Research on Problems and Strategies in Cultivating Students'
Intercultural Awareness in Junior High School English 
Reading Teaching

Dongzhao Wang

doi:10.70711/neet.v4i2.8698

Research on Problems and Strategies in Cultivating Students' Intercultural Awareness in Junior High School English Reading Teaching

Dongzhao Wang

Abstract

The Compulsory Education English Curriculum Standards (2022 Edition) identifies intercultural awareness as a key dimension of
English subject core competencies. Junior high school English reading teaching, as a core carrier for cultural transmission, however, faces
practical problems such as students' confusion in intercultural cognition and disconnection between knowledge and application. Based on
Edward T. Hall's high-context and low-context theory, this study addresses four key obstacles in eighth-grade students' intercultural context
cognition: conceptual confusion, weak identification ability, disconnection between knowledge and application, and insufficient awareness.
Taking three typical reading texts from Hebei Education Press's Grade 8 Volume 1 English textbook as the carrier, the study conducted three
rounds of progressive action research themed "conceptual cognitionpractical applicationawareness enhancement" among 45 students.
Through 10 weeks of reading teaching practice, a teaching strategy system of "text deconstructionkey word identificationscenario transfercultural sublimation" was constructed.

Keywords

Junior High School English Reading Teaching; Intercultural awareness; High-context and low-context theory; Action research; Cultivation strategies; Hebei Education Press textbooks

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References

[1] Hall, E. T. (1976). Beyond culture. Doubleday.

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DOI: http://dx.doi.org/10.70711/neet.v4i2.8698

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