Creative Education
2011. Vol.2, No.3, 279-287
Copyright © 2011 SciRes. DOI:10.4236/ce.2011.23038
Aphasia of Chinese Culture in Senior High School English
Teaching—Taken a Key Middle School in Kunming
as the Example
Dimin Luo
School of Foreign Languages & Literature, Yunnan Normal University, Kunming, China.
Email: luodimin@163.com
Received May 27th, 2011; revised June 15th, 2011; accepted June 22nd, 2011.
Studies on aphasia of Chinese culture in college English teaching have been focused for a long time. Yet little
attention has been paid to the senior high school English teaching concerning this problem. As a matter of fact,
senior high school English teaching plays an essential role in English learning. In order to find out whether
aphasia of Chinese culture exists in this stage and dig out the factors, the author has carried out a survey with
quantitative and qualitative methods in the senior high school students of Grade one and teachers of a key mid-
dle school in Kunming. The survey reveals that this phenomenon does exist in senior high school English teach-
ing and the extent is rather severe. The main reasons are lack of introduction on Chinese culture in English class,
inadequacy of Chinese culture in textbooks and no emphasis on Chinese culture in English test. According to the
explored reasons, the aut h o r proposes the corresponding suggestive s o lu t i ons to the problem. They are: to reform
the culture teaching, to add more Chinese culture in textbooks and to revise NMET (National Matriculation
English Test).
Keywords: Aphasia of Chinese Culture, Senior High School English Teaching, Chinese Culture Education
Introduction
With the frequent contacts among different countries, inter-
cultural communication is becoming more essential. Learning
English is playing an important role in modern education. It has
become a required course in both secondary and higher educa-
tion in China. Mostly, the cultural content of English teaching
is about the target culture, so students have become unfamiliar
with their native culture, which means they are unable to express
native culture in English well in intercultural communic a ti on.
Target culture is important in language learning, but it is not
wise to neglect the expression of native culture. Through the
comparison between two cultures, students can be more aware
of the cultural identity. Samovar has pointed out that language
usage and style reflect the personality of a culture in much the
same way that they reflect the personality of an individual
(Samovar, 2009). Thus the first way to make intercultural com-
munication is to know one’s own culture.
This paper aims at investigating the aphasia of Chinese cul-
ture in senior high school English education through exploring
the issues on the existence of this phenomenon, the extent, the
factors and the suggestive solutions to improve the cultural
teaching in senior high school.
Literature Review
Culture and Culture Teaching
Culture has so far been defined by different scholars from
different perspectives. But it always refers to some characteris-
tics shared by a community, especially those which might dis-
tinguish it from other communities (Hudson, 2007).
Culture is also classified in many ways. To distinguish be-
tween the culture of non-English-speaking countries and that of
the English-speaking country, culture is divided into native
culture and target culture (Zhang & Zhang, 2007). Regarding
this paper, it aims at investigating the phenomenon of students’
aphasia of native culture, this classification is more proper.
Culture teaching plays an essential part of foreign language
teaching in China Since 1960, culture has been emphasized.
Many researchers and scholars have discussed the necessity of
culture teaching in English teaching to help Chinese learners
overcome pragmatic failures in intercultural communication.
They have offered their ideas about culture teaching, which
produced very good results. Besides, cultural awareness has
been included in New English Curriculum Criteria for Senior
School as one of the main five curriculum objectives in 2003. It
requires that students should try to distinguish the differences
and the similarities of Chinese cultures and foreign cultures to
enhance the ability of intercultural communication (Ministry of
Education, 2003).
Although culture teaching experienced its great development
and improvement, culture teaching in China has predominantly
focused on the teaching of target culture but ignored native
culture. Consequently, many Chinese learners find it hard to
conduct the effective intercultural communication. This unbal-
ance culture teaching actually would make some obstacles in
intercultural communication.
Aphasia of Chinese Culture
As a matter of fact, the unbalance culture teaching results in
the aphasia of native culture. Aphasia is originally used as the
D. M. LUO
280
disease in medical science. It refers to brain-generated defect in
sounding words (Gao, 2006). In 1990s, Cao proposed the term
“aphasia of Chinese literature” in face of the loss of Chinese
literature (Cao, 1996). In China, it is Cong Cong who first cited
this term in the teaching field in Guangming Daily. According
to him, “aphasia of Chinese culture” means that in intercultural
communication, students are incompetent in expressing Chi-
nese culture in English, which is beneficial to neither students’
overall development of communicative competence nor the
successful and equal communication (Cong, 2000). After the
publication of this article, more and more people are aware of
this phenomenon. Some linguistic scholars in China have real-
ized the importance of keeping a balanced teaching of target
culture and native culture.
Previous Studies on the Aphasia of Chinese Culture
Concerning the previous studies, both theoretical studies and
empirical studies have been done.
There are some essential theoretical studies in this field. Liu
emphasized cultural teaching should balance native culture and
target culture. He proposed some strategies for the integration
of target culture and native culture (Liu, 2003). Gao brought
forward “productive bilingualism” which can be represented by
“1 + 1 > 2”, as the incorporation of two languages and two
cultures results in the fulfillment of creative potentials (Gao,
2001). Zhang et al. suggested “Productive Multiculturalism” to
balance the diverse culture in English learning (Zhang, Mi, &
Sun, 2009). Zhang criticized three misunderstandings of inter-
cultural communication to arise students’ and teachers’ atten-
tion to native culture (Zhang, 2009). Liu and He explored the
post-orientation of localization in China from the perspective of
globalization (Liu & He, 2010).
There are also some significant empirical studies in this field.
Deng and Ao investigated the aphasia of Chinese culture from
the aspect of English majors and proposed some suggestions on
the textbook, curriculum and the abilities of teachers (Deng &
Ao, 2005). However, their investigation lacked the students’
participation. Zhang et al. took the notice of the aphasia of
Chinese culture in non-English majors (Zhang, Mi, & Yin,
2008). While, they only adopted the questionnaires to dig out
the reason, which were not complete enough. Xiao et al. studied
the current situation of the aphasia of Chinese culture in college
by investigating the teaching management and revealed that
Chinese culture teaching does not correspond to the college
English syllabus (Xiao, Xiao, Li, & Song, 2010).
The literature review indicates several gaps in terms of ex-
ploring of the issue on the aphasia of Chinese culture. Regard-
ing subjects, most of studies focus on the higher education, and
few studies have been touched on middle school education. For
methods, most of the studies focus on the theoretical study and
quantitative methods, but little work has combined both of
them together to dig out the deeper and more specific reasons.
As for the key materials—textbooks and NMET (National Ma-
triculation English Test) papers, they are ignored by the schol-
ars on this phenomenon.
According to the research gaps mentioned above, further re-
search needs to complement them. Thus this paper studies this
issue from the aspect of senior high school’s context and fo-
cuses on Chinese culture in classroom instruction, textbooks
and NMET papers to enhance the culture teaching in senior
high school English class.
Research Questions, Su bjects, Method ol o gy and Data
Collection
Research Questions
For the intentions of disclosing the problems underlying lack
of native culture and providing countermeasures, the present
study is designed to answer the following questions:
1) Does the aphasia of Chinese culture exist among senior
high school students? If so, to what extent do the students
“lose” their Chinese culture?
2) What’s the arrangements of Chinese culture in English
class?
3) What’s the proportion of Chinese culture in English text-
books?
4) What’s the proportion of Chinese culture in NMET pa-
pers?
Subjects
Subjects in this study: 1) 112 students from a key middle
school in Kunming. All of them are senior high school students
of Grade one, for they are not so busy to prepare the NMET. 2)
10 teachers from the same middle school in Kunming. 3) 5
required NSEFC (New Senior English for China) textbooks. 4)
5 NMET I papers 2006 to 2010.
Methodology
In order to make the investigation more comprehensive, both
quantitative methods and qualitative methods are applied.
For the quantitative methods, questionnaires and test papers
are adopted. They are adapted and revised according to Zhang
Liyue (2009)’s, for her test papers and questionnaires are more
proper. The test paper is for the students. The questionnaires are
one for teachers and one for students. The test paper is designed
to check whether the aphasia of Chinese culture exists among
senior high school students and to what extent the students
“lose” the native culture. It consists of twenty Chinese phrases
which can typically reflect Chinese culture. All of them are
required to be translated into English. There are 100 scores in
all. The questionnaire for teachers includes ten multiple choices
with four scales, A = strongly agree; B = agree; C = disagree; D
= strongly disagree. The questionnaire for students also in-
cludes ten multiple choices with four scales.
As for qualitative methods, it includes observation of the
class and document analysis. The observation lasts one month
for 3 teachers’ classes. It aims to dig out the more objective
reasons. In doing this, the researcher does not let the teachers
and students know anything about this research beforehand.
Document analysis includes the analysis of textbooks and NM ET
I papers. The former concentrates on 5 required textbooks
(NSEFC) published by People’s Education Press to know the
culture arrangements of the textbooks, especially the proportion
and selection of Chinese culture in it. Since there are no special
items for testing culture knowledge, the latter focuses on the
culture carriers—the cloze and reading parts of NMET I papers
2006 to 2010 to see the proportion of Chinese culture in the
papers.
Data Collection
Questionnaire and test paper investigations are applied after
the class observation. For the questionnaires, 112 students and
D. M. LUO 281
10 teachers were invited to finish. The students’ valid ques-
tionnaires are 103; the teachers’ valid questionnaires are 10.
Concerning the test papers, 112 students are asked to finish.
The valid test papers are 103. Thus, the investigation is valid
enough. Before answering the test paper and questionnaires, the
subjects had been told that the scores of the paper and the ques-
tionnaires had nothing to do with their other any achievements.
Thus, their answers could be more objective and real.
As to the observation, it lasts one month from November to
December in 2010. The researcher listened to 3 teachers’ cla ss es .
When the author listened, she not only recorded the class but
also made notes about the culture elements.
Concerning the textbooks and NMET papers, the author cal-
culated the percentage of Chinese culture in the textbooks and
NMET papers. The results are displayed in the form of tables.
Data Analysis
According to the data collected, this part is devoted to ana-
lyzing the results of the questionnaire, the test paper, the ob-
servation and the document analysis. First of all, the existence
of the phenomenon will be examined. Secondly, the reason of
this phenomenon will be analyzed according to the collected
data.
Existence of the Phenomenon
As mentioned above, the test paper for student subjects are
used to check whether the aphasia of Chinese culture exists
among senior high school students. According to the scores of
the test paper, the following bar graph is displayed with the
help of Excel.
Figure 1 shows the panorama of students’ ability of express-
ing Chinese culture in English. Students’ scores of the whole
test paper are rather low and even 60 scores is luxurious. These
numbers apparently demonstrate the aphasia of Chinese culture
does exist in senior high school English teaching and the extent
is severe.
Reason Analysis of Students’ Chinese Culture’s
Aphasia
As stated above, the aphasia of Chinese culture exists in sen-
ior high school English education. Then, the following question
comes: what the factors are responsible for this phenomenon?
According to the investigation, three main factors have been
dug out.
Lack of Introduction on Chinese Culture in English
Class
Item 1 in students’ and teachers’ questionnaire asks about the
difficulty of expressing Chinese culture. Table 1 has illustrated
that 90% teachers and 94.18% students agree the degree of the
difficulty in expressing Chinese culture in English is rather high.
To explore the reasons, the questionnaires also investigate
the culture construction in EFL class as well as the means of
getting culture knowledge. Item 8 in students’ questionnaire
asks about whether teachers often teach western culture in Eng-
lish class, and item 9 asks about whether teachers often teach
Chinese culture in English class. The results of Table 2 show
that their teachers often introduce the knowledge of English
culture in class; however, the introduction of Chinese culture is
rare.
Item 6 in teachers’ questionnaire asks whether teachers
themselves often introduce Chinese culture in English class.
Table 3 shows that 90% teachers confess their introduction on
Chinese culture is not enough.
During the observation, the researcher found the culture in-
troduction usually concentrated on the leading in part which
lasts 5 to 10 minutes. As for Chinese culture, if it appeared in
the textbook, the teacher would extend a little; if there is no
related introduction about Chinese culture, the teacher would
not discuss it. In Table 4, it’s clear that teachers spend plenty of
time analyzing language points and exercise. That means they
emphasize language forms in English study quite a lot.
From information above, it is concluded that there are some
problems in terms of culture teaching. That is, there is not
enough construction about native culture in English class. In
a word, the lack of introduction on Chinese culture in class
makes students feel difficult in expressing Chinese culture in
English.
Inadequacy of Chinese Culture in Textbooks
Although there are many English teaching materials, the
textbooks are the main source helping improve students’ Eng-
lish. In addition, it is the textbooks that reflect the syllabus, the
teaching and the learning. Therefore, textbooks play an impor-
tant role in teachers’ carrying out the teaching syllabus. Spe-
cifically, it is important for culture teaching.
In terms of the investigation about textbooks, item 7 and item
8 in teachers’ questionnaire has been involved. Item 7 asks
whether teachers feel it enough to apply the textbooks to fin-
ishing the cultural teaching and item 8 asks whether teachers
think the textbooks have included adequate foreign and Chinese
cultural materials. Table 5 shows most teachers do not think the
textbooks could satisfy their cultural teaching needs and there is
not enough introduction on Chinese culture in the textbooks.
In addition, Table 6 reveals that there is not adequate Chi-
nese culture introduction in the five required textbooks from the
more objective perspectives. Table 6 reports there is only 12%
Chinese culture in the textbooks.
Thus, the inadequacy of teaching material in the textbooks is
also responsible for students’ “lose” the native culture.
No Emphasi s on Chinese Culture in English Test
Tests are usually constructed as devices to reinforce learning,
to motivate students and to offer feedbacks and directions to
Figure 1.
tudents scores of the test paper. S
D. M. LUO
282
Table 1.
Choices in the questionnaire.
A (Strongly Agree) B (Agree) C (Disagree) D (Strongly Disagree)
Item 1 N P N P N P N P
Students’ 27 26.22% 70 67.96% 5 4.85% 1 0.97%
Teachers’ 1 10% 8 80% 1 10% 0 0%
Table 2.
Choices in the questionnaire.
Item (Students’) A (Strongly A gree) B (Agree) C (Disagree ) D (Strongly Disa g ree)
N P N P N P N P
Item 8 20 19.42% 61 59.22% 18 17.48% 4 3.88%
Item 9 21 20.39% 13 12.62% 65 63.11% 4 3.88%
Table 3.
Choices in the questionnaire.
Item (Teachers’) A (Strongly Agree) B (Agree) C (Disagree) D (Strongly Disagree)
N P N P N P N P
Item 6 0 0% 1 10% 7 70% 2 20%
Table 4.
Arrangements of English teaching in this key middle school.
Monday (2 coures) Leading in and analyz ing t he structure of the text
Tuesday (2 coures) Analyzing the language points in the text
Wednesday (2 coures) Analyzing the language points in the text
Thursday (2 coures) Analyzing the exercises
Formal Course
Friday (2 coures) Analyzing the exercises
Morning self-study Twice or Three Times f or a Week Instructing students to read, listen and distingu i sh some dif ficult grammars
Evening self-study Once or Twice for a week Instructing students to do the exercise
teaching. A good testing system has positive effects on English
teaching and learning.
At present, for senior high school students, the NMET is
considered as the most important test. It is the most essential
factor in English learning for senior high school students in
China, guiding the content of English learning (Zhao, 2008).
NMET involves listening, grammar, cloze, reading and writing.
Tables 7 and 8 show that the proportion of Chinese culture in
cloze and reading part is rather low, compared with the target
culture. Proportion of Chinese culture in reading is 4%, while
the target culture is 76%. The proportion of Chinese culture of
Chinese culture in cloze is 0%, while the target culture is 60%.
Item 10 teachers’ questionnaire and item 10 in students’
questionnaire involve this question. Table 9 indicates that most
of the teachers and students consider the main reason they ig-
nore the Chinese culture in English teaching and learning is that
there is little content about it in examination.
Therefore, NMET can’t avoid being blamed on for students’
poor ability of expressing Chinese culture in English.
In a word, the inadequate construction on Chinese culture in
English class, the limited teaching material in English text-
books, and the NMET which has no emphasis on English ver-
sions of Chinese culture are responsible for the existence of the
aphasia of Chinese culture.
Suggested Solutions
Changes on C u l tural Teachi ng M ethod
Contrastive Method
In the aspect of cultural studies in foreign language education,
the scholars in Euramerican countries have done a lot of em-
pirical studies which provide us Chinese plenty of classical
examples and suggestions. Kramch claims that cultural teach- s
D. M. LUO 283
Table 5.
Choices in the questionnaire.
Items (Teachers’) A (Strongly Agree) B (Agree) C (Disagree) D (Strongly Disagree)
N P N P N P N P
Item 7 0 0% 1 10% 6 60% 3 30%
Item8 0 0% 0 0% 4 40% 6 60%
Table 6.
Culture arrangement in NSEFC.
Culture Selection Example N P
Target Culture Puzzles in Geography (Book 5, Unit 2, R eading A) 9 36%
Chinese Culture A Pioneer for All People (Book 4, Unit 2, Reading A) 3 12%
Compara ti ve Culture Festivals Ar ound the Wo rld( Book 3, U nit 1 , Reading A) 2 8%
Non-target and Non-Chine s e Culture A Student of African Wildlife (Book 4, Unit 1, Reading A) 4 16%
Common Cultu re First Aid for B urns (Book 5, Unit 5, Reading A) 7 28%
Table 7.
Cultures in reading part of NMET I papers (2006-2010).
Chinese Culture Target Culture Common Culture
Reading N P N P N P
2006 1 (D) 20% 3 (BCE) 60% 1 (A) 20%
2007 0 0% 4 (ACDE) 80% 1 (B) 20%
2008 0 0% 4 (A B D E) 80% 1 (C) 20%
2009 0 0% 3 (B C E) 60% 2 (A D) 40%
2010 0 0% 5 (A B C D E) 100% 0 0%
Total 1 4% 19 76% 5 20%
Note: “A, B, C, D, E” respectively stan d s for “passage A, passage B, passage C, p assage D, passage E” in NMET I.
Table 8.
Cultures in cloze part of NMET I papers (2006-2010).
Chinese Culture Target Culture Comm o n Culture
Cloze N P N P N P
2006 0 0% 0 0% 1 100%
2007 0 0% 1 100% 0 0%
2008 0 0% 0 0% 1 100%
2009 0 0% 1 100% 0 0%
2010 0 0% 0 0% 1 100%
Total 0 0% 2 40% 3 60%
Table 9.
Choices in the questionnaire.
AStrongly Agree B (Agree) C (Disagree) D (Strongly Disagree)
Items N P N P N P N P
Item 13 in Te achers’ 7 70% 3 30% 0 0% 0 0%
Item 16 in Students’ 23 22.33% 57 55.34% 7 6.80% 16 15.53%
D. M. LUO
284
ing should be integrated in foreign language teaching (Kramsch,
1993). Thus, Chinese culture should be added in the language
teaching. Meanwhile, in the process of introducing western
cultures, comparing and contrasting with the Chinese culture is
necessary. This is called contrastive method which is an impor-
tant device in intercultural teaching. Through contrasting and
comparing, Chinese students of English can have a cognitive
awareness of cultural differences and similarities between the
two languages. A good use of the similarities between the lan-
guages could help students express the idea more naturally and
idiomatically. Meanwhile, differences can increase their cul-
tural awareness.
For instance, when students learn Unit 3, A Taste of English
Humor in New Senior high school English for China Book 4, a
contrast study could be made between the English humor and
the Chinese humor. It may be done as the Table 10 shows:
By doing this activity, students could learn something about
both Chinese and English humors. Integration of two cultures
could finally be achieved and stimulate students’ potential abil-
ity.
Translation Method
Now that western culture input is holding a dominant role in
English textbooks and tests. Chinese English teachers can trans-
late some English to Chinese proverbs or idioms. A typical
example of this is that: East or west, home is the best. In Chi-
nese, it equals to 金窝银窝不如自己的狗窝.
While translate the proverbs or idioms, Chinese English
teachers are suggested to make comparison between the English
expression and the Chinese one to deepen the understanding the
similarities and differences between them.
Suggestions on Textbooks
English textbooks play a major and central part in English
learning and teaching. They are the reflection of teaching syl-
labus and the essential media for teachers and schools to
achieve the aims of teaching. According to the above reason
analysis, it is found that Chinese cultures in textbooks are not
adequate. Therefore, adjustment and improvement should be
made on English textbooks. It’s wise to increase Chinese cul-
ture in English textbooks, which can make teachers and stu-
dents pay much more attention. It can also create more chances
for students to arrive at a better understanding of both Chinese
can western cultures.
Changes on Eval uation
Evaluation plays an important role in English curriculum.
Evaluation can make the teachers acquire the feedback of the
students’ English study (Richards, 2000). A test may have ei-
ther a harmful or beneficial effect on English teaching and
learning. A good English test should have a positive effect on
the teaching and learning of English.
Since there are no planed and systematic items to test Chi-
nese cultures in English tests, the content of English test items
should be adjusted. Adequate attention should be given to test-
ing students’ ability of expressing Chinese culture in English by
adding some special items in the tests, which can exert a posi-
tive effect on intercultural communication.
If there are no reforms about evaluation, it will be difficult to
realize the objectives of Chinese culture teaching. Thus, ac-
cording to the features of Chinese culture teaching, some new
forms or contents of NMET should be designed. Otherwise,
Chinese cultural teaching can’t be paid enough attention and is
difficult to carry out. Therefore, making sure the evaluation
system complete is essential for Chinese cultural teaching.
Conclusion
In senior high school English teaching in China, teachers at-
tach much importance to words, grammatical points and idioms
in order to enhance students’ basic linguistic competence and to
score high in NMET. However, this hinders students’ socio-
cultural competence. The result is that although students have
studied years of English they are unable to express Chinese
culture in English. This makes the intercultural communication
unsatisfactory and unsuccessful. Through the investigation with
quantitative and qualitative methods, this paper finds out that
the aphasia of Chinese culture does exist among senior high
school students and there are three main factors that are respon-
sible for this phenomenon. They are: 1) lack of introduction on
Chinese culture in English class; 2) inadequacy of Chinese
culture in textbooks; 3) no emphasis on Chinese culture in Eng-
lish test.
To balance the target language learning and native language
learning, this paper proposes three suggestive solutions: 1)
making changes on cultural teaching method; 2) adding more
Chinese culture in English to the textbooks; 3) revising NMET
to realize the objectives of Chinese cultural teaching.
In a word, this paper makes empirical study of the aphasia of
Chinese culture and provides suggestive solutions to the prob-
lem to improve the current culture teaching in senior high
school English class.
Nevertheless, this paper is not without its limitations. Firstly,
the test in the investigation does not seem large enough. In
Table 10.
Humors in China and western countries.
1 2 3 4
S Implicit & Restraint Profound cultural accumulation Enlightened Understated & quick-witted
Chinese laughing at others Clever people doing stupid thingsEmphasizing
expression of words Example:
My Own Sw ord sman
D
Western Laughing at themselves St upid people doing stupid thingsEmphasizing exaggerated
expressions and gestures Example: Mr. Bean
Note: “S” stands for simil ar ities, “ D” stands for differences.
D. M. LUO 285
addition, the investigation is only in the written form but leaves
the oral test aside. Last, the solutions suggested in this paper are
based on the investigation but have not been under the test of
the culture teaching in the real class.
Thus, the research is only done partly in this paper, how to
train senior high school students to achieve successful intercul-
tural communication demands further study.
Acknowledgements
The author is greatly indebted to the subjects for their
friendly and honest participation in this study. Special thanks to
her supervisor Prof. Lisheng Li, whose instruction and encour-
agement has contributed greatly to the completion of the paper.
The author is also grateful for Prof. Jieyun Duan for her con-
nection with the key middle school, helpful suggestions and
encouragement. Many thanks to Mr. Bo Zhao, the PhD. candi-
date of the Chinese academy of sciences for his great encour-
agement. Sincere gratitude goes to the anonymous reviewer for
his/her valuable revising suggestions on this paper.
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doi:10.1631/jzus.2000.0039
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Appendix I. Test Paper
Test on Aph asia of Chinese Culture in Seni or High
School English
Note: Please translate the following Chinese independently.
If you don’t know the answers, you may not write down any-
thing. Don’t consult the dictionaries or classmates. The results
are only used for the study of foreign language teaching.
Translate the following Chinese into English:
1. 火锅
2. 拜年
3. 中秋节
4. 功夫
5. 孔子
6. 市长
7. 麻将
8. 电影《唐山大地震》
9. 长城
10. 《红楼梦》
11. 上海世博会
12. 豆腐
13. 梅花
14. 国画
15. 压岁钱
16. 团支部书记
17. 筷子
18. 过桥米线
19. 瓷器
20. 高考
Appendix II. Questionnaire
Questionnaire on Aphasia of Chinese Culture in
Senior High School English Teaching (Students’)
School:____________ Grade:____________
Dear class,
Nice to meet you!
Thanks for your participation in this survey. The purpose of
this survey is to investigate the aphasia of Chinese culture in
senior English teaching. Please carefully read and respond to
each question. Of course, all data collected here will be only
used for this study, and your questionnaire will be kept prop-
erly.
Thank you for your cooperation!
Multiple Choices
1. I feel it difficult to express Chinese culture in Eng-
lish._____________
A strongly agree B agree
C disagree D strongly disagree
2. Culture is equal._____________
A strongly agree B agree
C disagree D strongly disagree
3. Language learning is closely related to the culture learn-
ing._____________
A strongly agree B agree
C disagree D strongly disagree
4. It’s unnecessary to learn Chinese culture in English class
for what I study is English. _____________
A strongly agree B agree
C disagree D strongly disagree
5. When I communicate with foreigners, it’s necessary to in-
troduce the excellent Chinese culture. _____________
A strongly agree B agree
C disagree D strongly disagree
6. I really hope that I can express Chinese culture in English
in English class to motivate my English learning.
_____________
A strongly agree B agree
C disagree D strongly disagree
7. I learn the knowledge of culture mainly by the textbooks.
_____________
A strongly agree B agree
C disagree D strongly disagree
8. The teacher often teach the western culture when he or she
analyzes the text.
A strongly agree B agree
C disagree D strongly disagree
9. In the English class, the teacher also often introduces
some Chinese culture.
A strongly agree B agree
C disagree D strongly disagree
10. The reason why the English expression of Chinese cul-
ture is ignored is that there are few points in NMET papers.
_____
A strongly agree B agree
C disagree D strongly disagree
Appendix III
Questionnaire on Aphasia of Chinese Culture in
Senior High School English Teaching (Teachers’)
Dear teachers,
Nice to meet you!
Thanks for your participation in this survey. The purpose of
this survey is to investigate the aphasia of Chinese culture in
senior high school English teaching. All the data collected here
will be only used for this study, and your questionnaire will be
kept properly.
Thank you for your cooperation!
Multiple Choices
1. Students often can’t express Chinese culture in English.
_____________
A strongly agree B agree
C disagree D strongly disagree
2. It’s not proper to introduce Chinese cultures in English
class. _____________
A strongly agree B agree
C disagree D strongly disagree
3. Learning Chinese culture has little influence on English
learning. _____________
A strongly agree B agree
C disagree D strongly disagree
4. it’s not important for students to develop the ability of ex-
pressing Chinese culture in English.
A strongly agree B agree
C disagree D strongly disagree
5. It’s necessary for students to introduce Chinese excellent
D. M. LUO
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culture when they communicate with foreigners. _____________
A strongly agree B agree
C disagree D strongly disagree
6. I often introduce Chinese culture in English teaching.
_____________
A strongly agree B agree
C disagree D strongly disagree
7. The current textbooks can satisfy my culture teaching.
_____________
A strongly agree B agree
C disagree D strongly disagree
8. The current textbooks have contained enough target cul-
ture and Chinese culture._____________
A strongly agree B agree
C disagree D strongly disagree
9. I often find the materials are inadequate when teaching
culture. _____________
A strongly agree B agree
C disagree D strongly disagree
10. The reason why the English expression of Chinese cul-
ture is ignored is that there are few points in NMET papers.
__________
A strongly agree B agree
C disagree D strongly disagree