese voice, and let the world see a multi-dimensional and colorful China.
1.2Research Significance
1.2.1Theoretical Significance
English Curriculum Standards for Senior High schools (2017 version) lists “cultural awareness” as one of the five core qualities of English subject, it concludes two aspects contents: On the one hand, the cultivation of cultural awareness helps students to strengthen the national identity. On the other hand, the cultivation of cultural awareness should enhance students' cultural self-confidence to their own culture.
Language research cannot be separated from the language environment. Helping students accumulate the certain cultural background under the structure of foreign language knowledge is the foundation of understanding language.(Li, 2017)The purpose of learning language is to be able to communicate appropriately. This thesis bases on the Intercultural Communication Theory and Input Hypothesis to elaborate the relationship between language, culture and English teaching. Therefore, the thesis will deepen the understanding of the relevant theories in this area. To a certain extent, the paper will promote the implementation of relevant theory with current senior high school English teaching practice.
1.2.2Practical Significance
Strengthening the integration of Chinese culture in senior high school English teaching is beneficial to learners' English learning. English learners can understand the similarities between Chinese and English culture knowledge through the learning process and to enhance the positive transfer of English learning and promote English learning(. Ren, 2010)At the same time, learning and disseminating Chinese culture is also a goal of the English Curriculum Standards for Senior High schools (2017 version). Furthermore, it has made a special elaboration and classification of cultural awareness, but in terms of how to implement the requirements of it effectively have not been specifically explained yet, there are still many problems worthy of more in-depth thinking for the both students and teachers.
Last but not least, according to research result, the majority of English teachers paid more attention to language knowledge teaching, which cannot meet the actual communicative needs and future development needs of the students. From the perspective of teachers' professional development, it is also a new challenge for them to integrate linguistic knowledge and Chinese culture knowledge in the English teaching process.
Therefore, this study has a certain practical significance for promoting the implementation of the objectives and requirements of the English Curriculum Standards for Senior High schools (2017 version). Besides, it will train and cultivate students' comprehensive language ability and promote teachers' professional development as well.
1.3 Overall Structure of the Thesis
This thesis consists of the following five parts:
Chapter One mainly introduces the research background, research significance and the structure of the thesis. Firstly, the background information includes domestic background and international background. Then the significance of the research is described in detailed. The overall structure of thesis is presented lastly.
Chapter Two is concerned with basic concepts of research, theoretical bases as well as pertinent literature review. In this part, the author provides supportive theories for the research. In addition, the author analyzes the relevant studies on this topic at home and abroad.
Chapter Three is research design part where research questions, research subjects, research instruments, research methods are introduced. Furthermore, the research procedure is also presented thoroughly in this chapter.
Chapter Four is the essential part of the whole thesis. The research results and discussions are introduced in this part. This chapter will make full use of results of the previous study and discusses the statistics concluded from the questionnaires, textbook analysis, interviews and the English class observation.
Chapter Five, the ending part, is also the conclusion part. Firstly, the major findings of the paper will be presented. Then, the pedagogical implication are described, additionally, the limitations of the thesis are discussed. In the end, expectations for the future study are put forward as well.
Chapter II Literature Review
In this chapter, the author will present the definition of the key terms. Then illustrate the theoretical basis of the thesis, and the related studies on culture input at home and abroad will be examined ultimately.
2.1The Concept of the Key Terms
2.1.1The Definition of Culture and Chinese culture
2.1.1.1The Definition of Culture
The word „culture' comes from a Latin word „Cultura', which concludes both material culture and spiritual culture. According to the Longman Advanced American Dictionary(2003 Version), “culture” is the attitudes and beliefs about something that are shared by a particular group of people or in a particular organization, which involves many theories and hard to have a clear definition.
Taylor (1871) firstly proposed the definition of the culture. He defines that culture is a complex synthesis, which contains knowledge, arts, religion, mythology, statutes, customs, the abilities and habits which human beings can acquire from their social community. Byram (1989) gives an important definition of culture. He defines culture as a social reappearance of life. In his opinion, culture is closely related to the human social life. Goodenough (1987) defines that culture is a universal output and exists in every corner of the human social life. Gao (2008) notes culture is a set of the ideas, beliefs, and customs that are shared and accepted by people in a society.
After classifying the definition of culture, the specific classification of culture should be presented. There are three representative classifications of culture:
Zhang (1990) divided culture into two kinds from the perspective of function. Knowledge culture refers to the culture knowledge that does not directly arouse the misunderstanding of a word or sentence when two people communicate. Communicative culture refers to directly affect two people who are from two different
cultural backgrounds in communication process. A table is formulated to make the classification more clear.
Table 2-1 The classification of culture
knowledge culture philosophy, law, education, religion, economy, politics, morality, ideology, historical invention, scientific and technological invention, literature and art, etc.
communication culture daily speech acts, acknowledgments, apologies, greetings, address forms, national cultural features of the guest language, modesty, euphemism, taboos, etc.
Hu (1991) divided culture into three types: material culture is formed and behaved by human being's will, institutional culture is formed and behaved by law, human behavior, and conceptual culture is formed and behaved by human feelings, values, thoughts, etc.
Niu (2002) divides culture into five categories: Material culture refers to practical articles manufactured through human processing and transformation, including tools, utensils, food etc. Spiritual culture refers to cultural factors reflecting human civilization, including literature, art, music, film, etc. Social culture is the social relations and ties that embody political, economic and educational aspects. Behavioral culture refers to all cultural factors related to various human behaviors, including interpersonal behaviors (linguistic and non-verbal), etiquette norms, codes of conduct, etc., as well as non- communicative general social behaviors, such as vacation and leisure, love and marriage, lifestyle, customs, etc. Lastly, conceptual culture refers to all cultural factors related to human world outlook and values, including values, ways of thinking, national psychology, aesthetic taste, ethics, religious beliefs, etc.
In conclusion, culture does not have a fixed concept and a specific scope. (Hu,1989)The concept of culture is constantly changing with different assessment criteria, and the classification of culture is also diverse. But it is sure that culture is stored in every corner of human life, and constantly affects human daily life in its own way.
2.1.1.2The Definition of Chinese Culture
Chinese culture is the abbreviation of Chinese traditional culture. Wei (2003) and Zhang (2004) equate Chinese culture with Chinese traditional culture in their books.
What is Chinese culture? Chinese culture is created by the Chinese nation in the course of thousands of years of development, compared with foreign cultures outside China. Li (2013) defines Chinese culture as a national sense culture: the so-called Chinese culture is a form that actually created by the Chinese nation. As for the specific contents of Chinese culture, Zhang (1996) illustrates that the basic spiritual connotation of Chinese culture can be roughly divided into four basic concepts, namely, “harmony between man and nature”，“people-oriented”，“ vigorous and self-improvement”and “harmony is the most precious”. Lou(2015)notes that loyalty and filial piety, honesty, righteousness, and shame are the core values of Chinese culture that enhance the moral quality of Chinese people and lay the foundation of innocence and righteousness, which belongs to the spiritual aspect. According to Zhang (2001), Chinese culture also contains social system that contains ancient books on literature, history, medicine, health preservation, agronomy, and astronomy and calendar calculation.
Based on the above views, Chinese culture has the following characteristics: Firstly, it can reflect the profound and long-standing feature of Chinese history, so that learners can have a deep understanding of the rich and colorful connotation of Chinese culture; Secondly, it can improve the moral quality of Chinese people, enhance human dignity; Thirdly, it can inspire people to constantly strive for self-improvement. Lastly is to increase the sense of national cultural identity, to connect with the real culture and to serve the people of culture and education, which still play a positive role in today's society.
2.1.1.3The Choice of Chinese Culture in Integrating Process
This study aims to explore the current situation of the integration of Chinese culture into senior high school English, but what kind of Chinese culture should be integrated into senior high school English teaching? It is a key problem to make a clear in order to provide the corresponding theoretical basis for the follow-up research.
One of the major characteristics of Chinese culture lies in its depth and breadth. From a horizontal perspective, Chinese culture involves all aspects of culture: literature, history, philosophy, economy, art, architecture and so on. From the perspective of vertical perspective, it mainly includes ancient, modern, and contemporary culture. It is undeniable that the breadth and depth of Chinese culture provide rich resources for the integration of Chinese culture into English teaching. However, it is a complicated problem to choose the suitable Chinese culture content in senior high school English teaching.
Ma (2017) notes English teaching in China starts from the third grade of primary school to the cultivation of doctoral students. Due to the consideration of language and cultural ability, English teaching in primary school is not suitable for the formal integration of Chinese culture content. With the improvement of students' level, it is possible to integrate Chinese culture content into English teaching in senior high school. He also points out that the choice of Chinese culture content should consider from the cognitive style of middle school students. For junior high school students, it should be based on Chinese culture facts, such as the integration of Chinese traditional festivals, history events and historical celebrities. In terms of specific forms, it should focus on narrative themes and integrate classic fables. For senior high school English teaching, in addition to basic cultural facts, it can properly integrate ideological content, such as the content of various schools of thought and literature.
In 2014, President Xi addressed the 2565th Anniversary on Confucius's Birth: in the course of the formation and development, Chinese culture will inevitably be restricted and influenced by the level of understanding, the conditions of the times and the limitations of the social system. Therefore, there will inevitably be something obsolete or out of date. Therefore, we should treat Chinese culture correctly, make innovations from the old, use the old for the present and absorb the excellent part of
Chinese culture that can be used by the times.
In summary, combined with the relevant concepts, English Curriculum Standards for Senior High schools (2017 version) and the actual needs of this study, and the convince of the follow-up analysis and comparison, the choice of Chinese culture integration in this paper mainly includes the spiritual aspect and the physical aspect. Specifically: history, (2) geography, (3) custom, tradition and lifestyle, (4) behavior norm, (5) value and thought, (6) literature and art, (7) other. (Other here refers to other culture that is not included in these six categories)
2.1.2The Concept of Chinese Culture Aphasia and Culture Input
2.1.2.1The Concept of Chinese Culture Aphasia
„Aphasia' originated from the medical term, which refers to the partial or total loss of the ability to express ideas, understand spoken and written language due to brain injury caused by injury or disease. (Trumble & Stevenson, 2004)
The term of ‘Chinese Culture Aphasia'was proposed by Cong Cong in 2000. The main feature is in English teaching, the ability of students to express the content with Chinese native culture or traditional culture in English language is relatively low, which results in the obstacle of intercultural communication. (Jiang, 2017) Although the foreign language community has recognized the importance of cultural teaching in language teaching for a long time, but in fact, in English class, teachers put more emphasis on strengthening the input of the cultural content of English-speaking countries while Chinese culture, as one side of communication subjects, the input and integration of Chinese culture is still in neglected state.
After clarifying the concept of „Chinese Culture Aphasia', it is necessary to clarify the problems caused by it. Gao (1994) proposes that Chinese culture plays a positive role in English language learning after studying a large number of corpora. On the one hand, if the Chinese culture knowledge reserve is insufficient, it will inevitably lead to a lack of knowledge in the target language culture learning. On the other hand, Chinese Culture Aphasia is the result of insufficient Chinese culture input, which is also the main cause of intercultural communication failure.
Therefore, in English teaching, only by balancing between the target culture and Chinese culture can help students to stand in a fair position in intercultural communication.
2.1.2.2The Concept of Culture Input
Schumann (1986) first proposes the concept of “culture input”, which is widely used in Second Language Acquisition field. He believes that social factors and personal emotional factors play an important role in second language learning process, therefore, he proposes that the degree of “culture input” will play a decisive role in learners5 second language learning process.
In China, the concept was first proposed by Zhao Xianzhou in 1989. Zhao(1989) believes that cultural differences are inevitable in foreign language learning process. The interaction and communication between different ethnic groups or social groups is cultural input. He also points out that the input of communicative culture needs to be regulated through language. Thus, culture input and language teaching are coexisting in the foreign language teaching. In the subsequent research on language teaching, most scholars have further interpretation of the concept of “culture input”. Most of them regard it concludes information culture and communication culture.
According to the title of this thesis, it is necessary to explain “integrate”. Oxford Advanced Learner's English-Chinese Dictionary (2009) dresses that “integrate” refers to combine two or more things, so that the two can be combined organically, and finally reach a state of close coordination between various parts, which is not simply a mechanical superposition. This definition will clear the scope for the follow-up research and lay a foundation for the pedagogical implications.
2.1.2.3The Necessity of Integrating Chinese Culture in English Teaching
As soon as the term „Chinese Culture Aphasia5 was put forward, it caused a great stir in Chinese academic field. Many scholars and experts are scrambling to do relevant research and offer valuable suggestions. „Chinese Culture Aphasia5 is caused by the lack of Chinese culture integration, which may lead to the failure of intercultural communication. (Zhao, 2011) Therefore, it is of great significance to integrate Chinese culture in English teaching.
Cao (2010) mentions modernization is not only a communication process, but also a psychological interaction, and a multi-cultural collision process. The strong collision process of different cultures is the process of foreign culture input and local culture reconstruction output. Deng (2012) points out that foreign language learner should adopt a tolerant attitude towards the learning of the target culture, which not only enables learners to recognize the differences, but also to stick to their own national cultural traditions and enhance cultural confidence. Zheng (2019) dresses that foreign language teaching has two important tasks: one is the input of target culture; another is the reconstruction and output of native culture and the second is the most important one in foreign language teaching.
From the perspective of the requirements of English Curriculum Standards for Senior High schools (2017 version), the “cultural awareness” is defined as the five the core qualities of the English subject. Core quality is the concentrated embodiment of the value of subject education, and it is the correct value concept, essential character and key ability that students gradually acquire through subject learning. Cultural awareness refers to the understanding of Chinese and foreign cultures and the recognition of excellent cultures, which is an intercultural cognition, attitude and behavior orientation of students in the context of globalization. The cultivation of cultural awareness helps students to enhance national identity and feelings of home and country, strengthen cultural self-confidence, establish a sense of community of human destiny, learn to behave and work, and grow up to be civilized and socially responsible people. (Wu & Huang, 2019)
It can be seen that relevant research and documents have affirmed the importance and necessity of Chinese culture integration in senior high school English teaching. Therefore, the Chinese culture integration and English language teaching are inseparable.
2.2The Theoretical Bases
2.2.1Transfer Theory
According to Ausubel5s cognitive structural transfer theory, in learning process, previous learning exert impact on subsequent learning behavior and learning results. Positive transfer means that previous learning facilitates subsequent learning while negative transfer means that previous learning obstructs subsequent learning (Li &Wang, 2012)
Selinker, an American linguist, focuses on the negative transfer of mother tongue to the Second Language Acquisition. Therefore, in the following studies, scholars pay more attention to the negative transfer of mother tongue. However, too much emphasis on the negative transfer of mother tongue is not conducive to learning. Liu (1999) pointed out that there are common phenomena between different languages. If teachers do not refer to or compare with the mother tongue, it will cause great losses. Wang and Wen (2002) also pointed out that mother tongue has no negative transfer effect on the content and structure of composition. Indeed, it is unrealistic to abandon Chinese culture and absorb target culture in English teaching. In fact, there are many similarities between Chinese and English. If the Chinese culture can be presented in an appropriate way in English teaching, it will inevitably have a positive transfer effect.
2.2.2The Input Hypothesis
The Input Hypothesis is an important concept put forward by Krashen. He holds the view that enough and abundant comprehensible input is the key factor in the course of second language acquisition process of a learner. Krashen (1985) puts forward that the comprehensible input should obey the principle of „i+15,which means that the students should be exposed to sufficient language materials that are slightly higher than the current condition of language knowledge in a bid to stimulate students5 learning interest and enthusiasm. It5s worth noting that the difficulty of language material exposed to the students should in a moderate level: the students will lose interest in learning process if the material is too simple while the interest and enthusiasm of the students will be hit greatly if the learning material is too challenging.
Additionally, in the process of foreign language teaching，there must have enough language input, because a large number of comprehensible input is a necessary condition for language learning, and language materials exposed to learners must be true and the language activities must be real and effective.
Chu (2015) notes that for the Chinese culture integration in senior high school English teaching process, on the one hand, English teachers are supposed to provide students with sufficient comprehensible Chinese culture corpus in teaching process. On the other hand, English teachers should create more authentic language communicative situation to the students in a bid to offer more opportunity to express students5 ideas.
To sum up, the Intercultural Communication Theory and Krashen5s Input Hypothesis provide solid theoretical basis for this research. Chinese culture is an important part of world5s culture; therefore, the senior high school students of our country should have better understanding of the Chinese culture, and master the ability of expressing Chinese culture in English.
2.2.3The Concept of Intercultural Communication
At present, the world is in a trend of globalization and integration and the communication between different countries is irresistible. Language has become an important means of communication between people and the outside world. Language is the carrier of communication. As communication brings more and more opportunities for cultural integration and development, intercultural communication is becoming more and more common. (Bi, 2014)With the further development of language and culture teaching, it has become an inevitable trend to cultivate learners5 intercultural communication ability and foreign language application ability from the perspective of intercultural communication.
Hall (1959), the father of intercultural communication, marks the emergence of intercultural communication. In 1980s, intercultural communication became an independent discipline. Intercultural communication also named trans-cultural communication or cross-cultural communication, which refers to communication between people from different cultural backgrounds. It is a universal phenomenon which has been existing since human history.
The purpose of intercultural communication is to reveal the dynamic and changeable process of intercultural communication and to explore its essence and law with theories and a great deal of facts. (Chen, 2018) It also prompts the understanding of cultural differences which may occur in communication process between two subjects, and enhances high sensitivity to cultural differences.
He (1983) defines intercultural communication as a new subject and lists the significance of learning intercultural communication. He notes that intercultural communication mainly refers to the communication between the sender and the receiver of information with different cultural backgrounds and languages. Because people grow up in the different environments and cultural backgrounds, therefore, the material, social, religious beliefs and other environments are different, and the derived customs, social culture, language habits are also different, so people with different cultural backgrounds will have cultural differences in communication process. (Ren, Ren & Guo, 2014) In order to eliminate or reduce this kind of cultural difference, the communicators must need to have certain intercultural communicative competence, understand the cultural background and language habits of communicators, only in this way can they communicate effectively.
To summarize, language is an important carrier of culture. Under this condition, senior high school English teaching need not only to improve students' proficiency in using English, but also to cultivate students' intercultural communication competence so that students can use English correctly in daily communication and avoid cultural differences. (Liu, 2016)
2.3Relevant Research at Home and Abroad
Because of the development of The Belt and Road initiative, the culture, economy and transportation of China and neighboring countries are becoming closer. Cultural globalization is also the general trend. A single language and culture is not conducive to communication and exchange between countries. Both international and domestic situations require students and teachers to have a deep understanding of the status and influence of Chinese culture in cross-border cultural exchanges.
2.3.1Relevant Research Abroad
In recent years, with the deepening of the research on Intercultural Communication Theory, cultural teaching has become more and more important in foreign language teaching process. Foreign researches on mother tongue culture in foreign language teaching can be divided into the following two stages:
The embryonic stage: in the 1990s, western countries began to realize the important role of mother tongue culture in foreign language teaching. Two American scholars Legutke and Tomas (1991) took the lead in pointing out that intercultural awareness is the organic integration of mother tongue culture and target language, and in the context of cultural understanding, it is also necessary to promote the exchange and development of mother tongue. Kramsch(1993) points out that the purpose of cultural teaching is to let language learners understand the connotation and essence of transnational culture, not just stay at the level of mastering foreign languages, which further affirmed the importance of mother tongue culture and laid a solid foundation for later scholars5 research.
The development stage: in the 21st century, the importance of mother tongue culture in foreign language teaching has been paid more attention. Kramsch(2000) explains the relationship between mother tongue culture and foreign language teaching in his book, he points out that culture teaching not only requires teachers and students to have a certain understanding of mother tongue culture, but also need they can learn to communicate in countries with different cultural backgrounds, which is also an important part of cultural communication ability. Samovar(2000)further emphasizes the importance of it, he points out that only a comprehensive and systematic grasp of language and culture can better promote the development of transnational culture. Brown (2002) insists that English culture contains many elements; they have their own unique values and customs and should be respected. Margana (2009) also strongly supports the promotion and development of mother tongue culture in the process of English teaching, which is conducive to the learners to realize the unique charm of native culture, and the cross-border cultural exchange is a multilateral interactive link, which can not be completed by one country alone, so the absorption and dissemination of culture need to be carried out at the same time.
In a word, an excellent language learner should combine the target language culture with the native language culture organically, enhance the intercultural communication ability, and stimulate cultural exchange between countries. And these studies have a profound effect and lay a solid theoretical foundation for relevant researches at home.
2.3.2Relevant Research at Home
Relevant domestic literature includes three categories: first of all, the necessity research. Secondly, the research on the distribution proportion of Chinese culture in textbooks. Thirdly, the research on the current situation.
2.3.2.1The Necessity of Integrating Chinese Culture into English Teaching
The research on the integration of culture into foreign language teaching has attracted great attention since the 1980s. In the early 1990s, most of scholars discussed how to systematically display the content and characteristics of the target language culture and the way of the introduction of the target language culture in the teaching process.(Gong, 2018)Great attention has been paid to it and a series of studies and analyses have been carried out in the later years.
Shu and Zhuang (1996) have made a thorough and meticulous study of the importance of mother tongue culture in foreign language teaching. Shen (2006) points that the differences between cultures must be understood in English teaching and the comparison between Chinese and Western cultures should be made from different perspectives. Wen (2007) analyzes the importance and necessity of integrating Chinese culture into English Teaching in senior high school from three aspects: firstly, comparing the similarities and differences between Chinese and Western cultures; the second is to find out the close relationship between Chinese culture and English teaching based on the background of the times and society; the third is to analyze from the existing literature. Chen (2018) adds the requirements of English Curriculum Standards for Senior High schools.
2.3.2.2The Distribution Proportion of Chinese Culture in English Textbook
Chinese scholars have made arduous efforts in this field and made gratifying achievements. Ren (2010) criticizes the lack of Chinese culture content in the textbooks. Wang (2014) points out that there existing single cultural activities and uneven distribution in the English textbooks. Yan (2015) raises the issue that the recurrence rate of Chinese cultural content is not high and not deep enough. Niu (2017) combines the analysis of English textbooks with “Chinese Culture Aphasia ”， and points out that the lack of Chinese culture content in textbooks has led to Chinese Culture Aphasia to a certain extent. He (2018) points out that there are three major problems in the current senior high school English textbooks used in Southwest China: improper selection of Chinese culture content, lack of cultural evaluation and improper cultural implementation.
2.3.2.3The Research of Chinese Culture Integration Current Situation
In recent years, the current situation of the integration of Chinese culture into senior high school English teaching has been recognized by many people. Many scholars have conducted in-depth analysis on this topic. Yang (2005) proposes that the three ways of integrating Chinese culture: the extension of teaching content, after-class investigation and research, and curriculum practice. Yao (2008) proposes that Chinese culture should be combined with western culture in English teaching practice. Lan (2010) believes that cultural exchange in foreign language teaching process requires joint efforts of both sides. Huang (2010) proposes that the Chinese culture should be divided into different modules according to their characteristics. Apart from, Fan (2010), Chu (2015), Liu (2016), Gong (2018), Chen (2018) and Gao (2019) have also made research on the current situation of the integration of Chinese culture into senior high school English teaching, and put forward teaching suggestions from different levels.
In addition, Yan(2002)， Liu(2003) , Cui(2010), Lan(2012)discussed the current situation of it from the perspective of intercultural communication.
In summary, based on the above researches, the necessity and significance of Chinese culture integration is beyond doubt, and feasible teaching strategies were put in this area. However, whether these teaching strategies have been adopted in teaching practice and how effective they have been, there are still few practical studies in this degree. Therefore, the author combines the existing research results to investigate and analyze the current situation of integrating Chinese culture into English teaching in senior high school.
Chapter Research Design
Chapter III Research Design
3.1Research Questions
Culture and language are inseparable：They are dialectical relations of mutual influence and restriction. How to effectively integrate Chinese culture into English teaching has always been a common concern in educational field. According to English Curriculum Standards for Senior High schools (2017 version)， students should acquire cultural knowledge through foreign language courses, understand cultural connotations, compare cultural similarities and differences, draw the essence of culture. In addition, students should form the correct values, strengthen cultural self-confidence, cultivate the self-esteem, and have the ability of cross-cultural communication and dissemination of Chinese culture. Therefore, in foreign language teaching, the integration of Chinese culture is undoubtedly a crucial issue.
Based on this, this paper hopes to solve the following problems through research:
1.What attitudes do teachers and students hold toward the integration of Chinese culture into English Teaching in senior high school?
2.What is proportion of reading texts that related to Chinese Culture content in senior high school English textbooks?
3.What is the current situation of Chinese culture content integration in senior high school English teaching practice?
3.2Research Subjects
Senior high school students and teachers are research subjects in the thesis. They are from Dong Lian high school in Ordos and No.12 high school in Hohhot, the students of Dong Lian high school are prominent in every aspect. This kind of school selection can make sure that students with different levels of English proficiency can be selected as possible.
180 high school students are in grade 2，and of whom 85 students were male, 95 were female.176 students have been studying English for 6-9 years; the others are
learning English for more than 10 years. As for this type of selection is as followed: first of all, Grade 1 students have been in high school in just several months, they may have little knowledge of English teachers and textbooks, so they are not considered subjects this time. What is more, with regard to the time limit and academic workload, the Grade 3 students are not selected as the research subject in the research.
As for the 48 teachers surveyed, only 10 teachers are male, accounting for 20.8% of the total number. The number of female teachers far exceeds that of male, which is a common phenomenon in English subject group. Among all the 48 teachers, teachers with more than 10 years of teaching experience account for 70.8 %. It can be said that the surveyed teachers have rich teaching experience, so their opinions are more reasonable and persuasive.
3.3Research Instruments
In this research, questionnaires and English class observation are considered as the fundamental research instruments of the paper, while interview is considered as the auxiliary one.
3.3.1Questionnaires
The purpose of questionnaire is to explore the first research question, and to make a foundation on the third research question. On the basis of the questionnaire designed by the predecessors, the author revised it according to the actual situation and tutor's advice. The data were collected and analyzed by Richter scale. There are five levels in the questionnaire: 1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, 5 = strongly agree. Before the questionnaire was distributed, the author made a preliminary study on the reliability of the questionnaires.
Table 3-1 Reliability statistics of teachers' questionnaire
Cronbach's Alpha N of Items
.895 14
Chapter Research Design
Table 3-2 Reliability statistics of students' questionnaire
Cronbach's Alpha N of Items
.861 17
Through reliability analysis, the reliability of two questionnaires is greater than. 7, which means the questionnaires can be used in the paper.
3.3.2English Class Observation
This instrument is aimed at exploring the current situation of Chinese culture integration in English class teaching, which is the third research question.
Class observation is a professional activity that records, analyzes and studies the operation of the classroom through observing the teaching process, and on this basis seeks to promote the development of teachers and improve students5 classroom learning（. Yang &Chen，2017）The author designed the class observation on the basis of theoretical framework.
The author probes into English class as a bystander about 12 classes. Three typical course types are illustrated in this paper: vocabulary course, exercise course and writing course.
3.3.3Interviews
The interview is a supplementary instruments that mainly discusses the deep expectations and suggestion on Chinese culture integration in senior high school English teaching and learning from subjects5 points of view. Three teachers and four students are participated in the interview and the interview guideline will be presented in Appendix part.
3.4Research Procedures
The author executed the research in 2019. The specific implementation process is as followed:
(1)At the beginning of October, 200 students' questionnaires were distributed and collected on the spot. Before the survey, the author had communicated with the relevant persons in charge. Additionally, 50 teachers' questionnaire were distributed in a teaching research meeting, and taken back on the spot.
(2)During November, the English class observation was started. Before the class observation, the author communicated with the English teacher, and prepared the relevant materials in advance.
(3)The interview was conducted between January and February,2020. Among which 3 teachers and 4 students were interviewed randomly.
3.5Data Collection and Analysis
This survey combines quantitative research and qualitative research to make the research results more convincing.
A total of 200 student questionnaires were sent out, of which 180 were valid. The recovery rate of valid questionnaires is 90%. As for the questionnaires of teachers, a total of 50 questionnaires were sent out, of which 48 were valid. The recovery rate of valid questionnaires is 96%.
After collecting the data, the author uses SPSS 20.0 to analyze the effective questionnaires. In addition, after the questionnaire survey and English class observation, the author interviewed 4 students and 3 teachers in order to explore the deep ideas and expectations of them about Chinese culture integration in English class teaching in senior high school.
Chapter IV Results and Discussion
Teaching is a unique human talent training activity composed of teachers' teaching and students' learning. (Li, 2010) It is a bilateral interactive process. No matter inside or outside the classroom, teachers, textbook, students play initial roles, and ultimately promote teaching to become a dynamic, harmonious, dialectical and unified process. This paper intends to explore the current situation of the integration of Chinese culture into English Teaching in senior high school, so it is a reasonable choice to reflect the current situation of Chinese culture integration by means of discovering the relationship among textbook, teachers and students.
4.1Results of Quantitative Analysis
The results of textbooks proportion and questionnaires are all belonging to the quantitative research in this study. Therefore, this chapter will discuss the two parts separately.
4.1.1Results of Chinese Culture Allocation in the Textbook
The purpose of it is to analyze whether the proportion of Chinese culture reading texts in this series of textbooks is appropriate and solve the second research question. The reason why selected PEP (People Education Press) edition is that it is one of the most widely used textbooks in Inner Mongolian Autonomous Region. And Book One to Book Five are compulsory series, which means the students are expected to master the required content if they want to graduate from high school successfully. In consideration of different level of students, five compulsory books are conducted in this thesis. Apart from, due to the time limit and word restrain, this paper will investigate reading part in the textbooks.
Textbook is an important material that reflects the goal of English curriculum. The teaching materials are important tools for students to learn knowledge and develop skills. The selection and usage of appropriate teaching materials is the prerequisite for the completion of teaching content and the realization of teaching objectives(. Chen &Sun, 2011 )High level and high quality teaching materials play an active role in teaching process.
Reading comprehension plays an important role in English learning, which is the basis of improving learners5 language ability. Students acquire reading knowledge and train reading skills by means of studying reading materials. (Wu, 2014)Reading materials are more typical, offering more information and thus occupying a prominent position in textbooks. (Wu, Jv & Chen, 2014)Therefore, the textbook selection, design, analysis and evaluation of reading materials have a great impact on students5 reading effectiveness.
In summary, this study analyzes the „reading5 section of the five compulsory textbooks to analyze the proportion.
Table 4-1 Reading materials of Chinese culture in textbook
Book Reading materials Allocation
Book 1 Journey down the Mekong—The dream and the plan U3
Journey down the Mekong—a night in the mountains U3
A night the earth didn5t sleep U4
A letter of invitation U4
Book 2 Big Feng to the rescue U1
Animal extinction U4
The return of the Milu Deer U4
Book 3 A Sad Love Story U1
Book 4 Why not carry on the good work? U1
A Pioneer for all people U2
An Early Farmer Pioneer U2
Book 5 My First Work Assignment U4
SUM:12
There are 75 reading materials in whole, among them 12 reading materials are related to Chinese culture, which accounts for 16 % of the whole. Apart from, the 12 reading materials including 5 intensive readings, 4 extensive readings and 3 after class readings. It is more appropriate that the amount of Chinese culture reading texts should be accounted for 15% - 20% of the whole textbook texts. (Wan & Luo,2003) Therefore, the PEP compulsory English textbooks of the allocation proportion of Chinese culture in this set of textbooks is relatively reasonable, which is conformed to the former research. But from a deeper level, there still exists some problem: the uneven distribution of Chinese culture when it is presented in different books: The amount of Book1, Book 2 and Book 4 exceed than Book 3 and Book 5.
According to the Byram's (1993) textbook evaluation criteria, culture content including 8 aspects. Here is a table to make readers have a more comprehensive and detailed understanding of this classification standard, Cortazzi and Jin (1999) further defined the specific contents of this standard. (For the convenience of subsequent research, the eight categories are respectively marked as letters.)The following table is as follow:
Table 4-2 Byram's criteria for culture content
Categories Including Contents
A Social class, regional identity, ethnic minorities
B Differing levels of formality; as outsider and insider
C Moral, religious beliefs, daily routines
D State institutions, health care, law and order, social
security, local government
E Families, schools, employment, rites of passage
F Historical and contemporary events seen as markers of
national identity
G Geographic factors seen as being significant by members
H What is typical symbols of national stereotypes
According to the above table, the author classifies the reading materials that
related Chinese culture into eight categories in order to seek the distribution of eight categories in the reading materials. Hers is the table:
Table 4-3 Distribution of categories of Chinese culture content in the textbooks
Category Distribution Frequency Rank
A None 0 No.3
B Book1 U4、Book2 3 No.1
U4
C Book 2 U1 1 No.2
D None 0 No.3
E Book5 U4 1 No.2
F Book 3 U1 1 No.2
G Book1 U3、Book 1 3 No.1
U4
H Book 4 U1 、 Book 4 3 No.1
U2
Sum 12
In general, the Chinese culture contents in this series textbook do not cover all the eight categories mentioned by Byram. B、G and H ranking the first while A and D did not appear at all, which also reflects the uneven distribution of Chinese culture content in the reading part.
In summary, from the analysis and classification above, this set of English textbooks for Chinese culture allocation is as follows: Generally speaking, the proportion of Chinese culture reading texts in the total reading volume is relatively reasonable, but the distribution of different books is unbalanced, and there are also problems in the presentation of Chinese culture content. Chen (2019) pointed out that the coverage of Chinese culture in English textbooks is an important factor affecting the integration of Chinese culture into English classroom. The uneven distribution inevitably affects the intensity of Chinese culture into English classroom and difficult for students to input rich Chinese culture knowledge, furthermore, it is not conducive to the cultivation of intercultural communication ability.
In the end, in order to realize the optimization of teaching materials, the reform and implementation of new English textbooks are irresistible.
4.1.2Results of Questionnaires
4.1.2.1The Result of Questionnaires for Teachers
The questionnaire for teachers is divided the three dimensions as followed: firstly, the subjects5 attitudes, subjects5 self-awareness and the teaching practice of Chinese culture integration in their class. The questionnaires results will be analyzed in terms of three dimension perspectives.
Table 4-4 Subjects' attitudes towards the role of Chinese culture in English teaching
N Minimum Maximum Mean Std. Deviation
Q1 48 1.00 5.00 4.204 .922
Q2 48 1.00 5.00 4.333 .975
Q3 48 1.00 5.00 4.500 .825
Q4 48 1.00 5.00 4.292 .921
Q5 48 1.00 5.00 4.250 1.101
Valid N(listwise) 48
From the table above, the mean in general is 4.316, and this statistic is high enough to prove the attitudes of teachers are relatively unified: They are generally aware of the importance of Chinese culture in English teaching and students5 learning. They support the integration of Chinese culture into high school English class, which is a satisfied result. As for Q3, “I think it is necessary to cultivate the ability of high school students to express Chinese culture in English.” The average number of this question is 4.500, which is the highest in this dimension, which shows that most English teachers are aware of the close relationship between culture and foreign language teaching, and realize the importance of cultivating students5 intercultural communication ability. As is of the case, it won't be far for students to acquire the certain amount of Chinese culture in English class.
Table 4-5 Subjects' self-awareness of learning Chinese culture.
N Minimum Maximum Mean Std. Deviation
Q6 48 1.00 5.00 3.223 1.189
Q7 48 2.00 5.00 3.223 .994
Valid N (listwise) 48
In this part, there are two questions. First of all, as for Q6, “I usually read the English masterpiece that about Chinese culture”. The mean of this question is 3.223, which is shows that most of them have relatively limited intake of Chinese culture.
After interviewing the teachers, the deep reasons of this question have been found: firstly, the high pressure of academic workload leads to the limited extra time of them. Because Grade 2 of high school is an important watershed of senior students: this stage serves as a link between the preceding and the following. As for it, the teachers have to exert efforts to grasp this critical period so that students can take off at this stage. Therefore, they devote time and energy to preparing lessons and managing students, so their own promotion is not satisfactory, which results in the less input of Chinese culture content.
As for Q7, the majority of teachers also chose the neutral option. They think they can't express mentioned Chinese culture content in English. Surveyed teachers lack relevant knowledge reserve, which is not conducive to the intake of Chinese culture of their students, and makes it difficult to integrate Chinese culture into English Teaching in senior high school.
Table 4-6 The teaching practice of Chinese culture integration in their class
N Minimum Maximum Mean Std. Deviation
Q8 48 1.00 5.00 3.458 1.148
Q9 48 1.00 5.00 3.729 1.216
Q10 48 1.00 5.00 3.729 1.067
Q11 48 1.00 5.00 3.396 1.233
Q12 48 1.00 5.00 3.815 1.045
Q13 48 1.00 5.00 4.083 1.007
Q14 48 1.00 5.00 3.167 .975
Valid N(listwise) 48
This main purpose of paper is to explore the current situation of Chinese culture integration in senior high school English teaching; therefore, this dimension analysis is the key and fundamental part of this paper, which needs more space and words for analysis and exploration. Therefore, the author presents the research results of this dimension in detail, so as to achieve the ultimate goal of this paper.
Figure 4-1 Chinese culture knowledge integration and its English expression in teaching
In terms of Q8, in general, the majority of teachers integrated a certain amount of Chinese culture and its English expression in their daily teaching process. The importance of Chinese culture in English teaching is realized by surveyed teachers, but their emphasis of Chinese culture knowledge is different because of the teaching time and personal teaching style. 22 teachers chose “agree”option， which is a good trend that English teachers in the actual teaching subconsciously integrate Chinese culture. But six teachers are against this statement, they are honest that they did not do it in actual teaching.
than a half of the whole. Chinese culture integration is relatively rich in the process of English teaching. While 6 teachers point out that Chinese culture contents is seldom or never presented in the teaching process. This phenomenon is worth pondering, which may inevitably lead to the lack of integration of Chinese culture in senior high school English teaching.
Figure 4- 3 The recommendations to the students on extra reading material
Q10
Figure 4- 4 The arrangement of homework about Chinese culture
Q11
6.2%
■ 12 5%
strongly agree agree neither agree nor disagree disagree strongly disagree
Question 10 and 11 are about teaching practice after class that concludes two aspects: the recommendations of English masterpiece that relate to Chinese culture, and the assignment of after English class.
As can be seen from the Figure 4-3, 31 teachers agree the first statement, while 7 teachers seldom encourage students to read English masterpiece related Chinese culture. The majority of teachers recommend related books to students to broaden their horizons.
As for Q11, 25 teachers agree the statement, which means that the teachers have the conscious of integrating Chinese culture into English teaching after class. While 9 English teachers still disagree the statement: they confessed that they don5t do it in actual English teaching, which illustrates insufficient integration that they did not integrate enough Chinese culture in some certain degree.
In summary, the majority of surveyed teachers realize the benefits of integrating Chinese culture into English teaching in senior high school. They hope students can read more related books when they have time in a bid to form the intercultural communication ability and enrich their spare time spiritual and cultural life. However, according to the above figures, the value of mean in question 10 is higher than that of question 11, which indicates that compared with assigning some cultural exercises; teachers are more willing to adopt the former.
Figure 4-5 The sufficient amount of Chinese culture in test
Figure 4-6 The sufficient amount of Chinese culture in textbooks
Q13
Those two questions are to explore whether the amount of integration of Chinese culture in textbook and test papers is enough or not. On the whole, these two questions are the most agreed. As for Q12, 33 teachers hold the positive towards the statement, for Q13, 29 teachers support the statement. In a word, 48 English teachers admit that there is sufficient Chinese cultural knowledge involved in the examination papers and textbooks, which is a satisfied trend.
Looking back the general trend of college entrance examination reform in recent years, the proportion of Chinese culture in the test paper has increased significantly, and the test content is more flexible, which is more in line with the concept of lifelong learning. In aim to build the world into a colored one in the 21st century, we cannot only focus on one country's culture: to build the world culture, in which Chinese
culture plays an important role, which requires English teachers to pay attention to the input of Chinese culture in the classroom and cultivate students' intercultural ability, to lay a solid foundation for students' future learning career.
Figure 4-7 The necessity of adding Chinese culture content
Q14
■strongly disagree
■disagree
■neither agree nor disagree
■agree
■strongly agree
Finally, it is proposed if the current English textbooks need to be adjusted from the perspective of teachers. It can be seen from the figure that 84% of teachers have put forward urgent requirements for textbook. They think that although the English teaching materials used contain enough Chinese culture knowledge, there are many aspects to be improved and the reform of English textbook is imperative.
At the whole，the average number of this dimension (3.625) is lower than the first dimension (4.316), which shows that although the teachers are in favor of the integration of Chinese culture into the high school English class, their teaching situation is not satisfactory in the actual classroom teaching.
4.1.2.2The Result of Questionnaires for Students
The questionnaire for students is divided into three dimensions. This part will discuss the three dimensions separately and make a conclusion in the end.
The first dimension is the subjects' attitudes to Chinese Culture integration in English learning. The second dimension is the subjects' feedback of the teachers' teaching of Chinese culture in the English learning. The third is subjects' expectations for later learning.
Table 4-7 Subjects' attitudes towards the role of Chinese culture in English learning
N Minimum Maximum Mean Std. Deviation
Q1 180 1.00 5.00 4.667 .717
Q2 180 1.00 5.00 4.372 .909
Q3 180 1.00 5.00 4.150 1.111
Q4 180 1.00 5.00 4.194 1.104
Q5 180 1.00 5.00 4.206 .976
Valid N (listwise) 180
This dimension is aimed at exploring students5 attitudes towards the role of Chinese culture in English learning.
For Q1 is about the necessity of introducing the Chinese culture to the foreigners when they are talking to the foreigners, the mean is as high as 4.667, which is the highest in this dimension. Most of the students agree that introduce Chinese culture to the foreigners is of great importance, which is an initial part for them to learn the English. The mean of Q2 is as high as 4.372，most of the students pay attention to the Chinese culture in the learning process and they show the great interest on this topic.
When they are asked whether the sufficient amount of Chinese culture is a stimulus to their learning, the mean reaches more than 4, which means the importance of Chinese culture in the English learning process has attracted the students5 attention in a certain degree. From the later interviews with students, it was found that the certain amount of Chinese culture knowledge reserve is helpful for students5 test scores, which can greatly reduce their thinking time and help to solve problems(. Lin， 2014)As for Q4, they are generally aware of the important role of Chinese culture in English classroom and the majority of the students hold a positive view towards expressing Chinese culture in English.
In terms of the last question, the mean of this question is 4.206, which means the majority of the students are willing to learn more Chinese culture in the English class and the Chinese culture learning is not the only belongings of the Chinese class.
In a word, it can be seen that the status and significance of Chinese culture in
English learning is fully recognized by the majority of the students. Most students think it is necessary for them to learn Chinese culture and its English expression in the process of English learning. The suitable expression of Chinese culture in the target language can not only promote their English learning, but also can facilitate the understanding and learning of Chinese culture and the culture of the target language. (Zhang, 2012)It is more conducive to the dissemination of Chinese culture in foreign exchanges and the realization of two-way intercultural communication.
Table 4-8 Subjects' feedback of teachers' integration of Chinese culture in English class.
N Minimum Maximum Mean Std. Deviation
Q6 180 1.00 5.00 3.556 1.224
Q7 180 1.00 5.00 4.083 1.152
Q8 180 1.00 5.00 4.289 1.044
Q9 180 1.00 5.00 3.683 1.266
From the above table, the overall mean of this dimension is 3.903. This dimension is to survey the students5 feedback of the current situation of Chinese culture integration in English class, which is the main source of the research; therefore, 4 questions will be analyzed one by one.
Figure 4-8 The assignment of Chinese culture
Q6
■strongly disagree
■disagree
■neither agree nor disagree
■agree
■strongly agree
In terms of Q6, “if teachers assign assignments that about Chinese culture.” 126 students chose to support the view. Generally speaking, the English teacher did a
satisfactory job from the students' view, but in teachers' questionnaire, only 9 teachers think they did it in actual teaching, which is an inconformity between teachers and students.
These two problems are complementary to each other, so two analyses can be combined, and the holistic understanding can be reached in this way. From the descriptive statistics of Q7, 125 students think their teachers are not reading the textbooks automatically when confronted with Chinese culture knowledge in the textbooks, but in teachers' questionnaire, 20 teaches chose neutral option, they have no idea about it. In terms of Q8, 140 students think their teachers will not restrain in the textbook, and they always extend knowledge about the Chinese culture, which is an affirmation between students and teachers. Teachers have optimized the use of English textbooks, and the content of Chinese culture in textbooks has been expanded and extended.
Figure 4-11The recommendation of reading materials about Chinese culture
Q9
As for Q9, the mean of this question is 3.683, 97 students reflect their teachers will recommend books that related to Chinese culture, which is consistent with the teachers5 questionnaire above.
In summary, according to the result above, Chinese culture integration in senior high school English teaching is optimistic at a certain extent from the perspective of students. The surveyed students understand the significance of Chinese culture integration in their learning and English teachers are actively exerting effort to integrate the certain amount Chinese culture in class and after class. But there is an inconformity about Q6, which needs to be considered.
Table 4-9 Subjects' expectations for Chinese culture integrating in English learning
N Minimum Maximum Mean Std. Deviation
Q10 180 1.00 5.00 4.228 1.056
Q11 180 1.00 5.00 4.350 .954
Q12 180 1.00 5.00 4.294 .990
Q13 180 1.00 5.00 4.394 .888
Q14 180 1.00 5.00 4.378 .963
Q15 180 1.00 5.00 4.267 1.086
Q16 180 1.00 5.00 4.306 .940
Q17 180 1.00 5.00 4.589 .804
Valid N (listwise) 180
The third dimension mainly wants to know the students' expectations and suggestions about Chinese culture integration in high school. In general, in this dimension, the overall means is 4.351, which shows that most students choose the two options of agree or strongly agree for the eight statements.
They were asked whether they want to learn Chinese history, arts and customs in English class. According to the questionnaire, the majority of the students are interested in Chinese history and they are willing to learn those parts of Chinese culture in English class, which accounts for the 57% of the three choices. Those who want to learn the Chinese arts in English class accounts for the 28%. The last one is customs learning, only occupies15% of the whole. Students express their interest in those three categories of Chinese culture, which can provide reference for future teachers' teaching focus.
Apart from, the last 5 questions are concerned with the Chinese culture learning ways in English class: Firstly, students prefer to learn Chinese culture in various ways, which puts forward higher requirements for English teachers. Additionally, they also hope teachers can integrate more about Chinese culture in reading and vocabulary courses, but they are tend to rely on the English class and English teachers to learning Chinese culture.
Additionally, when they are asked that whether they want to learn Chinese culture by means of comparison between Chinese and western countries. The mean of this question is as high as 4.589, which is the highest one in this dimension and it shows the plenty of students hold the positive attitude towards the comparative teaching method: Through the comparative study of Chinese and western cultures, students can have a thorough understanding of the differences between Chinese and western cultures in different perspectives. It can deepen students5 impression of the knowledge and promote the expansion of students' storage of relevant culture knowledge; this dimension will offer reference for the later chapter.
4.1.3Conclusion of Quantitative Analysis
Textbook analysis is the basis for teachers to design and make teaching plans. In terms of the allocation of Chinese culture in textbook, three conclusions could be reached: Firstly, the number of Chinese culture reading texts accounts for a reasonable proportion in the whole reading texts. However, the content of Chinese culture in English textbooks is scattered in five books and is not comprehensive, which will do harm to students5 systematic mastery of Chinese culture knowledge, nor to the cultivation and formation of intercultural communication ability.
According to the results of students and teachers questionnaires, the English teachers and students do believe Chinese culture is of great importance in learning and teaching, both students and teachers are hold positive attitudes towards the integration of Chinese culture in English teaching in senior high school. But there are still questions: Firstly, for the teachers, they paid attention to Chinese culture integration in English class and they admit the Chinese culture content is sufficient in textbooks. They possessed convenient access to the input of Chinese culture in English. However, they feel it hard to express some Chinese culture expression in English. For the students, they appraised the integration of Chinese culture of teachers while they still think the textbook should be improved.
In a word, the external environment for students to acquire Chinese culture content is not ideal and needs to be consummated.
4.2Results of Qualitative Analysis
4.2.1 Results of the English Class Observation
The purpose of this research instrument is to observe the actual English class. Based on the 7 categories stipulated in the English Curriculum Standards for Senior High schools (2017 version) , this scale aims to explore the distribution of Chinese culture in the three types of courses, so as to further explore the current situation of the integration of Chinese culture in senior high school English teaching. According to the 12 observation results, a table was formulated in a bid to create a clear and through understanding for readers.
Table 4-10 Results of English Class Observation
Course categories Vocabulary Exercise Writing Sum
History 6 7 1 14
Geography 0 0 0 0
Custom, tradition, lifestyle 7 1 1 9
Behavior norm 10 6 12 28
Value and thought 10 7 12 29
Literature and art 1 3 1 5
Other 0 1 0 1
Sum 34 25 27 86
Percentage 39.53% 29.07% 31.40% 100%
According to observation scales, generally speaking, the two schools have different degrees of Chinese culture integration in English class. However, the integration of different categories and courses is discrepant.
Chinese culture should permeate all aspects of teaching, including not only the teaching of phonetics, vocabulary, grammar and other language knowledge, but also the training of listening, speaking, reading, writing and other language skills. (Gao, 2019) On the whole, the English teachers integrate the certain amount of the Chinese knowledge in three types of courses. They generally recognize the importance of the integration of Chinese culture in the English class.
The integration of Chinese culture content in vocabulary course is the initiator, which accounts for 39.53% of the whole frequency, the deep reason as followed: vocabulary is one of the basic elements of language, the pillar of the whole language system, the most obvious tool to carry cultural information and reflect the cultural life of human society, as well as the most extensive reflection of cultural differences.(Wang, 2020) Besides, according to the study of American linguist Diller, if the learner knows 25 words which means that the learner know 23% of the words on each page on average; if the learner knows10000 words are 92%. Practice and data prove that vocabulary is the foundation and key step of English learning. Therefore, the Chinese culture integration of vocabulary course dominating the decisive position. The second is writing class, which accounts for 31.40%, and the least is exercise class, which accounts for only 29.07%. There exists uneven phenomenon of the integration of Chinese culture in three courses in English class.
In terms of Chinese culture content, the author finds the frequency of value and thought is the highest of the seven categories, tied for second place are behaviors, norms and history is the third one. It is obvious that the geography content is blank. The reason as followed: Geography knowledge is a relatively professional field. Apart from, in the glossary in textbook, the nouns about geography belongs to understanding level that means the learners do not need to be memorized specially. But it is not in line with the requirements of the New Curriculum Standards on the cultivation of the core quality of English subjects, which is not conducive to the learning of interdisciplinary knowledge.
Through above analysis results, teachers are integrating certain amount Chinese culture content into English class while the distribution of different types of courses is unbalanced, and the Chinese culture content is not comprehensive in the class, which needs more attention to paid to. And the actual teaching situation of Chinese culture integration is far away satisfactory.
4.2.2Results of the Interviews
The interview between teachers and students is a supplement instrument to the research. The interview wants to discovery inner feelings about the current teaching situation, then to put forward corresponding feedbacks to the integration of Chinese culture of senior high school.
4.2.2.1Results of Interview for Teachers
As for the first question, three teachers put vocabulary in a very important position. They all think that English words occupy decisive position in English class. All three teachers said that they would infiltrate learning skills and grammar into reading comprehension and exercise class, so that students can get answers effectively and efficiently, but those two parts are not the focus of English teaching because of teaching time, examination focus and students' English level. In addition, surveyed teachers mentioned that because of the severe current situation of College Entrance Examination, teachers have little time to extend and expand in Chinese culture in the class. Schools, teachers and parents are all for the college entrance examination.
On if the teaching procedure involves culture knowledge; will they consciously extend and expand the part of Chinese culture? And what method do they use? As for this question, the answers of the three teachers are unified. They all say that if their teaching time allows, they are also willing to combine Chinese culture with English teaching organically. Moreover, from the results of interviews, it can be concluded that the teachers are fond of Chinese culture. But when asked about the methods they used, few people can answer the methods of culture teaching (cultural discussion, cultural appreciation, cultural conversation, cultural cooperation, cultural performance, cultural riddles, cultural visits, and cultural lectures). It can be seen that teachers do not have a deep understanding of the method of culture integration, and they do not have a complete concept of it, which is worth of improvement.
The following question is that are they satisfied with the current situation of Chinese culture integration in their teaching? Can you list some reasons of influencing the integration of Chinese culture into English teaching? Three teachers are not satisfied with the current situation of the integration of Chinese culture into English teaching in senior high school. They think that they can do better from the perspective of themselves. In summary, they put forward the following reasons: college entrance examination system (Examination-oriented Education), limited teaching time, language differences between Chinese and foreign cultures, teachers5 own lack of Chinese culture knowledge, imperfect hardware and equipment, and unreasonable existing class division system. These reasons can provide a strong basis for the follow-up teaching implications.
The last question is about the improvement suggestions for integrating Chinese culture into English teaching in senior high school. As for this question, three teachers expressed sincere hope to it. All three teachers are eager to update the teaching materials, hoping the new textbooks can present Chinese culture in a colorful and profound way, so that students can acquire Chinese culture relaxingly. Furthermore, the three teachers also suggest they should keep up with the society, constantly learn new knowledge, update their knowledge structure, and especially expand their knowledge about Chinese culture.
4.2.2.2Results of Interview for Students
The first question is that do you think learning Chinese culture well can promote your English learning well? And what is your attitude towards the role of Chinese culture in English class learning? Four students think that learning Chinese culture well is positive for their English learning, and they are also willing to learn more Chinese culture knowledge in English class. But the reasons are different. To sum up, the first one is that learning Chinese culture well is helpful for English test: with a certain amount of Chinese cultural reserves, which can save time and solve problems efficiently. Secondly, a student who has gone abroad and contacted with foreigners thinks that it is very important to learn Chinese culture, because it is conducive to the intercultural communication ability, and it can enhance the sense of national identity, tell Chinese stories and spread Chinese voice loudly.
The second question is that do you think your English teachers' integration of Chinese culture in the teaching procedure is sufficient? And explain the reasons. Four students have different opinions about this question, three students think that their English teachers are relatively few for Chinese culture integration, and the integration type is relatively single, and the teaching method of the Chinese culture integration is not flexible and hard to arouse their interest. While there is also a student who thinks that his English teacher has done a good job in this field, and he has benefited a lot from it. Four students all give examples to prove it. In conclusion, the students' English level, the atmosphere of the whole class and English teachers' own teaching style will exert great impact on the integration of Chinese culture into the English teaching.
The third question is expected to collect ideas and suggestions from the perspectives of students on how to improve the current situation of Chinese culture integration in English teaching in high school. Those four teachers put forward pertinent suggestions. Those four students believed that the integration of Chinese culture should be added to the English teaching. Two students think that the current class classification system is unreasonable, which to a certain extent blocks the way for poor foundation students to learn Chinese culture. They hoped that the school can optimize the class division system and not only divide classes by grades. Secondly, two students proposed that the school's multimedia equipment is relatively backward, which is not conducive to teachers' integration of Chinese culture to some certain extent. These four students have put forward some suggestions to their English teachers and textbooks. They hope that their teachers can update their knowledge structure, learn more about Chinese culture, and make their own efforts to better integrate Chinese culture into high school English teaching.
Finally, the students have a high voice for updating the new English textbooks. They hope to integrate more Chinese culture into the new textbooks, and hope that the new textbooks can achieve this goal in a variety of forms. This almost coincides with the demands of teachers.
4.2.3Conclusion of Qualitative Analysis
According to class observation and interview, teachers and students show great interest in integrating Chinese culture into English teaching. They all think that language learning and culture learning are inseparable. However, it can also be seen from the observation, the content of Chinese culture has the disadvantages of uneven distribution of class types and incomplete content.
According to the interviews, teachers did not form a certain teaching method of Chinese culture integration. The cultivation of intercultural communication ability is one of the teaching objectives of the English Curriculum Standards for Senior High schools (2017 version) , However, there is no clear stipulation and requirement for the content and objective of the intercultural communication ability in the standard, which causes English teachers not to know how to implement it in English teaching or integrate it into Chinese cultural knowledge according to their own experience, thus leading to the integration of Chinese culture is not systematic.
In a word, in order to cultivate students' intercultural communication ability and help them master the Chinese culture expression in English, the teachers and students investigated supported the integration of Chinese culture into English class. However, due to the obstacles existed in the current situation, different subjects should work together to create favorable conditions for the effective integration of Chinese culture into high school English teaching.
Chapter V Conclusions
With the increasing tide of globalization, it will be more and more urgent to let China go to the world and let the world know a colorful China. As the most widely used language in the world, English undoubtedly is the most commonly used tool. The integration of Chinese culture will be beneficial for Chinese culture moving towards the world. (Hu, 2010)The purpose of this study is to investigate the current situation of the integration of Chinese culture into senior high school English class. Three research questions are analyzed by research instruments. This chapter summarizes the results of previous chapters.
5.1 Major Findings
According to the results of the research instruments, this paper can draw the following conclusions:
In terms of first research question: teachers and students hold positive towards integrating Chinese culture into English teaching in high school. The status of Chinese culture integration in English teaching and learning is fully recognized by teachers and students.
As for the second research question, although the voice of integrating Chinese culture into English teaching is growing, the analysis of reading texts in textbook shows the allocation of Chinese culture is not balanced in books and content, and teachers and students are not satisfied with the content is presented.
From the perspective of the third question, it is commendable that English teachers play an active role in the process of integrating Chinese culture into English teaching. But through interviews and English class observation, it is found the amount of different class types in integrating Chinese culture is imbalanced and the Chinese culture content is not comprehensive in the English class.
Additionally, as for the reasons may influence lack integration of Chinese culture into English teaching are as follows: the current exam oriented education system makes the learning of language knowledge the core, while the learning of Chinese culture is in a weak position; the imbalance of the proportion of Chinese culture content in English textbooks is also an important factor affecting the integration of teaching practice; English teachers' own China culture knowledge reserve and students' comprehensive English level also restrict the integration of Chinese culture into English teaching to some extent. In a word, multiple reasons work together, resulting in the current situation of the integration of Chinese culture into senior high school English teaching is not optimistic.
5.2Pedagogical Implications
According to the results of the above chapter, the author puts forward the following teaching suggestions from different perspectives in order to improve the current situation of integrating Chinese culture into senior high school English teaching.
In terms of English teachers, in teaching process, they are the bridge between the East and the West. They should not only be bridge of bilingual, but also play the role of bicultural spreader, or even a multicultural spreader. (Lv&Lv, 2012) The ultimate goal of English teaching is to be able to communicate with foreigners in a friendly way and spread Chinese culture to the world. English teachers should enrich the Chinese culture content in teaching and make a good comparison between China and Western culture in class, from which students can understand the differences, and spread the connotation of Chinese culture with English expressions that conform to western logic. Guide students to collect and sort out the words, sentences and expressions with Chinese characteristics after class, and encourage students to use them in their daily English learning, so as to improve learning initiative and sensitivity. Only in this way can the Chinese culture integration in English class be full of vitality and energetic.
Apart from, with the coming of the era of knowledge-based economy, knowledge is updated rapidly, Therefore, teachers must establish the concept of lifelong learning, constantly “recharge”, and constantly absorb the latest research results and cutting-edge knowledge that related to Chinese culture content to improve comprehensive quality, so that their English level and professional quality can reach a higher stage in a bid to integrate Chinese culture knowledge into English teaching silently and naturally.
In terms of textbook complier, textbooks are the guide of all teaching activities. (Chen, 2018) On the one hand, the textbook compliers should balance the proportion of Chinese culture in different books, which will make the students feel the unique charm of Chinese culture in all aspects and in a wide range. On the other hand, the new textbooks should enrich the content of traditional Chinese culture while absorb the freshness of the modern air. (Yan, 2015) Traditional culture is the soul of the Chinese nation to store the intellectual achievements accumulated by thousands of years of Chinese civilization, such as the four great inventions of the pre-ancient period, poems of the Tang Dynasty, dramas of the Ming and Qing Dynasties, and great achievements in medicine and astronomy. If these traditional cultural contents can be added to the textbook, it will not only increase the „width5 of Chinese culture contents in the textbook, but also deepen the „thickness5 of Chinese culture contents in it.
In terms of school who is an important base for teachers to carry out teaching activities. School needs to optimize the system of class division and take a more long-term view. Many teachers and students also reflect that the school5s relatively imperfect teaching resources also hinder the smooth development of Chinese culture integration to a certain extent. Therefore, school should improve the multimedia teaching equipment to create a relaxed and interesting English learning atmosphere and improve the objective environment for both English teachers and students. On the one hand, this action will conducive to the various manifestation of Chinese culture content in English class. On the other hand, this action will contribute to perceive the charm of Chinese culture in a relaxed environment for students.
In terms of students, they should form a long-term learning perspective. College entrance examination is undoubtedly important, but Chinese culture reserve is related to personal cultivation, which will have a great impact on the sustainable development of them in the future. Students should read more books and learn more knowledge about Chinese culture in order to improve their intercultural communication ability and contribute to telling Chinese stories to the world.
5.3Limitations of the Study
Due to the limited level of the author, this study also has great limitations; therefore, critical comments of this research should be put in this part.
In the first place, the theoretical basis of the study is not systematic. This study bases on Input Hypothesis and Intercultural communication Theory, but the interpretation and application of the theories is not complete, and the theoretical framework is not strict enough because of author's deficient talent and knowledge.
Secondly, the research sample is not comprehensive because of the actual situation and the scope of this survey is limited. This survey only selects two high schools as research field and there is insufficient universality and representativeness. The observed teaching situation observed is not very convincing. The current situation of two districts cannot be regarded as the state of the whole country, which is one-sided perspective.
Moreover, the questionnaire used in this study is modified and improved from the previous scholars, whether the revision content is scientific or reasonable, which needs to be further verified.
In the end, the author is lack of talent and knowledge, the data collection process is simple, and the analysis and discussion of the survey results are not comprehensive enough, which needs to be improved in the later.
5.4Expectations for Further Study
In view of the above research deficiencies, the future research directions are as follows:
First of all, a more authoritative questionnaire should be established to make the survey results more accurate and convincing.
Besides, the number of samples should be increased in target to promote the further investigation.
Additionally, there are many class types in the actual English teaching. What specific types and contents are carried out in the teaching process is not listed in this study. It is expected that in the future, the main findings of this study will be applied to other regions and schools for verification and supplement to make a clearer and systematic classification.
In the end, a more authoritative class observation scale should be developed to make the data of it more accurate and convincing.
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