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dents'cross-cultural awareness in English reading class.Therefore,I hope this paper can contribute to the development of this research topicin our country.

Chapter Two Methodology

2.1 Research design

The students in the first grade are in the connecting stage of junior high schooland senior high school.The senior three students are in the stage of reviewing forNational College Entrance Examination.After more than a year of study,the studentsof grade two have a good foundation of English learning and have a morecomprehensive grasp of English knowledge.Therefore,this study selected thestudents and teachers of 10 classes of grade two in Tongliao No.5 Senior High Schoolas the research subjects.Twenty students from each of the ten classes were randomlyselected for a questionnaire survey,and a total of 200 students and 5 teachersparticipated in the questionnaire survey.This research adopts questionnaire survey,interview and other auxiliary research methods in order to provide morecomprehensive data to discuss the current situation of cross-cultural awarenessintegration in senior high school English reading teaching as well as the problems andcorresponding countermeasures.

2.2 Research questions

The purpose of this study is to make a more specific research and discussion onEnglish reading teaching in senior high school,and find out the relationship betweencross-cultural awareness and English reading teaching.At the same time,this paperdiscusses the current situation and existing problems of cross-cultural awareness inEnglish reading teaching,and tries to put forward corresponding countermeasures tosolve various difficulties encountered in cultivating cross-cultural awareness in English reading teaching in senior high school.The key issues to be solved in thispaper are as follows:

(1)What are the problems in the cultivation of cross-cultural awareness in seniorhigh school English reading teaching?

(2)What are the reasons for the problems in the cultivation of cross-culturalawareness in senior high school English reading teaching?

Chapter Three Analysis of the results of questionnaires and interview......................19

3.1 Analysis of the questionnaire.............................19

3.1.1 Analysis of the basic situation of the student’s English learning.........19

3.1.2 Analysis of the students’English reading learning..............................21

Chapter Four The problems and their causes....................30

4.1 Problems in the cultivation of cross-cultural awareness...........................30

4.1.1 The conflict between teaching tasks and cross-cultural awarenesscultivation..................................30

4.1.2 Lack of rational use of teaching channels by teachers.........................31

Chapter Five Methods of cultivating cross-cultural awareness in English readingteaching.................................40

5.1 Creating relaxed environment for cultural knowledge learning of students...40

5.2 Imparting cultural knowledge by using curriculum resources in language teaching...........................42

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