【正文】 d an abstract idea but a virtual certainty. The pla Earth is not shrinking, but time and space are. Trains, planes, telephones, televisions, the Inter, and other forms of modern transportation and munication reduce the time and distance that once kept the peoples of the world apart. Even people who do not travel far from home live in the global village. In the metaphor of the global village, nations are like families and continents are like neighborhoods. However, for a long time in China, the grammaroriented perspective petence, which results in the inefficiency of FLT in China. Foreign language teaching in secondary schools is largely he teaching of language structures. The link of culture teaching to secondary school FLT is especially rare. The foreign language teaching objectives in secondary On the Cultivation of Intercultural Awareness in English Teaching at Junior Middle Schools 2 schools emphasize the teaching of phoics, vocabulary and grammar, which makes FLT a pure training of language skills that are out of context. As a result, the Chinese secondary school students39。本文根據(jù)跨文化意識(shí)培養(yǎng)來(lái)分析 初中 英語(yǔ)教學(xué)。 3．湖南第一師范學(xué)院在組織專(zhuān)家對(duì)畢業(yè)論文 (設(shè)計(jì) )進(jìn)行復(fù)審時(shí)，如發(fā)現(xiàn)本文抄襲，一切后果均由本人承擔(dān)，與學(xué)院和畢業(yè)論文指導(dǎo)教師無(wú)關(guān)。除文中特別加以標(biāo)注的地方外，本文不包含其他人或其它機(jī)構(gòu)已經(jīng)發(fā)表或撰寫(xiě)過(guò)的成果。對(duì)本文研究做出重要貢獻(xiàn)的個(gè)人與集體均已在文中明確標(biāo)明。 作者簽名： 日期：二Ｏ一 年 月 日 Department of Foreign Languages, Hunan First Normal University I 摘 要 隨著全球化的加快，外語(yǔ)文化教學(xué)與跨文化交際能力培養(yǎng)變得日 益重要。探究中西方文化差異，指出現(xiàn)階段我國(guó)初中英語(yǔ)教學(xué)中跨文化意識(shí)缺失的問(wèn)題， 并 針對(duì)問(wèn)題找出相應(yīng)的教師與學(xué)生的實(shí)踐方法。 municative petence is far behind their linguistic petence. Therefore, the cultivation of the students39。 (1)culturally diverse environments and their challenges, (2) culturally diverse persons/groups and their needs, (3) cultural constructions that privilege some but not others — this means recognizing, deconstructing, and contesting privilege (Paige,2020). The Components of Intercultural Awareness Brian Spitzberg and William Cupach (1984) isolate three ponents of munication Awareness: motivation, knowledge, and skills. Motivation refers to our desire to municate appropriately and effectively with others. Knowledge refers to our awareness or understanding and what needs to be done in order to municate appropriately Skills are our abilities to engage in the behaviors necessary to municate appropriately and effectively. In real life intercultural munication, there might be some cases in which we may be highly motivated but lack the knowledge or the skills or Department of Foreign Languages, Hunan First Normal University 3 both which are necessary to municate appropriately and effectively. Even if we are motivated and have the knowledge and skills, this does not necessarily mean that we will municate appropriately or effectively. Therefore, there are several other factors that may intervene to affect our behavior in addition to motivation, knowledge and skills we discussed above. These factors include emotional factors, environmental factors and personal factors (Gudykunst, 1991). That is, the emotional reactions of the municators, the environment where the munication happens, and the municators themselves might have some effects on the outes of the interaction whether it is conducted appropriately or effectively Similarly, there are three vital ingredients to developing or acplishing cultural petence (Williams, 2020). They are: (1) Selfknowledge/awareness (2) Experience and knowledge about particular culture (3) Positive change or action for successful interaction with the identified culture. On the Cultivation of Intercultural Awareness in English Teaching at Junior Middle Schools 4 Chapter Two Situation of Intercultural Awareness Training at Junior Middle Schools Now each school attaches great importance to English as a discipline at all levels of society or schools, and students have made effort, but the results are always unsatisfactory. Due to the impact of the structure of teaching theory, English class is always surrounded ability to expand around the language, repeated to plete written exercises and oral exercises, students will feel tedious, efficiency if lagged far behind expectations. In real munication, they can not apply their knowledge, found himself only learned of the dumb Pakistani English. and Requirements of Intercultural Awareness Training at Junior Middle Schools Ministry of Education enacted in 2020 , Nineyear Compulsory fulltime Junior Middle School English Syllabus .English teaching identified goals, objectives , requirements, content , principles, methods and evaluation tools . Outline in the preface explicitly requested by the English course to enable students to understand and respect other nations and nationalities. Excellent cultural tradition 。 secondly, to deal with the exotic culture of the motherland. The relationship between culture , understanding , respect and tolerance of exotic cultures , love the motherland and promote the culture , and thus better in English. Language for the reform and opening up services to strengthen exchanges with countries in services. Materials The current junior high school English teaching model to some extent constrained materials. China39。 teachers39。 Hu Wenzhong, 1989: 198) The sense of shame or guilt can be connected with religious and ethical principle. Christians believe that man is born with sin and the process of life is to atone for his crime. Confucians hold that man should take the obligation of the world as the aim of life and devote oneself to the realization of the aim. Therefore, the Chinese often say, It is my duty。 positive and negative, and everything will develop in the opposite direction when it bees extreme, so it