Analysis and Teaching Strategies of Middle School English Pronouns from a Cross-culture Perspective

Meng Chen

doi:10.54097/xt6pbm07

Authors

Meng Chen

DOI:

https://doi.org/10.54097/xt6pbm07

Keywords:

New Curriculum Standards, Junior English, Pronoun teaching, Cross-cultural communication, Cross-cultural perspective.

Abstract

The English Curriculum Standards for Compulsory Education (2022 Edition) have promoted the development of core competencies, especially cultural awareness and thinking quality which students lack. English learners in junior high school in China have some pronoun learning problems and always make pronoun errors. So, teaching English pronouns in middle school from the cross-cultural perspective is proposed. This study finds, firstly, different cultural knowledge behind these two languages, Chinese and English, can accounts for their pronoun errors to some extent. Secondly, the language Chinese the high context culture, pays much attention to power and parataxis, while the language English in the low culture context emphasizes solidarity and hypotaxis. English focuses more on grammar and rules. All above accounts for more pronoun use in English than in Chinese and personal pronouns are taken for an example to explain their relationship. Thirdly, it is about teaching strategies: English teachers should supplement relevant concepts and knowledge explanations; use authentic discourse materials and establish a real communicative environment; summarize students’ s pronoun errors and strengthen the correct forms.

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