英语本科毕业论文-许昌学院英语专业学生母语文化理解现状调查研究

本科生毕业论文许昌学院英语专业学生母语文化理解现状调查研究院系外国语学院专业英语（教育方向）班级08英教本一班学号学生姓名联系方式指导教师职称讲师2012年5月独创性声明本人郑重声明所呈交的毕业论文是本人在指导老师指导下取得的研究成果。除了文中特别加以注释和致谢的地方外，论文中不包含其他人已经发表或撰写的研究成果。与本研究成果相关的所有人所做出的任何贡献均已在论文中作了明确的说明并表示了谢意。签名年月日授权声明本人完全了解许昌学院有关保留、使用本科生毕业论文的规定，即有权保留并向国家有关部门或机构送交毕业论文的复印件和磁盘，允许毕业论文被查阅和借阅。本人授权许昌学院可以将毕业论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编论文。本人论文中有原创性数据需要保密的部分为（如没有，请填写“无”）签名年月日指导教师签名年月日ANINVESTIGATIONONCOMPREHENSIVESITUATIONOFENGLISHMAJORSNATIVECULTUREINXUCHANGUNIVERSITYATHESISSUBMITTEDTOSCHOOLOFFOREIGNLANGUAGES,XUCHANGUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFBACHELOROFARTSBYGUOXIASUPERVISORWENJUNCHAOMAY17,2012IACKNOWLEDGMENTSIAVAILMYSELFOFTHISOPPORTUNITYTOEXPRESSMYSINCEREGRATITUDETOTHOSEWHOCONTRIBUTEDTOTHEPRESENTTHESISWITHOUTTHEIRCONSTANTHELPANDENCOURAGEMENT,THECOMPLETIONOFTHISTHESISWOULDNEVERBEPOSSIBLEFIRSTANDFOREMOST,IWOULDLIKETOCONVEYMYHEARTFELTAPPRECIATIONTOMYSUPERVISOR,WENJUNCHAO,WHOHASGIVENMESOMANYVALUABLEANDHELPFULINSTRUCTIONSABOUTTHESISWRITINGHISPATIENCEANDUNDERSTANDINGHAVEBEENESSENTIALFORMEDURINGTHEWRITINGOFTHISTHESISIWISHTOTHANKALLTHESTUDENTSWHOPARTICIPATEDINTHESURVEYFORTHEYHAVEPROVIDEDMEWITHVERYIMPORTANTANDORIGINALDATAMANYTHANKSSHOULDBEALSOGIVENTOMYCLASSMATESANDROOMMATESTHEYHAVEALWAYSGIVENMEAHANDWHENEVERINEEDEDHELPTHIRDLY,IMBLESSEDWITHMYFRIENDSWITHOUTTHEIRSUPPORT,IWOULDNOTSURVIVETHEAGONYTHROUGHTHEWHOLECREATIONLASTBUTFARFROMTHELEAST,IWANTTOTHANKALLMYFAMILYMEMBERSFORTHEIRUNWAVERINGSUPPORTINAVARIETYOFWAYSWITHOUTTHEIRUNCONDITIONALLOVEANDCARE,IWOULDNOTACCOMPLISHTHISTHESISSMOOTHLYII摘要本文以许昌学院英语专业二、三年级学生为研究对象，对其进行了一次问卷调查，发现其母语文化理解存在着很大的问题,从而对其原因进行分析和提出解决措施。首先，应该加强英语专业学生的文化自觉意识。其次，拓宽英语学习者的学习内容。最后要重视母语文化的正迁移作用。只有这样才能从根本上提高英语专业学生的母语文化理解水平。关键词英语专业；母语文化理解；文化自觉意识IIIABSTRACTTHISTHESISAIMSTOINVESTIGATEENGLISHMAJORSUNDERSTANDINGOFNATIVECULTURETHESUBJECTSARE57ENGLISHMAJORSEMSINCLUDINGSOPHOMOREANDJUNIORFROMXUCHANGUNIVERSITYTHERESULTSHOWSTHATENGLISHMAJORSCANNOTUNDERSTANDNATIVECULTURECORRECTLYTHEREAREALOTOFREASONSWHYENGLISHMAJORSMAKEMISTAKESACCORDINGTOTHOSEREASONS,THEWRITERCOMESUPWITHTHREESUGGESTIONSFIRSTOFALL,ENGLISHMAJORSSHOULDSTRENGTHENTHEIRCULTURALSELFCONSCIOUSNESSSECOND,ENGLISHMAJORSOUGHTTOBROADENTHEIRLEARNINGCONTENTSTHIRD,ENGLISHMAJORSMUSTPAYATTENTIONTOTHEPOSITIVETRANSFERFUNCTIONOFNATIVECULTUREONLYINTHISWAYCANENGLISHMAJORSIMPROVETHEIRUNDERSTANDINGOFNATIVECULTUREKEYWORDSENGLISHMAJORNATIVECULTURESCOMPREHENSIONCULTURALSELFCONSCIOUSNESSIVTABLEOFCONTENTSACKNOWLEDGMENTSI摘要IIABSTRACTIIITABLEOFCONTENTSIVINTRODUCTION1CHAPTERONEBASICKNOWLEDGEOFNATIVECULTURE211DEFINITIONOFCULTURE212NECESSITYANDIMPORTANCEOFLEARNINGNATIVECULTURE2CHAPTERTWORESEARCHDESIGNANDANALYSISOFTHERESEARCHRESULTS421RESEARCHSUBJECTS,RESEARCHMETHODANDDESIGN422ANALYSISOFTHERESEARCHRESULTS5221DATAANALYSISONSOPHOMOREGROUP5222DATAANALYSISONJUNIORGROUP6223ACONTRASTIVEANALYSISBETWEENTWOGROUPS7CHAPTERTHREEDISCUSSIONONTHEEXISTINGPROBLEMS831TENTATIVEREASONSFORSTUDENTSUNDERSTANDINGERRORS8311LACKOFCULTURALSELFCONSCIOUSNESS9312THESINGLELEARNINGCONTENTS9313IGNORINGTHEPOSITIVETRANSFERFUNCTIONOFNATIVECULTURE1032TENTATIVESUGGESTIONSFORABETTERIMPROVEMENT10321STRENGTHENINGTHECULTURALSELFCONSCIOUSNESS10322BROADENINGSTUDENTSLEARNINGCONTENTS11323PAYINGATTENTIONTOTHEPOSITIVETRANSFERFUNCTIONOFNATIVECULTURE11CONCLUSION12WORKSCITED14APPENDIXI15APPENDIXII18许昌学院本科生毕业论文1INTRODUCTIONSINCETHEREFORMANDOPENING,ENGLISHEDUCATIONHASMADESATISFACTORYPROGRESSINCHINATHEABILITYOFENGLISHLEARNERSHASGOTAGREATIMPROVEMENTESPECIALLYTHEASPECTOFTHEDEAFANDDUMBENGLISHISBROKENABOVEALL,FOREIGNLANGUAGEWORLDHASACKNOWLEDGEDTHATLANGUAGETEACHINGMUSTBECOMBINEDWITHCULTURETEACHING,SOTEACHERSANDSTUDENTSPAYMOREATTENTIONTOWESTERNCULTURELEARNINGANDIGNORETHELEARNINGOFNATIVECULTUREHOWEVER,CULTURETHROUGHTHEVEHICLEOFLANGUAGE,INFLUENCESPEOPLESBELIEFS,ATTITUDESANDVALUESATTWAIJIRI,137TEACHINGSYLLABUSFORENGLISHMAJORSREQUIRESTHATSTUDENTSMUSTKNOWTHEBASICCHINESECULTUREANDBEFAMILIARWITHCHINESETRADITIONALCULTUREQUOTEDINLIN,2011167ITCANBESEENTHATLEARNERSMUSTKNOWTHEIRNATIVECULTUREWHENTHEYLEARNANOTHERLANGUAGEONLYINTHISWAY,LEARNERSCANBESUCCESSFULINCROSSCULTURALCOMMUNICATIONFORCROSSCULTURALCOMMUNICATIONINCLUDESTWOASPECTS1ENGLISHLEARNERSLEARNFOREIGNCULTUREANDMAKEFULLUSEOFTHEIREXCELLENTPARTS2ENGLISHLEARNERSMAKEEFFORTTOCARRYFORWARDCHINESEFINECULTUREDEVELOPEDCOUNTRIESNEWLITERATURE,CONCEPTIONS,THOUGHTSANDTHEORYARETRANSLATEDINTOCHINESEVERYQUICKLYLEARNERSAREADDICTEDTOLEARNINGWESTERNCULTUREBUTRELATIVELYPAYLITTLEATTENTIONTOTHELEARNINGOFNATIVECULTUREPERHAPSMANYENGLISHMAJORSHAVEAGOODKNOWLEDGEOFNATIVECULTUREBUTTHEYDONOTKNOWHOWTOEXPRESSITINENGLISHSOMUCHEXCELLENTCHINESECULTURE,LITERATUREANDPHILOSOPHYHAVENTBEENTRANSLATEDINTOENGLISHSCHOLARSNAMEITAS“CHINESECULTUREAPHASIA”QUOTEDINZHU,85ENGLISHMAJORSSHOULDKNOWTHATTHEYARENOTONLYTHELEARNERSOFENGLISHKNOWLEDGEBUTALSOARETHEINHERITORSOFCHINESECULTURETHISTHESISCANBEDIVIDEDINTOTHREEPARTSPARTONEISANINTRODUCTIONPARTTWOCONSISTSOFTHREECHAPTERSCHAPTERONEEXPLAINSTHEBASICKNOWLEDGEOFNATIVECULTURECHAPTERTWOINCLUDESRESEARCHDESIGNANDANALYSISOFTHERESEARCHRESULTSCHAPTERTHREEISDISCUSSIONONTHEEXISTINGPROBLEMSTHELASTPARTISACONCLUSIONBYTHOSEPARTS,THEWRITERWANTSTOFINDAWAYTOHELPENGLISHMAJORSIMPROVETHEIRABILITYOFNATIVECULTURE许昌学院本科生毕业论文2CHAPTERONEBASICKNOWLEDGEOFNATIVECULTURETHISCHAPTERREVIEWSTHEBASICCONCEPTOFCULTURETHEN,THENECESSITYANDSIGNIFICANCEOFLEARNINGNATIVECULTUREAREALSOPRESENTED11DEFINITIONOFCULTUREROSE2001THINKSCULTUREIS,“AWAYOFLIFEASETOFSOCIALPRACTICESASYSTEMOFBELIEFSASHAREDHISTORYORSETOFEXPERIENCESACULTUREMAYBESYNONYMOUSWITHACOUNTRY,ORAREGION,ORANATIONALITYORITMAYCROSSSEVERALCOUNTRIESORREGIONS”QUOTEDINQINANDTIAN,244HOFSTEDE1980DEFINEDCULTUREAS“THECOLLECTIVEPROGRAMMINGOFTHEMIND”ATTWAIJRI,137CULTUREINTHISPAPERPOINTSCHINESECULTUREWHICHISFORMEDANDHASDEVELOPEDINALONGTERMPROCESSOFHISTORYANDRETAINSINCHINESENATIONANDHASASTABLEFORMCHINESECULTUREISBROADANDPROFOUNDBYTHETIME,ITCANBEDIVIDEDINTOTRADITIONALCULTUREANDPOPULARCULTURETHEEDUCATIONOFCHINESECULTURETALKEDBYEDUCATIONALWORLDREFERSTOCHINESETRADITIONALCULTURECHINESECULTUREISAGREATCONTRIBUTIONTHATCHINESENATIONMAKESTOHUMANBEINGSUNIQUELANGUAGE,NUMEROUSVOLUMESOFLITERATURE,ADVANCEDSCIENCEANDTECHNOLOGY,BRILLIANTLITERATUREANDPHILOSOPHYOFRELIGIONFILLEDWITHWISDOMANDCOMPLETEMORALTHEORYCONSTITUTETHEBASICCONTENTSOFCHINESECULTUREQUOTEDINLIN,201115112NECESSITYANDIMPORTANCEOFLEARNINGNATIVECULTURESECONDLANGUAGEANDFOREIGNCULTURELEARNINGISBASEDONTHELEARNINGOFFIRSTLANGUAGEANDNATIVECULTURETRADITIONALGRAMMARTRANSLATIONMETHODASSERTSTHATSTUDENTSSHOULDSTARTFROMTHEKNOWNKNOWLEDGEANDTHENLEARNTHENEWKNOWLEDGECOGNITIVETEACHINGMETHODTHINKSSTUDENTSHAVEGRASPEDNATIVECULTUREANDITCANBEUSEDCOMMONLYINEDUCATIONTHEESSENCEOFLANGUAGEISCREATIVEALMOSTEACHSENTENCEHASINNOVATIONANDMANSKNOWLEDGEISASYSTEMICOVERALLLEARNERSORIGINALKNOWLEDGEISTHENEWKNOWLEDGESPARAMETERSCAO,67SOITISIMPOSSIBLEFORENGLISHMAJORSTOLEARNENGLISHWITHOUTNATIVECULTUREINTHEORYANDPRACTICETHESTUDYOFNEWKNOWLEDGEMUSTBEBASEDONTHEORIGINALKNOWLEDGEONLYINTHISWAY,CANSTUDENTSSOLIDLYMASTERNEWKNOWLEDGEHUWENZHONGANDGAOYIHONGINVESTIGATED许昌学院本科生毕业论文3THENATIONAL26“BESTFOREIGNLANGUAGELEARNERS“IN1991ANDFOUNDTHATFIRSTLANGUAGE,NATIVECULTUREANDSECONDLANGUAGE,FOREIGNCULTUREARETOPROMOTEEACHOTHERQUOTEDINLIN,2011150ABOVEEXAMPLESHOWSTHATNATIVECULTURECONTRIBUTESTOTHEIRFOREIGNLANGUAGELEVELANDCOMMUNICATIONJIANGYIHUATHINKS,“CHINESECULTUREHASDEVELOPEDONTHENATURALENVIRONMENT,ECONOMICSTRUCTURE,VALUEORIENTATION,PSYCHOLOGICALQUALITY,RELIGIOUSVALUES,TEXTSELECTANDTHECOMMONLIFEOFMANYNATIONSITISCHINESEPEOPLESMATERIALWEALTHANDSPIRITUALSOURCE”QUOTEDINLIN,2011151FOREIGNLANGUAGEEDUCATIONHASTHETRADITIONTOVALUECHINESECULTUREATTHESAMETIME,CULTUREHASAVERYIMPORTANTEFFECTONPEOPLESBELIEFS,ATTITUDESANDVALUESMOREANDMOREFOREIGNLANGUAGESCHOOLHASREALIZEDTHATFOREIGNLANGUAGETEACHINGSFINALAIMISNOTJUSTTOMAKESTUDENTSGRASPAKINDOFFOREIGNLANGUAGESKILLSANDTHEIMPORTANTPOINTISTOMAKESTUDENTSHAVETHEABILITYOFINTERCULTURALCOMMUNICATIONSOASTOGETTHEAIM,LEARNERSMUSTGRASPTHEIRFIRSTLANGUAGEANDNATIVECULTUREANDMANYUNIVERSITIESHAVEOPENEDTHECOURSESABOUTCHINESECULTUREINTHE1920S,THEORIGINALCHUNGANGUNIVERSITYNOWNANJINGUNIVERSITYISREQUIREDTOOPENCHINESELITERATUREHISTORYANDHISTORYOFCHINESECULTURETHEENGLISHDEPARTMENTOFSOUTHWESTUNIVERSITYSTILLOPENSCHINESELITERARYHISTORYANDINTRODUCTIONTOPHILOSOPHYIFCHINAWANTSTOBECOMEAGLOBALSUPERPOWERANDHASAGREATINFLUENCEONTHEWORLD,MOSTEXCELLENTCHINESECULTUREMUSTBECARRIEDFORWARDTHISISALSOONEOFTHEMAINPURPOSESOFINTERCULTURALCOMMUNICATIONENGLISHMAJORSTAKETHERESPONSIBILITYOFINHERITINGOUTSTANDINGCHINESECULTURETHROUGHTHEVEHICLEOFENGLISHTHEAIMOFDEVELOPINGENGLISHTALENTSISTOMAKELEARNERSTALKDIRECTLYWITHFOREIGNERSORSERVICEFORSOCIETYINDIRECTLYINENGLISHWHENENGLISHMAJORSARELEARNINGTHESECONDLANGUAGE,THEYSHOULDFINDTHEBALANCELEARNINGTOLIVEINTWOWORLDSCAROLEWESTBYANDROSARIOROMAN,68ITMEANSENGLISHLEARNERSSHOULDKEEPTHEBALANCEOFFIRSTLANGUAGEANDSECONDLANGUAGEIFLEARNERSWANTHAVEACORRECTUNDERSTANDINGOFFOREIGNCULTURES,THEYMUSTFIRSTLYUNDERSTANDNATIVECULTURECORRECTLYCOMPARINGTHENATIVECULTUREWITHFOREIGNCULTURECONSCIOUSLY,THEYCANFINDTHETWOCOUNTRIESSIMILARANDDIFFERENTCULTUREANDTRANSLATEPROPERLYENGLISHINTOCHINESECORRECTUNDERSTANDINGNATIVECULTUREISTHEGUARANTEEOFSTRENGTHENINGCROSSCULTURALDIFFERENCESCONSCIOUSNESSANDIMPROVEMENTOFTHEUNDERSTANDINGOFTHECULTURALDIFFERENCESTHUS,ENGLISHMAJORSMUSTPAYATTENTIONTOTHEINPUTANDOUTPUTOFNATIVECULTURE许昌学院本科生毕业论文4CHAPTERTWORESEARCHDESIGNANDANALYSISOFTHERESEARCHRESULTSTHISCHAPTERPRESENTSTHERESEARCHDESIGNOFTHEPRESENTSTUDYINCLUDINGTHESUBJECTS,RESEARCHMETHODANDQUESTIONNAIREANDANALYSISOFTHERESEARCHRESULTSCONSISTSOFDATAANALYSISONSOPHOMOREGROUP,DATAANALYSISONJUNIORGROUPANDACONTRASTIVEANALYSISBETWEENTWOGROUPS21RESEARCHSUBJECTS,RESEARCHMETHODANDDESIGNTHESUBJECTSOFTHISSTUDYCONSISTOFTWOGROUPS,ONEIS26SOPHOMORES,ANDTHEOTHERIS31JUNIORSTHEREASONFORCHOOSINGEMSATTHESETWOLEVELSINSTEADOFEMSATLOWERANDHIGHERPROFICIENCYLEVELASSUBJECTSISTHATTHEFRESHMENWHOHADJUSTENTEREDUNIVERSITYHAVEAGOODKNOWLEDGEOFNATIVECULTUREANDTHATTHESENIORSAREVERYBUSYINWRITINGTHEIRTHESISANDFINDINGJOBSTHESOPHOMORESANDJUNIORSHAVERECEIVEDTHERELATEDTRAININGSABOUTSECONDLANGUAGEINGIVENCOLLEGECLASSESATTHESAMETIME,SOMEOFTHEMAREIGNORANTOFNATIVECULTURELEARNINGTHEREFORE,ITISNECESSARYTOMAKEANINVESTIGATIONTOTHEMTHEREARENOREMARKABLEDIFFERENCESBETWEENSOPHOMORESANDJUNIORSINTHISSTUDY,QUANTITATIVEANDQUALITATIVERESEARCHMETHODSAREADOPTEDFIRSTLY,SOMEQUESTIONSRELATEDTONATIVECULTUREARENAMEDINTHEQUESTIONNAIRESECONDLY,THEQUESTIONNAIREISCONDUCTEDANDTHEDATAISCOLLECTEDANDANALYZEDTHERESEARCHERDESIGNEDAQUESTIONNAIREFORTHEEMSFROMXUCHANGUNIVERSITYBASEDONTHERELEVANTKNOWLEDGEABOUTFOREIGNCULTUREANDNATIVECULTUREITISDESIGNEDTOREVEALHOWWELLTHESUBJECTSUNDERSTANDTHENATIVECULTURETHISQUESTIONNAIRECONSISTEDOF31ITEMSCONCERNINGATTITUDES,TASTESANDREALIZATIONSOFTHESTUDENTSINRELATIONTOTHENATIVECULTURESEEAPPENDIXIFORTHOSEITEMS,THESUBJECTSONLYCANMAKEONECHOICE22ANALYSISOFTHERESEARCHRESULTS221DATAANALYSISONSOPHOMOREGROUPACCORDINGTOTHERESULTOFTHEQUESTIONNAIRESEEAPPENDIXIISECTIONI,THESUBJECTSATTITUDETOTHENATIVECULTUREISVERYCLEARLY100OFSOPHOMORESABSOLUTELYAGREETHATNATIVECULTURETEACHINGISVERYIMPORTANT35OFSOPHOMORESCATEGORICALLYAGREETHATTHETARGETLANGUAGECULTURETEACHINGISMOREIMPORTANTTHANNATIVECULTURE,WHICHMEANSTHATMANYSTUDENTS许昌学院本科生毕业论文5DONOTREALIZETHEIMPORTANCEOFNATIVECULTURETEACHING85OFSOPHOMORESTHINKTHATTHELEARNINGOFCHINESECULTURECANHELPSTUDENTSUNDERSTANDTHETARGETLANGUAGECULTURE15OFSTUDENTSAREOBJECTIVETOTHISITMEANSMOSTOFSTUDENTSKNOWNATIVECULTURECANPROMOTETHEIRCOMPREHENSIONOFTARGETLANGUAGECULTURE12OFSUBJECTSPREFERWESTERNCULTURETHANNATIVECULTURE88OFSUBJECTSSTILLDONOTTHINKSO81OFSTUDENTSTHINKTHECONTENTSOFTARGETLANGUAGECULTURESHOULDBEMUCHMORETHANNATIVECULTUREINENGLISHTEACHINGMATERIALITPROVESTHATSTUDENTSSTILLCANNOTDEALWITHTHERELATIONSHIPOFTARGETLANGUAGEANDNATIVELANGUAGEHOWEVER,93OFSTUDENTSTHINKTEACHERSSHOULDEXPLAINSOMERELEVANTBACKGROUNDKNOWLEDGEOFCHINESECULTURE66OFSTUDENTSTHINKTHEYOFTENTALKABOUTCHINESECULTUREINSTEADOFWESTERNCULTUREINTHECOMMUNICATIONWITHFOREIGNERS96OFSTUDENTSREFLECTTHATTHEYWANTTOTALKABOUTCHINESECULTUREBUTDONOTKNOWHOWTOEXPRESSITINENGLISH100OFSUBJECTSAPPROVETHATENGLISHMAJORSSHOULDPAYATTENTIONTOCULTIVATINGTHEIRABILITIESTOEXPRESSCHINESECULTUREINENGLISH8OFSUBJECTSARENOTSUREWHETHERTHEYDISGUSTSOMECHINESEHABITSITMEANSMOSTOFSTUDENTSSTILLHAVEANINTERESTINCHINESETRADITIONALHABITS93OFSUBJECTSFEELTHEYSHOULDIMPROVETHEIRCHINESELEVELWHENMOREANDMOREPEOPLEARELEARNINGCHINESEALTHOUGHTHEIRENGLISHLEVELHASIMPROVED,39OFSOPHOMORESSTILLFINDTHEIRCHINESEAREWEAKERTHANBEFORE76OFSTUDENTSCONSIDERUNIVERSITYSHOULDCONTINUETOOPENCHINESECOURSEASOURPROFESSIONALREQUIREDCOURSES84OFSOPHOMORESDEEMIFYOURCHINESEISVERYGOOD,ITALSOBENEFITSYOUREMPLOYMENTITSTATESENGLISHLEARNERSIGNORETHEINPUTOFNATIVECULTUREACCORDINGTOTHERESULTS,MOSTSOPHOMORESAREAWAREOFTHEIMPORTANCEOFNATIVECULTURENEVERTHELESS,SUBJECTSDONOTLOOKOUTTHELEARNINGOFNATIVECULTURE222DATAANALYSISONJUNIORGROUPFROMTHEAPPENDIXIISECTIONIIWECANSEETHATITSHOWSTHETOTALRESULTSOFTHEQUESTIONNAIRETHEPERCENTAGEOFEACHITEM97OFJUNIORSCATEGORICALLYCONSENTTHETEACHINGOFNATIVECULTUREISVERYIMPORTANT3OFJUNIORSDISAGREETHENATIVECULTUREISVERYIMPORTANT3OFJUNIORSCATEGORICALLYAGREETHATTARGETLANGUAGECULTURETEACHINGISMOREIMPORTANTTHANNATIVECULTUREAND42OFSUBJECTSAGREEWITHTHISVIEWTHISMEANSALMOSTHALFOFSTUDENTSLOSETHEBALANCEOFFOREIGNCULTUREANDNATIVECULTUREINLANGUAGELEARNING77OFJUNIORSTHINKTHATTHESTUDYOFCHINESECULTUREHELPSSTUDENTSUNDERSTANDTHETARGETLANGUAGECULTURE23OFSTUDENTS许昌学院本科生毕业论文6AREOBJECTIVETOTHIS10OFSUBJECTSPREFERWESTERNCULTURETHANNATIVECULTURE74OFSTUDENTSTAKEITFORGRANTEDTHATTHECONTENTSOFTARGETLANGUAGECULTURESHOULDBEMUCHMORETHANTHECONTENTSOFNATIVECULTUREINENGLISHTEACHINGMATERIALSITPROVESTHATSTUDENTSSTILLCANNOTCORRECTLYDEALWITHTHETARGETLANGUAGEANDTHENATIVELANGUAGE87OFSTUDENTSTHINKTHETEACHERSHOULDEXPLAINSOMERELEVANTBACKGROUNDKNOWLEDGEOFCHINESECULTURE51OFSTUDENTSOFTENTALKABOUTCHINESECULTUREWITHFOREIGNERSINTHECONVERSATION93OFSTUDENTSREFLECTTHATTHEYWANTTOTALKABOUTCHINESECULTUREBUTDONOTKNOWHOWTOEXPRESS100OFSUBJECTSAPPROVETHATENGLISHMAJORSSHOULDPAYATTENTIONTOCULTIVATINGTHEIRABILITYTOEXPRESSCHINESECULTUREINENGLISHENGLISHMAJORSDONOTHAVEAGOODOUTPUTOFNATIVECULTURE19OFSUBJECTSARENOTSUREWHETHERTHEYDISGUSTSOMEOFCHINESEHABITSORNOTAND3OFSUBJECTSDISGUSTCHINESETRADITIONALHABITS97OFSUBJECTSFEELTHEYSHOULDIMPROVETHEIRCHINESELEVELWHENMOREANDMOREPEOPLEARELEARNINGCHINESE58OFJUNIORSFINDTHEIRCHINESEAREBECOMINGWEAKERTHANBEFORETHOUGHTHEIRENGLISHLEVELHASIMPROVEDAND19OFSUBJECTSDONOTSURE78OFSTUDENTSCONSIDERUNIVERSITYSHOULDCONTINUETOOPENCHINESECOURSEASOURPROFESSIONALREQUIREDCOURSES97OFJUNIORSDEEMIFYOURCHINESEISVERYGOOD,ITDOESWELLTOYOUREMPLOYMENTITSTATESENGLISHLEARNSIGNORETHEINPUTOFNATIVECULTUREACCORDINGTOTHERESULTS,JUNIORSKNOWTHESIGNIFICANCEOFLEARNINGNATIVECULTUREANDAREEAGERTOLEARNITBUTTHEYSTILLCANNOTFINDTHEWAYTOIMPROVETHEIRABILITIESOFCHINESECULTURE223ACONTRASTIVEANALYSISBETWEENTWOGROUPSACCORDINGTOTHESTATISTICSOFRESULTS,THERESEARCHERHASGOTACONTRASTIVEANALYSISBETWEENTHETWOGROUPSNOWLETSCOMPARETHERESULTOFSUBJECTSQUESTIONNAIREATTWODIFFERENTPROFICIENCYLEVELSTOSEEWHATEXTENTTHEYARECONSISTENTWITHEACHOTHERFIRSTLY,THEQUESTIONNAIRESHOWSTHATALLSOPHOMORESTHINKTHATNATIVECULTUREISVERYIMPORTANTWHILETHERATEOFJUNIORSGROUPDROPSTO97WHICHMAYINDICATESWHENLEARNERSARELEARNINGENGLISHTHEYAREUNCONSCIOUSLYIGNORANTOFTHEIMPORTANCEOFNATIVECULTURE35OFSOPHOMORESTHINKTARGETLANGUAGECULTURETEACHINGISMORESIGNIFICANTTHANNATIVECULTURETEACHINGHOWEVER,45OFJUNIORSHAVETHESAMEIDEAWITHTHOSE35OFSOPHOMORESITISVERYCLEARLYTHATMOREANDMOREENGLISHMAJORSHAVEAWRONGIDEAALONGWITHTHEGROWTHOFTHETIMETOLEARNENGLISH85OFSOPHOMORESAND77OFJUNIORSDEEMLEARNINGNATIVECULTUREHELPSLEARNERSTOCOMPREHENDTHETARGETLANGUAGECULTUREBUTTHE许昌学院本科生毕业论文7NUMBEROFJUNIORSHAVINGTHISIDEAISLESSTHANSOPHOMORES39OFSOPHOMORESAND58OFJUNIORSFINDTHEIRCHINESEABILITYBECOMEWEAKNESSTHOUGHTHEIRABILITYOFENGLISHHASIMPROVED66OFSOPHOMORESTALKNATIVECULTUREWITHFOREIGNERSWHILETHERATEOFJUNIORSDROPSTO52ITISAVERYINTERESTINGPHENOMENON12OFSOPHOMORESAND10OFJUNIORSPREFERTHEFOREIGNCULTURETHANNATIVECULTUREITMEANSMOSTOFSTUDENTSLIKENATIVECULTUREABIT81OFSOPHOMORESAND74OFJUNIORSTHINKTHECONTENTSOFTARGETLANGUAGECULTURESHOULDBEMUCHMORETHANNATIVECULTUREINENGLISHTEACHINGBOOKSTHENUMBERCERTIFIESENGLISHMAJORSCANNOTCORRECTLYDEALWITHTHERELATIONSHIPOFNATIVECULTUREANDTARGETLANGUAGE93OFSOPHOMORESAND87OFJUNIORSFIRMLYHOPETEACHERSCANTEACHTHEMMOREBACKGROUNDKNOWLEDGEOFCHINESECULTUREWHICHMEANSSUBJECTSAREEAGERTOLEARNMORECHINESECULTUREBUTTHEBOOKSCANNOTMEETTHEIRDEMANDOFNATIVECULTURE96OFSOPHOMORESAND93OFJUNIORSWANTTODISCUSSCHINESECULTUREBUTDONOTKNOWHOWTOEXPRESSITINENGLISHITCANBESEENTHATMOSTENGLISHMAJORSCANNOTEXPRESSNATIVECULTUREPROFICIENTLY76OFSOPHOMORESAND78OFJUNIORSWANTTOOPENCHINESECOURSEASOURPROFESSIONALREQUIREDCOURSES84OFSOPHOMORESAND97OFJUNIORSCONSIDERIFYOURCHINESEISVERYGOOD,ITWILLALSODOGOODTOYOUREMPLOYMENTFORRESEARCHERSABILITYISLIMIT,THERESEARCHERJUSTANALYSESTHEIRSIMILARITIESTHEYHAVETHESAMEQUESTIONS,ASFOLLOWINGFIRSTLY,MOSTENGLISHMAJORSTHINKTHELEARNINGOFFOREIGNCULTUREISMOREIMPORTANTTHANTHELEARNINGOFNATIVECULTURESECONDLY,MOSTENGLISHLEARNERSWANTTOLEARNNATIVECULTUREBUTTHECONTENTSOFENGLISHBOOKSCANNOTMEETTHEIRDEMANDFINALLY,MANYENGLISHMAJORSDONOTKNOWTHEPOSITIVETRANSFERFUNCTIONOFNATIVECULTUREINLANGUAGELEARNINGAIMINGATTHESEQUESTIONS,THERESEARCHERJUSTANALYSESTHEMINTHEFOLLOWINGCHAPTERS许昌学院本科生毕业论文8CHAPTERTHREEDISCUSSIONONTHEEXISTINGPROBLEMSNORMALLY,EVERYSTUDENTENCOUNTERSALLKINDSOFDIFFICULTIESANDMAKESERRORSABOUTUNDERSTANDINGOFNATIVECULTUREWHATPROBLEMSDOEXISTINOURDAILYLEARNINGACCORDINGTOTHEOBSERVATIONOFTHECURRENTSITUATIONOFLEARNINGNATIVECULTUREOFENGLISHMAJORSFROMXUCHANGUNIVERSITY,THERESEARCHERHASLOOKEDINTOTHEQUESTIONSANDCAUSESOFTHEPROBLEMSSOMETENTATIVESUGGESTIONSAREGIVENINTHISCHAPTERTOHAVEABETTERIMPROVEMENTFORENGLISHMAJORSNATIVECULTURELEVEL31TENTATIVEREASONSFORSTUDENTSCOMPREHENSIVEERRORSFROMCHAPTERTWOTHERESEARCHERHASGAINEDANOVERALLPICTUREOFTHENATIVECULTURESCOMPREHENSIVESITUATIONOFTHESUBJECTSTHESITUATIONISNOTIDEALTHERESEARCHERATTEMPTSTOEXPLAINTHEMAINFACTORSTHATCAUSEDTHEPROBLEMSACCORDINGTOTHEFOLLOWINGASPECTS1LACKOFCULTURALSELFCONSCIOUSNESS2SINGLELEARNINGCONTENTS3IGNORINGTHEPOSITIVETRANSFERFUNCTIONOFNATIVECULTURE311LACKOFCULTURALSELFCONSCIOUSNESSCOGNITION,UNDERSTANDINGANDINTERPRETATIONOFTHEIROWNNATIONALCULTURALHISTORY,