Chapter One Introduction
1.1 Students' Reflection on the Hidden Culture of vocabulary.
The instruction of the hidden culture of words is quite tough for English teachers inChina. Many Friends of mine who are either primary and secondary school teachers ofEnglish all have a better understanding of English teaching from the perspective ofteacher's views. For example, while a long-term goal of teaching which emphasizes therole of the interaction between culture and language become an unspoken agreement，thepurpose of the final evaluation of students prevails in practice. Still, cultural infiltration inthe teaching process is considered to be comparatively luxurious. In primary schools，memorizing more vocabulary always seems to be a reflection of a better teaching effect.Teachers and parents are inclined to see more explicit learning outcomes; in junior middleschool，teachers are able to do a more scientific and rational arrangement of teaching,whereas in a graduating class, academic pressure outweighs the cultural awarenesstraining. The Training of the students into the higher stages never cease，and theemergence of "excellent student" normalized, but what these All-straight-A students getis nothing but high score, once they had the opportunity to participate in team activitieswith foreign friends，their weakness in communicative competence is exposed: theycannot freely exchange and communicate with native speakers, not for language barriers,but for the absence of the understanding of language cultural.For years，I've been plagued by these questions. Why are the effects of primary andmiddle school English teaching always unsatisfactory? Are there any hidden culturalconstraint that limits the efficiency of Primary and middle school English teaching?
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1.2 The Tendency for Cultural Education in English Teaching
Ever since the reform and opening up，the teaching of English in primary and middleschools in China have experience a continuous advancement in the quality of education.However, there are significant gaps between the current situation of English education inprimary and secondary schools and the goal of updating talent training. In particular, therelationship between language and culture in the teaching of English in primary has longbeen ignored and not received enough attention. At that time, people mistakenly thoughtthat the training of pronunciation, listening, speaking, reading and writing, that is themastery of vocabulary and grammar rules can result in the perfect manipulation ofEnglish in understanding and communication. Obviously，cultural connotations areneglected under this methodology of teaching. Consequently, failing to understand thecultural foundations of the English language and the difference between Chinese andWestern cultures in learning English will lead to the frequent occurrence of themisunderstanding of ambiguity in English communication as well as some otherunexpected pragmatic downfalls. In fact，英语毕业论文，cultural awareness is the key for successfulEnglish teaching, which means cultural background of language is inseparable from anexcellent English user.
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Chapter Two Literature Review
2.1 The Concept of Corpus
The use of corpus began as early as several hundred years ago (Kennedy2017:13-15). Howeve，英语毕业论文
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