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5.2 Implications .......................................... 45

Chapter Four Results and Discussion

4.1 The Results of Questionnaire

The  teacher  survey  questionnaire  is  divided  into  two  parts:  the  first  part  is  the basic  information  of  the  teacher;  the  second  part  is  about  the  specific  issues  of teachers’  intercultural  awareness  teaching,  including  teachers’  understanding  of intercultural  awareness,  the  teaching  content  of  intercultural  awareness,  the  teaching methods of intercultural awareness, and the impact of intercultural awareness teaching on students.

4.1.1 Teachers’ Understanding of Intercultural Awareness

This section analyzes the teachers’ understanding of intercultural awareness. The options  range  from  5-1  points  to  indicate  “full  agreement”,  “agreement”,  “so-so”, “disagreement” and “full disagreement”. The data values of the survey are shown in the Table 4.1. 

Chapter Five Conclusion

5.1 Major Findings

The  overall  results  collected  through  teacher  questionnaire  surveys,  detailed interviews  and  student  achievements,  the  main  conclusions  of  the  study  are  as follows: 

First  of  all,  the  intercultural  awareness  of  middle  school  English  teachers  in Xiaogan  rural  areas  is  generally  at  an  intermediate  level,  and  there  is  still  room  for improvement.  Specifically,  teachers  believe  that  there  is  an  internal  connection between  language  and  culture,  and  they  more  or  less  have  a  certain  intercultural awareness. However, due to the heavy teaching tasks of teachers, teachers rarely have time to learn intercultural knowledge in order to enhance their intercultural awareness. At the same time, affected by the test-oriented education, teachers have to pay more attention  to  the  teaching  of  language  knowledge,  while  ignoring  the  cultural connotation  behind  the  language.  Teachers  are  not  optimistic  about  the  content  of intercultural awareness. Most  teachers  are  only  familiar  with  the  cultural  knowledge involved in the textbooks, but lack a comprehensive and in-depth understanding of the general cultural knowledge of English-speaking countries. All this shows that teachers’ intercultural awareness needs to be improved.

Secondly, through the analysis of the academic performance of the classes led by 33 teachers, it is found that the level 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。