Abstract
English curriculum in primary school is offered in Grade three Chinese compulsory education system, even it has been set up in Grade one in economically developed regions. Learning a language does not mean that to learn its vocabulary and grammar is sufficient enough to use the language correctly and have successful cross-cultural communication. The rich connotation, as the remarkable feature of language, it is beneficial to cultivate the pupil’s cultural awareness of English countries for correctly understanding and using English properly while cross-cultural communications occurring, for deepening the pupil’s understanding of traditional great culture of Chinese people, for fostering consciousness of patriotism. The results of questionnaire survey which researched by 150 pupils in Gongbujiangda County, Linzhi District, Tibet, showed the pupil’s cultural awareness for English countries directly. Pupils have known something for elemental culture of these countries, but it is not enough, and the weakness for cultural awareness results to their weakness for comprehensive language application ability generally, and the failure that easily shows its place in the communication. According to the above research, three suggestions are put forward to solve these problems. The first one is that primary school English teachers need to increase personal English culture quality. Make use of textbooks to compare cultural difference with cultural infiltration as the second one. And the other one is various channels for cultivating cultural awareness by multimedia.
Highlights
The effective cultural strategy in primary school is beneficial for students to learn English, correctly understand and appropriately use it, especially in trilingual area Linzhi District, where Tibetan is used as first language, Chinese is the second language and English is learned as the third language
This study aims to summarize the previous study of cultivating English cultural awareness in primary schools between China and other countries, and explore how to enhance students’ comprehensive ability of language use while learning language knowledge and educating the national confidence, patriotism and international perspective
This paper studies the English teaching in primary schools in Tibet, finds out the existing problems in cultural strategy of the English teaching in Tibet, and puts forward corresponding suggestions and countermeasures for the existing problems in Linzhi District
Summary
Cultural awareness is able to enhance students’ comprehensive ability of language use and expand their horizon, and strengthen patriotism awareness. The effective cultural strategy in primary school is beneficial for students to learn English, correctly understand and appropriately use it, especially in trilingual area Linzhi District, where Tibetan is used as first language, Chinese is the second language and English is learned as the third language. With the deepening of the new round of basic education curriculum reform and the implementation and promotion of new curriculum standards, the original teaching philosophy and teaching mode in Tibetan primary schools are not compatible with the rapid development of the economy and society, especially there is a big gap between Tibet and other provinces and regions in China, which restricts the cultivation of English talents to a large extent
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