Reference 38

Appendix 1 Teachers’ Questionnaires 40

Appendix 2 Students’ Questionnaires 43

1。 Introduction来自优Y尔L论W文Q网wWw.YouERw.com 加QQ7520~18766

Many Chinese scholars and educators have acknowledged the significance of integrative culture teaching and learning in EFL classes since 1980s。 With the process of quality-oriented education advancing in China, more and more schools in developed regions have already paid a lot of attention to culture teaching in the English subject and made many studies investigating the status of culture teaching。 However, in the suburb and rural areas, the situation may be different。 The students in those schools are mixed with the new generation of local land-lost peasantry and migrant workers。 They are seldom exposed to the western culture, much less some specific cultural elements such as respect, freedom, law and equality。 Furthermore, teachers in suburban schools also have some understanding problems in culture teaching。 So, in this paper the main topic is the degree of integrating culture in Ningbo suburban primary schools in EFL classrooms。 That is to say, the concepts teaching like respect, freedom, law and equality teaching are important and significant for English teaching in primary schools。

1。1 Motivation of the Study

The degree to which a learner acculturates to the target language group will control the degree, to which he acquires the second language (Schumann 1978)。 This means that any language learning must involve some kind of target culture learning as well。 Therefore, the motivations of the study are as follows:

1。 To investigate whether, when, and how educators and scholars teach these culturally-loaded concepts of respect, freedom, law and equality cultural concepts in suburban regions primary schools。

2。 To help teachers in suburban region improve the awareness, knowledge and teaching skills in English teaching。

3。 To help students understand respect, freedom, law and equality in daily life from English learning。

1。2 Theoretical Significance

1。2。1 The requirements in National English Curriculum Standards in the phase of Compulsory Education

The National English Curriculum standards in the phase of Compulsory Education shortened to The New Standards in this research was put into practice on Feb。 1st, 2012。 The New Standards give out the goal for students in English Curriculum in the very beginning that learning English is able to help pupils build open and inclusive personality, develop cross- cultural awareness and communicative ability, facilitate cognitive development, and lead students to forming a favorable outlook on their life and humanistic quality。 As a tool, English course also has to take the responsibility on developing students’ thinking ability。 And cultural concepts such as respect, freedom, law and equality are important conceptual frameworks that will help students in their all-round development。

According to The New Standards, there are 9 levels of goasl in the English curriculum。 Pupils at the end of grade 6 are required to reach standards at level 2。 The detailed aspects of Cultural Awareness in level 2 are as follows:论文网

 Level 2:

1。 Be aware of the simple forms of address, greetings and leave-takings in English。

2。 Provide an answer appropriately to general appreciation, request and apology。

3。 Be interested in knowing well about main recreation and sports all over the world。