In China, the teaching of culture was stipulated to be very important at the government level in the form of a curriculum in early 2000s. Now although the teachers seem to be fully aware of the significance of culture...In China, the teaching of culture was stipulated to be very important at the government level in the form of a curriculum in early 2000s. Now although the teachers seem to be fully aware of the significance of culture teaching, there are misunderstandings about it. A survey was conducted to find out how the teachers understand and meet the requirements of the curriculums. The results show even the teachers do not understand the objectives of ELT （English Language Teaching） stipulated in the curriculums. They need training and the requirements need clarification, so that the gap between what is expected and what is performed can be bridged.展开更多
Teachers often feel unsure about English language teaching in intercultural dimension because they think the courses they took before are language knowledge oriented. Even though they hear about language-culture teach...Teachers often feel unsure about English language teaching in intercultural dimension because they think the courses they took before are language knowledge oriented. Even though they hear about language-culture teaching theory and practice in the classroom, they are lack of confidence in trying to introduce a cultural dimension. The purpose of the article is to discuss how to integrate the theory of English teaching in intercultural dimension with its practical application in the classroom and to what extent the in-service teacher training course designed for middle school English teachers in Xinjiang can contribute to promoting their acquisition of intercultural communicative competence. The innovation requires changes in teachers' self-concept, in their professional qualifications, in their attitudes and skills towards English learning and teaching. Some activities for the course are presented and some ideas may serve suggesting approaches to teacher training.展开更多
文摘In China, the teaching of culture was stipulated to be very important at the government level in the form of a curriculum in early 2000s. Now although the teachers seem to be fully aware of the significance of culture teaching, there are misunderstandings about it. A survey was conducted to find out how the teachers understand and meet the requirements of the curriculums. The results show even the teachers do not understand the objectives of ELT （English Language Teaching） stipulated in the curriculums. They need training and the requirements need clarification, so that the gap between what is expected and what is performed can be bridged.
文摘Teachers often feel unsure about English language teaching in intercultural dimension because they think the courses they took before are language knowledge oriented. Even though they hear about language-culture teaching theory and practice in the classroom, they are lack of confidence in trying to introduce a cultural dimension. The purpose of the article is to discuss how to integrate the theory of English teaching in intercultural dimension with its practical application in the classroom and to what extent the in-service teacher training course designed for middle school English teachers in Xinjiang can contribute to promoting their acquisition of intercultural communicative competence. The innovation requires changes in teachers' self-concept, in their professional qualifications, in their attitudes and skills towards English learning and teaching. Some activities for the course are presented and some ideas may serve suggesting approaches to teacher training.
