A Study of the Culture-Related Content in Nhce
|Course||English Language and Literature|
|Keywords||Teaching material Cultural content Intercultural competence College English Teaching|
In recent years, English teaching, teaching culture teaching gradually became one of the hotspots. The codification of various English textbooks are also committed to this hot reflected in textbooks because textbooks in a variety of teaching activities plays a very crucial role in the broad outline. This paper will present the major teaching institutions to use more of a \This paper first discusses the theory in college English teaching cultural content written goals, that: (1) college English teaching in the cultural content should be students' intercultural communicative competence, especially cultural integration capabilities, ability to evaluate and reflect on the ability to target , should help students to grow as a person; (2) the preparation of college English teaching materials should be conducive to knowledge, behavior and attitudes at all levels of cross-cultural communicative competence; (3) the preparation of college English teaching materials should be conducive to helping students avoid cultural-set and improve learning ability; (4) the preparation of college English teaching materials should be conducive to the integration of language and culture teaching. Papers from the following three aspects investigated: (1) Textbooks and Teacher's cultural content of the book; (2) teachers and students of the \the demand for knowledge of content. First, the author of the \Of this standard according to his collection and enumerate cultural content textbooks attempt to identify and classify them cultural content, which found the kit cultural content arrangement advantages and disadvantages. Then, the author uses the textbook and students conducted a survey and needs assessment of cultural content analysis, survey tool used by Paloma Castro, who designed two questionnaires, data analysis on the questionnaire is using SPSS software. The results showed that: (1) \Ignore bi-cultural communication perspective; (4) should be added to the text editor of the textbook review of cultural perspectives, to enhance students' awareness of stereotype vigilance; (5) the majority of teachers and cultural content of the textbooks are not satisfied; (6) teachers and the presence of a common problem and neglects the importance cultural language learning objectives learning objectives, level of knowledge of the culture of heavy and light learning behaviors, attitudes and cultural aspects of learning; (7) students do not have enough cultural awareness given potential adverse effects. In this study, based on the contents of this paper, the teaching of culture put forward the corresponding improvements, hoping to textbook editors provide useful advice and references.