Abstract
China's English major students are youths with the most opportunities to learn English, and meanwhile receiving most influence of western culture. After graduation, they'll make an important role in cultural exchange between China and western world, and take on the divine mission of introducing Chinese excellent traditional culture to the world. The status of their cultural identification will directly relate to Chinese culture's development and the 21st century cultural globalization. This paper studied the present status of English major students’ cultural identification through questionnaire survey. After making analysis of the causes of the present status, this paper immediately discussed several countermeasures to solve this problem, and to reconstruct Chinese national traditional culture.
Keywords English major students cultural identification traditional culture reconstruction
中国的英语系学院生是中国人中接触英语最多、受西方文化作用最深刻的一个群体。毕业后，他们将担负起中国与西方世界交流的重任，在引进西方先进文化的同时，也肩负着把中国博大精深的传统文化介绍给西方世界的使命。他们对中西文化的认同近况将直接联系到中国文化的未来发展以及21世纪全球文化的协调和整合。本文通过调查问卷的方式，调查了当今的英语系学院生的文化认同近况。在略论了造成这一近况的几方面原因之后，本文随即分别针对上面的几个原因，研讨了解决这一问题，英语论文题目，英语毕业论文，重建中国民族传统文化的对策方法。
关键词 英语系学院生 文化认同 传统文化 重建
1 The Status Analysis of English Major Students’ Cultural Identification
In order to have a comprehensive and objective understanding on present status of English major students’ cultural identification in NUST, the author designed a “present status of English major students’ cultural identification in NUST questionnaire” after reviewing the literature and serious consideration. In Foreign Language Department of NUST, English major undergraduates of four grades, who are selected strictly according to sampling principle, finished this anonymous questionnaire survey.
200 students in the department were each given a copy of this questionnaire, and 192 of them finished this survey effectively. It suggests that English major students have been paying attention to the problems involved in this questionnaire, which is why they understand and support this survey.
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