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The questionnaire (see in Appendix I) was conducted on September 14, 2016. Thequestionnaire consists of ten multiple-choice questions, in order to know the students’culture awareness.From table 4-1, the item 1 is to know the students’ interest in English culture. Wecan see that 75% of the students are interested in it. The item 2 is about the importance ofculture in English study, more than 85% of the students thought it is very important. The3rd and 4th items are about the cultural introduction in teaching. Most students thoughtthat it is necessary for them to know more background information in learning English.The item 5 is to know their ways to obtain the relevant information. The main ways arethe English class at school, Internet and TV. Communicating with foreigners is notavailable because there almost no English-speakers around them. The 6th and 7th itemsare about the students’ attitude to their English teachers and their lessons in class. We cansee that 65% students like to get more information about English Culture in class, but theteachers didn’t give them relevant information frequently. Only few students don’t likethese kind of information in class. The rest of items are about to know the students’attitude to the textbook and the ways to enrich their knowledge of western culture. 70%of the students are satisfied with the textbook, and others are prefer to obtain moreinformation through extracurricular books.

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Conclusion

This chapter includes three parts. In the first part, it draws a conclusion on the majorfindings of the study. Then the implications will be presented. Finally, it points out thelimitations.The study aims to know the current situation and the problems exist in culturalintroduction in senior English reading instruction. From the questionnaires and case study,here are some major findings:First of all, most of the students are interested in English culture and they think thatlearning English culture has a positive effect on their language study. However, they relyon the teachers to teach them in class and they take less spear time to review after class.As for students, most of them regard cultural introduction as an entertainment in class,which shows that students lack the correct understanding of the importance of Englishculture, so it’s very difficult to achieve good teaching effect. And most of the studentsthink that teachers are more knowledgeable than their own, so students used to listen tothe teachers. Teachers also focus on their own teaching process, they seldom payattention to the reaction and the feedback of students. As for teachers, with thedevelopment of the new curriculum reform, they realize the importance of Englishculture in English learning and teaching. However, they have to pay more attention tovocabulary and grammar due to the pressure of Entrance examination. So it’s difficult forstudents to develop their ability of intercultural communication. Most of the Englishteachers prepare their teaching plan without considering the needs of students. They paymore attention to their teaching schedule, at the same time, the class should bestudent-centered. Most of the English teachers rely on the textbook and mainly teach thecontents on the textbook. They seldom choose extracurricular reading materials forstudents. It limits the cultural background knowledge and reduces the efficiency ofculture teaching. Most of th