ABSTRACT

Cultural sensitivity, also known as intercultural awareness, refers to the competence of observation, understanding, acceptance, appreciation and taking advantage of foreign cultures based on the deep understanding of local culture. It is one of the core competences of intercultural communication skills. Junior high school English teachers not only need to have the ability of teaching English language skills, but also have keen perception, identification and comprehension of different cultures, and establish a certain relationship among these different cultures, where positive communication and mutual understanding are achieved. By analyzing an in-depth interview with a junior high school English teacher, this paper aims to explore her cultural sensitivity so as to provide a reference for the improvement of junior English teachers' intercultural communication skills. Analysis of the interview finds that teachers pay more attention to the mastery of knowledge and teaching method, and there is little analysis of the cultural dimension of understanding their teaching. Teachers’ accomplishment of cultural sensitivity requires to be improved.

Key words: cultural sensitivity; intercultural awareness; junior high school English teachers

CONTENTS

ACKNOWLEDGEMENTS

ABSTRACT

摘要

Chapter One  INTRODUCTION-1

Chapter Two  LITERATURE REVIEW-3

2.1 Culture in Language Teaching-3

2.2 Cultural Sensitivity-4

2.2 Teachers’ Cultural Sensitivity-4

Chapter Three  RESEARCH DESIGN-6

3.1 Research Objective and Subject-6

3.2 Research Method-7

Chapter Four  RESEARCH RESULTS-9

4.1 Lack of Critical Reflection on Teaching Materials-9

4.2 Lack of Percipient Attention to Students’ Culture-10

4.3 Lack of Intensive Introspection of Teachers’ Role-11

Chapter Five  FEASIBLE SUGGESTIONS-13

5.1 Guidance for Teachers to Establish a Role of Percipient and Reflective Practitioner-13

5.2 Cultivation and Promotion of Teachers’ Intercultural Competence-14

5.3 Construction of Multicultural System of Teachers’ Education-15

Chapter Six  CONCLUSION-17

REFERENCES-19