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Three Methodology ............ 21 
3.1 Research questions ............ 21 
3.2 Participants ...... 22 
3.3 Research methods ..... 23 
3.3.1 Literature analysis ............ 23 
3.3.2 Questionnaire survey ....... 24 
3.3.3 Interview ........ 24 
3.4 Methods of data analysis ............ 25 
Chapter Four Findings and Discussion ..... 26 
4.1 The current situation of cultural teaching in rural junior middle schools ........... 26 
4.1.5Teachers’ and students’ view on the evaluation of English cultural teaching ............ 35 
4.2 Analysis of the problems & causes ...... 36 
4.2.1 Analysis of the problems .......... 36 
4.2.2 Analysis of causes ........... 40 
Chapter Five Conclusion ........ 48 
5.1 Summary of major findings ........ 48 
5.2 Implications ..... 49 
5.3 Limitations ...... 56 
5.4 Suggestions for future research ........... 56

Chapter Four Findings and Discussion 

English cultural teaching is not only the inherent requirement of the relationship between language and culture, but also the demands in the National English curriculum. Through the analysis of the problems and causes of English cultural teaching in rural junior high schools, we need to further discuss how to solve the problems and how to put  English  cultural  teaching  into  practice  in  rural  junior  high  schools.  The  author thinks,  according  to  the  problems  discussed,  some  measures  need  to  be  taken  to improve English cultural teaching in rural junior high schools.

4.1 The current situation of cultural  teaching  in  rural  junior  middle schools 

For  teachers,  cultural  teaching  includes  five  dimensions  30  items  of  teachers’ attitudes,  teachers’  cultural  quality,  teaching  contents,  teaching  approaches  and teaching  evaluation  etc..  All  the  items  are  with  equidistant  ways  from  “totally disagree”, “don’t agree” to “uncertainty”, “Basically agree”, “Very agree”, each with 1 point,  2  points,  3  points,  4  points,  5  points.  The  lower  the  scores  show  that  English teachers’ performance in the corresponding dimension are worse, opposite the better. The students’ cultural learning includes five dimensions and 30 items, that is, students attitudes, teachers’ cultural literacy, teaching approaches and teaching evaluation, each item of the same score provisions with the teachers. From the data of each dimension of the teachers and students questionnaire in table 4-1, although teachers’ and students’ attitudes for cultural teaching are in the medium level (average slightly greater than 3), teachers’ literacy, teaching methods, teaching contents, teaching evaluation are in the lower level (average less than 3). Therefore it can be seen that cultural teaching in rural junior middle school on the whole is not optimistic. 

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