英语

Abstract
In this paper, the Chinese culture aphasia this phenomenon are analyzed and the strategy research, from the what, why, how to do it in three aspects, this paper deeply analyzes the causes of this phenomenon, the relationship between language and culture and the culture of foreign language education lack of education, to investigate the existence of this phenomenon, collect data, comparative analysis, it is concluded that the objective existence of the facts, and put forward the conclusion on how to solve the problem From educators, textbooks, and then to education courses, every link needs to be changed, only the comprehensive realignment, increases the importance of cultural education, and integrated into the language in the process of education, to make language learners can be more accurate to use the target language to express Chinese traditional culture, in order to avoid this phenomenon Chinese culture aphasia.

Key words: Chinese culture aphasia; language; culture

“Chinese cultural aphasia” refers to the phenomenon that foreign language learners cannot accurately express Chinese culture in foreign language in the process of cross-cultural communication. The main reasons for this phenomenon are the lack of accumulation of Chinese culture among learners and the neglect of Chinese culture by foreign language educators. In the context of increasingly frequent global cultural exchanges, the effective way to solve “Chinese cultural aphasia” is to actively cultivate students’ correct intercultural communication awareness and promote Chinese culture.
1.1Research Background
The early concept of “Chinese cultural aphasia” was put forward by professor cong (2000) of Nanjing university. In the process of learning foreign language teaching, he found that many young Chinese scholars with high English proficiency have beautiful pronunciation and fluent oral English, but they cannot accurately express their native culture in English when communicating with westerners. This phenomenon has aroused widespread concern about Chinese culture in foreign language teaching, especially in intercultural communication. Later, two academics at Qinghua university, Zhang Weimin and Liu Shiwen, conducted a similar ability test on the phenomenon, a test in which non-English majors on campus expressed Chinese culture in English. It has been proved that most people cannot express our own Chinese culture accurately in English. These phenomena partly indicate that this worrying “Chinese cultural aphasia” is prevalent in many Chinese foreign language learning. There is no doubt that the traditional foreign language teaching mode, especially the intercultural communication teaching mode which plays a leading role in spreading culture, is responsible for the formation of “aphasia”.
In fact, in recent years, with the in-depth study of language, culture and communication by scholars and educators, people have gradually realized the importance of intercultural communication teaching in foreign language teaching. Many Chinese scholars, such as Zhao Xianzhou, Hu Wenzhong and Zhu Dingfang, have also written books, fully affirming the important role of cultural education in English teaching. Many colleges and universities also carry out intercultural communication teaching for English majors and non-english majors. Unfortunately, most intercultural communication teaching in many universities has become “target language culture teaching”. In the process of intercultural communication teaching, the target language culture, traditional customs and communicative skills of the target language are introduced too much, but their native language culture has been neglected for a long time, and its role and the importance of actively spreading the native language culture have never been recognized and emphasized. This one-sided intercultural communication teaching mode makes both sides of intercultural communication lose balance.
With the continuous improvement of China in the international status, the western countries to begin to have to understand Chinese culture, learning interest also gradually strong, began to show the importance of Chinese culture to the spread of Chinese culture also gradually referred to the position of national communication, from the point of countries, this need raised a hot wave of learning Chinese, from the international point of view, this demand is generated and accelerated to the spread of a ball of outstanding national culture. The establishment of the Confucius institute at a ball and the development also reflects our country intensify international promotion of Chinese culture and, however, the context of cross-cultural transmission of Chinese culture is the English expression of Chinese culture, it is China The premise of avoiding aphasia in cross-cultural communication is also a necessary factor for Chinese culture to truly go global,so as to cultivate talents, including cross-cultural communication talent of the China education should assume the responsibility of the battlefield, it is not only need to] education departments at various levels and the attention of the school also needs the joint efforts of experts and scholars teachers and students, to develop the students’ ability of English expression of Chinese culture as an important goal in the teaching at all levels of each link, especially attach importance to English teaching. Only with the side and good ability, in line with the principle of cultural equality dialogue at the same time, people in the context of intercultural communication to real confidence and effectively send out the voice of China, to expand influence of Chinese culture.
1.2Purpose and Significance
Aphasia is a language disorder caused by brain damage, one of which is a person’s inability to express themselves verbally. In cross-cultural communication, English majors cannot express or introduce Chinese culture accurately and fluently in English, which is similar to the expression of “aphasia”. Therefore, scholars call it “Chinese cultural aphasia”.
“Chinese cultural aphasia” has become a terrible phenomenon that cannot be ignored. The “aphasia” of local culture not only hinders the two-way cross-cultural communication, but also hinders the spread of Chinese culture. Therefore, to solve the problem of “Chinese cultural aphasia” and let English majors express Chinese culture in English can carry forward the excellent traditional Chinese culture, truly improve students’ intercultural communication ability and contribute to the development of Chinese culture to the world.
1.3Overall Structure of the Thesis
Starting from the research background, purpose and significance of “Chinese cultural aphasia”, this paper studies and analyzes the concept and causes of “Chinese cultural aphasia” and discusses the relationship between language and culture. The solution to the problem finally came to a conclusion.
Chapter 2 Literature Review
Culture and language are closely linked. As the carrier of culture, language is also an important part of culture. Language is the expression of culture. Language embodies culture and is the symbol of culture. The two are inseparable. The relationship between language and culture directly determines that the essence of English teaching is the cultivation of cultural communicative competence. In this kind of cross-cultural communication, trying double-edged sword is a two-way street. To communicate with foreigners is not only to know how to communicate successfully in a foreign language, to understand and learn their culture, but also to learn to use a foreign language to more accurately introduce Chinese culture to foreigners. Let the other side understand Chinese culture, so that Chinese culture can be more equal in cross-cultural communication. While teaching students the culture of the target language, foreign language teachers should also pay attention to the cultivation of native culture awareness. In order to enable students to accurately and effectively express the cultural content of their mother tongue in the language they are learning, so that they can interact in two ways in two cross-cultural communication situations. In the current foreign language teaching, foreign language teachers increase the supplement and introduction of British and American culture, which plays a very positive role in improving students’ intercultural communication ability. However, at present, no matter in textbooks, teachers or students, they seldom introduce and learn Chinese culture, which makes it impossible for students to conduct accurate and effective two-way cross-cultural communication in a real cross-cultural communication environment, and also leads to the emergence of Chinese cultural aphasia.
2.1 Chinese Culture Aphasia
The essence of Chinese cultural aphasia is the language learners’ lack of identification with the national culture. The preservation of cultural identity depends largely on cultural heritage. Language learners’ indifference and aphasia to Chinese culture indicate that they are increasingly alienated from national culture and mainstream culture, which is extremely detrimental to the development of Chinese culture and its own growth.
2.1.1 Chinese Culture Aphasia
Chinese cultural aphasia, originally medical aphasia, refers to the partial or total loss of the ability to express thoughts, speech, and written language as a result of injury or brain damage caused by the disease. In the 1990s, literary critics began to complain bitterly about the invasion of western literary thoughts and the loss of traditional Chinese literary thoughts. The concept of “Chinese cultural aphasia” was first proposed in foreign language teaching by professor cong cong of nanjing university. He found that many young Chinese scholars with a high level of English could not express their native culture in English when communicating with westerners, nor could they display the profound cultural accomplishment and independent cultural style that scholars of hundreds of ancient cultures should have.
2.2 Culture and Language
Culture is a term with rich connotations. It not only refers to the characteristics of a country, a region and a nation in terms of art, beliefs, values, traditional customs and institutions, but also includes the language people use to express their feelings and communicate. Many linguists have written books that fully affirm the necessity and importance of understanding the object culture in the process of cross-cultural communication and foreign language learning, but ignore the basic theory that cultural communication is two-way communication. In cross-cultural communication, if we attach too much importance to the input of western culture and ignore the output of Chinese culture, it will lead to the imbalance between the input and output of culture, and then affect the smooth progress of communication. Therefore, in cross-cultural communication, the cultural awareness of the communicative subject should be enhanced to eliminate the aphasia of Chinese culture.
Language is a tool for communication and meet and carrier of the culture while academia for definition of the concept of culture have different opinions, but for its and language are inseparable relations have reached an agreement, much of the language learning is culture learning, and thus cultural teaching will become an inseparable part of language teaching famous scholars, Claire Kramsch is put forward in the context of language teaching and culture: if language is seen as a social practice, culture is the core of language teaching, cultural awareness must be regarded as a necessary formation for the creation of language proficiency and language level reflected[1].The success of cross-cultural understanding and communication, to a large extent depends on the learner’s social culture, including language skills through pragmatic competence and development ability with the increasingly improve China’s international status, intercultural communication increasingly frequent, lay particular stress on traditional college English teaching emphasis on the present situation of the English national culture can’t meet the needs of students, many students with no content and expression of some aspects of Chinese culture and resulted in the failure of intercultural communication this phenomenon by Nanjing university school of foreign languages from a clump of professor called Chinese culture aphasia He proposed that the relevant expressions of Chinese culture should be fully instilled in English teaching, and teaching resources should be reasonably allocated, so that scholars and Chinese communicating in English have a firm cultural subjectivity and cultural integrity[2].
In recent years, more and more scholars begin to pay close attention to the relationship between the Chinese culture aphasia and foreign language teaching this topic, they begin to pay close attention to local culture teaching and the interaction between the target language culture teaching mankind in its culture and communication[3], points out that the students’ ability of intercultural communication is not the same as simple transplant Gao Yihong put forward the target language culture, language learning should be a 1 + 1 > 2 modes, i.e., foreign language and native language levels increase at the same time[4], promote each other in English teaching in Chinese traditional culture, which can improve students cross-cultural communication ability, and can carry forward the Chinese splendid culture in five thousand In his research, liu changjiang reveals the current situation of the lack of Chinese culture in cultural teaching, and puts forward the corresponding countermeasures[5].
Chapter 3 Research Design
3.1 Research Question and Subjects
This research mainly expounds the causes of Chinese cultural aphasia among English majors in Jilin Agricultural Science and Technology University and the solutions to this phenomenon. The subjects in this research were all from Jilin Agricultural Science and Technology University . There are 80 students from different grades of English majors. All the subjects had good grades in school. Most of the students had passed TEM-4, They had mastered the basic knowledge of English and a certain understanding of the culture of English-speaking countries.
3.2 Research Instrument
3.2.1 The Test
The test paper mainly consists of two major questions. The first one is Chinese-English translation，it asks the subjects to write corresponding English expressions in different aspects of culture, art and literature, such as acupuncture and historical records. The second part is English-Chinese translation, which requires the subjects to write corresponding Chinese expressions, including culture, art, literature and other different aspects, such as Chinese knotting, paper cutting.
3.2.2 The Question
The questionnaire mainly includes the students’ attitude towards Chinese culture in English teaching, the learning situation of Chinese and western cultures, and the teachers’ input of Chinese and western cultural knowledge
3.3 Date Collection
A total of 80 questionnaires were distributed and 66 were recovered, all of which were valid.A total of 80 test papers were distributed and 50 were recovered, all of which were valid.

3.4 Date Analysis
In the questionnaire, more than 97% of the students expressed their love for Chinese culture, only 40.91% of the students understood the habits of Chinese culture in English, and only 6.06% of the students expressed their complete ability to introduce Chinese classic culture to foreigners in English. In test , Chinese-English translation part, “historical records,” “Tai Chi” and other question the accuracy of less than 30%, but in English-Chinese translation, the accuracy of part of all the questions are more than 50%, and even some question the accuracy of more than 80%.
It can be seen from this that English majors in Ji Lin Agricultural Science and Technology University have the phenomenon of “Chinese cultural aphasia”, they are better at English-Chinese translation .it is difficult for them to translate Chinese into English, and they cannot express Chinese culture correctly in English, so they cannot communicate across cultures well.
Chapter 4 Discussion on the Results
In recent years, through the in-depth study of the theory of mother tongue transfer, it is found that mother tongue and native culture have a very obvious positive transfer in both foreign language learning and communicative competence. This means that foreign language learners with excellent native communicative competence can acquire communicative competence relatively easily. Similarly, if students’ mother tongue and target language are similar in structure and cultural background, the possibility and scale of positive transfer of communicative competence will become larger. But for a long time, we only pay attention to the negative influence between languages, that is, negative transfer. At the same time, English teaching materials in various places in our country pay more attention to reflect the culture of English-speaking countries. Although this conforms to the relationship between language and culture, students have not seen it for a long time, and they can’t hear the English expression of Chinese culture. In the actual cross-cultural communication, when it comes to Chinese culture, aphasia will naturally appear.
4.1 Main Cause of Chinese Culture Aphasia
Foreign language teachers do not pay enough attention to the positive transfer of mother tongue culture in foreign language teaching. For a long time, people pay more attention to the negative transfer of native culture in the process of foreign language learning, thus ignoring the positive transfer effect. Therefore, in foreign language teaching, many foreign language teachers introduce more western cultural contents to students, but seldom mention the native culture. In addition, some educators overstate the negative transfer effect of mother tongue culture and deliberately abandon part of traditional Chinese culture.
Lack of Chinese cultural literacy among foreign language learners can easily lead to “Chinese cultural aphasia”. Understanding Chinese culture is a prerequisite for the ability to express English in Chinese culture. If you have insufficient understanding of the culture of your mother tongue and the accumulation of Chinese culture, the learner will definitely not be able to correctly express some contents of Chinese culture in English. In addition, at the higher education level, many universities rarely offer courses on Chinese culture, and students lack the corresponding help or channels to learn Chinese culture.
In recent years, Chinese culture began to blossom glorious Confucius classroom of Confucius institute in the world arena springing up all over the world in the Vienna golden hall echoed with the Chinese New Year concert, the excellent performances of Peking Opera on Broadway, Chinese fashion designer, private show at New York fashion week, the Chinese film frequent appearance in the famous international film festival China’s rich cultural ecology has attracted the eyes of the world more and more foreigners are also urgently want to know about Chinese culture in recent years, took a lot of foreign film with strong Chinese cultural elements, such as hua mulan kung fu king of kung fu panda Therefore, we contemporary college students should make full use of English, the tool of world language, to spread our authentic Chinese culture, so that the world can better understand China and Chinese culture
However, in the past teaching practice, we emphasized the learning of cultural knowledge of English-speaking countries and neglected the cultivation of students’ English expression ability of native culture. When students talked about our own national culture, they did not know how to express it in English properly, and Chinese cultural aphasia frequently appeared (Cong Cong, 2000). New mute English (Xiao Longfu Xiao Dili LAN song, Vivian, 2010) in how to overcome the emergence of new mute English, make contemporary college students to be able to use fluent English to express our national culture, the better will be our culture spread out, strengthen Chinese cultural output, make English really to carry forward Chinese excellent traditional culture communication bridge and the link between China and the world, this is a new focus in our college English teaching
4.1.1 College English Textbook
In general, the cultural teaching in English teaching shows that it pays more attention to English culture than to Chinese culture. Most teachers and students are concerned about the input of English culture, their understanding of foreign culture is also increasing, but they are far away from Chinese culture and know little about Chinese culture. Even when encountering Chinese culture in intercultural dialogue, he could not express it accurately in English and suffered from “Chinese cultural aphasia”. This phenomenon has attracted the attention of experts and scholars. Professor Cao Shunqing, a famous scholar, put forward the concept of “Chinese cultural aphasia” in the field of literary studies as early as the 1990s. “Chinese cultural aphasia” is a common phenomenon in cross-cultural dialogues, which causes communication barriers and leads to communication failure or inefficiency, especially when it is necessary to import traditional Chinese culture and characteristic culture into English.
In the teaching process of English and Chinese too much emphasis on the import of the target language culture, leading to mother tongue culture learning ignored will be added to the language of the target language culture teaching in the teaching process, this is understandable, and linguists and education experts is also recognized it as a result, our English courses on the selection of teaching materials and teaching content are a lot of blended in the culture and customs of English-speaking countries, it is also true that allows us to English learners in language learning and understanding of western culture, improve students’ ability of using English.But along with the improvement of students’ English level, their understanding of Chinese culture has gone from bad to worse more and more bad, even some of the most often talk about the mythological allusions and idioms, eat fruit, food, some traditional festivals, all don’t know how to use English accurately express the reason, is English learning in the teaching process is too stressed that there is no correct understanding to the penetration of its culture in China, the result is that speak English language learners in national culture can plausibly, and when using English about Chinese traditional culture has become stumbling or inclusion in both English and Chinese Just as Wang Zongyan said: “how to treat their own cultural language and other people’s cultural language is a complex problem. Powerful countries or strong nations tend to be arrogant and think that others are better than themselves.”
In the process of foreign language teaching in our country, gradually pay more attention to culture teaching and made great achievements, however this success is mainly on the teaching of the target language culture, but instead of English learners’ mother tongue culture teaching ignored even ignore this creates students in learning English don’t pay attention to the study of native culture, further affect the student in the foreign exchange ability to accurately describe the traditional Chinese culture in English to Chinese students in their countries don’t know much of Chinese traditional culture, it will not be able to use appropriate English to express Chinese culture, lead to the unfair of cross-cultural communication, and eventually to appear the phenomenon of the Chinese culture aphasia Cultural teaching must include the teaching of English culture and Chinese culture because of the characteristics of cross-cultural communication.
As is known to all, both extensive and profound Chinese culture, and distinctive, in the international cultural exchanges have natural culture resources advantage to play this advantage, but have to face such a reality, is in the world today English almost won the position of esperanto, such as the output of the Chinese culture in the international often need to communicate in English, however, although the foreign language teaching is not only the language teaching, and is a cultural teaching This concept has long been the consensus of the foreign language circle in China, but throughout the English teaching at all levels in our country, there is a one-sidetedness in increasing the cultural content. It not only only strengthens the introduction of the culture of English-speaking countries, but also ignores the cultural background of the communicative subject and the English expression of Chinese culture.If there is a teapot on word is: the heart also can clear with the characteristic of this sentence is, no matter started to read back from that word, the sentence is basically remain unchanged in Chinese-English translation difficulty cans be imagined, though this is a more extreme example, but English learners in the face of culture with Chinese characteristics under the English difficult but it is not uncommon, such as: (1) said the unique things in ancient China, three cardinal guides and the five permanent members, Yin and Yang, etc.; (2) wonton, pot stickers, ice-sugar gourd, rice noodles, etc. (3) cloisonne, screen, mahjong, paper money, etc. (4) to express Chinese culture characteristics of four, five speakers SanReAi, achieved family, tee, etc. These unique Chinese vocabulary so far are rare in the present even in teaching in all levels of English teaching, teachers and students are not to focus on, or go away, or in a accumulate over a long period, unexpectedly found that with the improvement of English level, understanding of English and its culture become more and more, in Chinese and its culture has drifting away, when under the Chinese culture, can only read and speak, to develop the Chinese culture aphasia.
4.1.2 College English Text
In current college English teaching, most of the college English teaching in the teaching syllabus, there are still some deviation still focus on the interpretation of language knowledge, the result is that we only pay attention to language form, and ignore the cultural meaning of a language, not willing to spend time on the culture teaching, which leads to the contemporary college students tend to end up learn pure English without culture content. Currently widely used college English textbooks mainly aim to train students to listen, speak, read and write, and to penetrate vocabulary, grammar and other language knowledge. Such textbooks focus on vocabulary and reading, while cultural teaching is not a specific teaching link in the textbooks, which leads to the lack of culture in college English teaching. In this way, the content of the text is dogmatic and boring, which cannot be organically combined with the social reality of today’s English-speaking countries, nor can it meet the requirements of college English culture teaching.
In the past, few people talked about Chinese culture in foreign language education, especially in English education. I think, first of all, and our understanding of foreign language learning about the past isolated from our view of the foreign language learning, think of learning foreign language and Chinese culture, and our mother tongue culture not much relationship in English teaching in colleges and universities teaching materials are mostly used in the original foreign original data, the class a lot to introduce foreign culture and customs, the content of the Chinese culture related rare second, many teachers will also, most of the energy in how to make students better understand western culture on the study of the in such aspects as curriculum requirements teaching materials compilation method, considering the Chinese culture output less.In English teaching, it pays more attention to the introduction of target language culture than to the input of native language culture. Highlights the significance and influence of the target language culture on foreign language learning, ignore the position and role of the mother tongue culture in foreign language teaching in addition, also including the impact of the western mainstream culture under the background of globalization, the western lifestyle and culture standard has a subtle influence on students in China, combined with the advantages of language, they are easier to accept western culture idea, ignore the connotation of Chinese traditional culture Nowadays, although many college students have a good level of English, in the process of communicating with westerners, they can’t show the profound cultural accomplishment and cultural confidence that students from big cultural countries should have, let alone cultural consciousness.
So how to view the relationship between foreign language learning and native language learning correctly? In fact, the mother tongue in second language acquisition plays an important role in the formation of our comprehension abilities of imagination, aesthetic emotion and to develop first comes from our mother tongue culture of our country’s famous Chinese master Qian Zhongshu ji and so on, their studies, outstanding talent is also proficient in several languages in our English education must realize that students proficient in English and familiar with native culture, is the true sense of the intercultural communication talents as the famous sociologist fei xiaotong, the beauty of its beauty, the beauty of beauties, mei-mei together, unity[6].
4.1.3 Student’ s Learning Strategies
Professional knowledge courses, for example, English college English courses in Chinese culture series, including introduction to Chinese culture introduction to Chinese culture and classical Chinese and foreign cultural comparison etc. In addition, the school organization more than the Chinese culture in English lecture series, including traditional art content such as the ancient Chinese philosophy and culture political wisdom, introduce the process of modernization in China, explain the influence of western culture on modern China, as well as the modernization process of China’s contemporary social change, aimed to interpret Chinese culture in foreign languages, let the world know the Chinese culture and contemporary China, and makes the college teachers and students have conscious culture.
For teachers, this is also a great challenge. Teachers need to be culturally sensitive and culturally aware, have a basic structure of humanistic and social science knowledge, and have the ability of cultural comparative analysis and research[6].
4.2 Suggestion for Solution
In the era of information explosion, college English teaching materials have been far behind the development of The Times. Therefore, it is necessary to update college English teaching materials and to make English culture a specific teaching link in college English teaching materials, so as to constantly improve and supplement the knowledge and connotation of English culture. Only in this way, the content of college English textbook can be more three-dimensional. The overall structure of college English test should be reformed to improve the proportion of college English cultural knowledge in the test. Now, the short-term goal of college English study is to pass the exam. How they take the exam and what they are tested on to some extent determines their direction of study. By increasing the university English cultural knowledge in college English test band 4 and band 6 proportion test, can gradually rich cultural connotation of college students, recommend to join in college English six levels of tests test the composition of cultural knowledge, and increase the corresponding evaluation standard, to give full play to the cultural knowledge in college English classroom teaching in the guiding role.
4.2.1 Revision of College English Textbook
In the era of information explosion, college English teaching materials have been far behind the development of The Times. Therefore, it is necessary to update college English teaching materials and to make English culture a specific teaching link in college English teaching materials, so as to constantly improve and supplement the knowledge and connotation of English culture. Only in this way, the content of college English textbook can be more three-dimensional. The overall structure of college English test should be reformed to improve the proportion of college English cultural knowledge in the test. Now, the short-term goal of college English study is to pass the exam. How they take the exam and what they are tested on to some extent determines their direction of study. By increasing the university English cultural knowledge in college English test band 4 and band 6 proportion test, can gradually rich cultural connotation of college students, recommend to join in college English six levels of tests test the composition of cultural knowledge, and increase the corresponding evaluation standard, to give full play to the cultural knowledge in college English classroom teaching in the guiding role.
4.2.2 Revision of College English Text
In the aspect of ideological education, teachers, students and related personnel should be more to pay attention to native culture, adjust the present curriculum system of Chinese traditional culture, build dynamic and open classroom, establish a complete form a complete set of evaluation system, makes language lessons compulsory courses, formative assessment and summative assessment in solving the foreign language education in colleges and universities is the combination of effective strategy of “Chinese cultural aphasia”.
4.2.3 Alteration of Learning Strategy
Professionalism and humanity, should become the starting point and the direction of the reform of English major, proficient in English cultural knowledge structure of perfect human professionals for the training target, general education of humanities and holistic education as the core, the system of curriculum and professional quality, teaching content embody humanistic connotation of culture teaching reform since 2010, the English outside school has opened a lot of humanities course, English major is no longer in language teaching as the center, in the English language and literature major highlights on the curriculum of education professional Humanistic and international character, reform the original intensive reading and extensive reading courses in English, replace them with humanistic reading courses, and constantly improve the four major sections of platform courses, core courses, professional knowledge courses, professional practice courses[6].
To cultivate students’ intercultural communication ability in a sense, English application ability is the students’ intercultural communication ability Grade two of the most basic subject, is a college student to obtain the basic English knowledge and the main source of English national culture, the college students who have just graduated from high school into the university, although they have a certain listening, speaking, reading and writing, but read the child is not large, relatively less accept western culture information, not deep understanding of culture and feelings, and not good at comparing Chinese and western cultural differences and commonly used Chinese to apply English, result in communication, often feel not fluent, and the communication is invalid or cause culture shock.
In English teaching, students are bound to be exposed to a large number of western cultures, which have a lot of excellent human cultural heritage worth us to learn and absorb, but also some spiritual waste, students need to distinguish and criticize.
Open seminar compare British and American culture according to the actual situation, teachers can cooperate, some one aspect of the culture, combined with the text points project to give students a lecture, conditional word, also can ask an expert seminar, undertake to the student education system of British and American culture courses, to step by step in the process of teaching of English and Chinese hand, and when it can be combined with modern teaching means to introduce the custom of the British and American people, to attract the attention of students, improve their participation.

Conclusion
Taking English majors of Jilin Agricultural Science and Technology University as examples, this paper discusses the teaching and mastering of Chinese cultural knowledge in foreign language teaching in colleges and universities through research and investigation, in order to provide more effective countermeasures for “Chinese cultural aphasia” in foreign language teaching in colleges and universities in China. This survey mainly used test, questionnaire, interview and other research tools to investigate the current situation of English cultural knowledge of Chinese students in Jilin Agricultural Science and Technology University, as well as the expression of Chinese culture in English and the course arrangement of their department. Use qualitative and quantitative methods to analyze relevant data. The results showed that the knowledge level of Chinese culture varied greatly, the level of English aphasia also varied to different degrees, and the lack of Chinese culture was serious in university courses and student textbooks.
To investigate and understand the phenomenon of Chinese cultural aphasia among non-English majors by means of questionnaire and interview in the cultural test paper, the purpose is to solve three problems: 1. What is the current situation of Chinese cultural aphasia among non-English majors? What are the causes of Chinese cultural aphasia? What teaching measures should be taken to promote the integration of Chinese cultural knowledge into college English teaching？The results of the survey found that Chinese and western culture in college English teaching is not balanced students contact culture is given priority to with western culture, students do exist in the Chinese culture aphasia phenomenon students interested in learning Chinese culture, that when communicating with foreigners to introduce Chinese culture is very important, but also admitted that their ability to express Chinese culture in English is very weak, and the expression of Chinese culture in English do not know much about the other, textbook curriculum test design in such aspects as the teaching methods and teachers teaching is the weight of western culture and Chinese culture, these factors may lead to the phenomenon of Chinese culture aphasia.Based on this research, the author proposes the following Suggestions: 1. Revise the college English syllabus, add Chinese excellent cultural content, and guide students to establish correct and healthy cultural awareness; 2. Optimize textbook setting, add Chinese culture-related content in college English textbooks, and improve the proportion of Chinese culture; 3. Perfect the examination form and integrate Chinese and western culture into various English exams as a part; 4. College English teachers also need to improve their Chinese cultural literacy and intercultural communication skills. Students should establish a correct concept of cultural identity. 6. Carry out various forms of activities in and out of college English classes to improve students’ ability to express Chinese culture in English.