Research on the Problems and Countermeasures of Cultural Introduction in English Teaching in Vocational Colleges

Abstract

In the current era of accelerating globalization, the construction of cultural connotations in English teaching has become a key factor in enhancing the quality of language education. As the main carrier of global business and academic exchanges, English is not only a language tool but also carries a rich cultural value system. It is worth noting that in the vocational education system of our country, there has long been a phenomenon of the lack of cultural dimensions in English teaching. This structural defect directly leads to learners showing obvious "functional barriers" in cross-cultural communication practices: from inaccurate language expression at the basic level, to misjudgments in social etiquette at the deeper level, and even to severe failure in cross-cultural communication. This situation urgently requires educators to re-examine the strategic position of cultural elements in language teaching and through a systematic cultural teaching system reconstruction, fundamentally improve students' cultural sensitivity and cross-cultural communication skills. From the perspective of educational practice, strengthening cultural introduction is not only an important supplement to the traditional teaching model, but also a necessary way to cultivate versatile talents with international competitiveness. Its theoretical construction value and practical guiding significance have been widely recognized by the academic community.