Research on The Culture Education of English Teaching in Middle Schools

Research on The Culture Education of English Teaching in Middle Schools 毕 业 论 文 论文 题 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 目Research on The Culture Education of English Teaching in Middle Schools 学 院： 专 业：英语语言文学 年 级：06级英语 姓 名：xxx 指导教师：xxxx 职 称：xxxx （2010年6月） xxxx教务处制 Research on The Culture Education of English Teaching in Middle Schools xxxxx A thesis submitted to School of Foreign Languages of xxxx University in partial fulfillment of the requirements for the degree of Bachelor of Arts Under the supervision of xxxx xxxxx University June，2010 Contents Abstract………………………………………………………..................i 摘 要………………………………………………..…………………...ii I. Introduction……..…………………………………………….….........1 1.1 Literature review………………………………………………….1 1.2 The definition of culture and language …………………………...3 1.3The relationship between culture and language …………………...4 II .The importance of culture education in middle schools……………...6 2.1 The need of language learning…………………....…….…………6 2.2 The need of intercultural communication…………………………7 III. The problems of culture education in middle school………….……..8 3.1. Lacking awareness of culture education..........................................9 3.2The methods of the culture education are too single………….…..10 IV. Approaches to put culture education into English teaching in middle schools..11 4.1 Studying culture-loaded vocabulary…………………....…….…..11 4.2 Comparing culture differences………………………....….….….13 4.3 Using role-playing teaching method……………………….....….15 4.4 Making good use of multimedia…………………….……………15 4.5 Reading literature works and newspapers……………………….16 V. Conclusion…………………………………………………………...18 Works Cited…………………………………………………………….20 Acknowledgements………………………………………………….22 Abstract In traditional English teaching, language knowledge is paid too much attention to, and words, sentences and grammar are taken as the dominant factors, separated from the culture. English teachers, especially those in middle schools, neglect culture teaching intentionally or unintentionally, because of lacking cultural knowledge themselves. In this paper，the first part the author definite the meaning of culture and language in detail . The second part it refers to the importance of culture education in the middle schools’ English teaching. The third part the author summarizes two main problems: Lacking awareness of culture education; the methods of the culture education are too single. The fourth part, the author proposes the following solution: Studying culture-loaded vocabulary; Comparing culture differences; Using role-playing teaching method; Making good use of multimedia; Reading literature works and newspapers .Therefore, this thesis points out that language should be taught with culture even at the beginning. English teachers ought to familiarize the students with culture knowledge through different channels so as not only to enrich and improve English teaching, but also to help students to communicate with English native speakers of in a correct, proper and decent way. Key words: English teaching; Culture education; Approaches 在传统的英语教学中，教师授课注重语言知识的学习，词，句，语法的学习被作为教学的重点和文化的学习相分离。尤其是中学的英 语教师，由于自身缺少对文化知识的了解，有的甚至认为没有必要进 行文化教育，因此有意无意忽视文化教育。在本文中，第一部分对文 化及语言的定义做了详尽的分析，第二部分提到文化教育对于中学英 语教学的重要性。第三部分结合其他学者对于这一问题的探究，从中 总结出两点问题：老师和学生缺乏进行文化教学的意识；文化教育过 程中存在严重的单一性。第四部分针对以上两点主要问题，提出了以 下几点解决 方案 气瓶 现场处置方案 .pdf气瓶 现场处置方案 .doc见习基地管理方案.doc关于群访事件的化解方案建筑工地扬尘治理专项方案下载 ：从词汇的基础上来了解和学习文化；对比文化的差 异；运用角色扮演的教学方法；注重运用多元化的文化教育；阅读大 量的文学作品和报刊。所以，本论文的目的意在指出从起步学习英语 的同时就应该将语言教学与文化教学统一起来。让学生在多种形式下 多角度了解英语文化，并以此丰富和完善英语教学，从而增强文化意 识，从而使学生能准确合理，得体的与英语母语者交流。 :英语教学；文化教育；途径 .Introduction Language and culture are inseparable. Language is the most important carrier of culture. Learning a language is learning a culture. Therefore, to learn English well, we need to understand the characteristics of the English language and its cultural background. Mistakes have often been made when we use English, owing to our lack of the knowledge of English-speaking countries’ culture. The new English Course Standards (2002) for middle schools has added culture teaching as one of its main parts; From the 1950s, quite a few scholars，both at home and abroad, have researched cultural factors in English teaching. But what and how to teach it in middle schools still needs systematic study. Nowadays we notice the importance of cultural factors in English teaching. Teaching language also involves teaching culture. We cannot learn a language without learning the culture in which the language deeply rooted. Language is just like the running water. It changes in every moment, for culture changes from time to time. If language is a flower, culture will be the soil for this flower. 1.1 Literature review Since the 20th century, culture has been illustrated by many philosophers, socialists, anthologists, historians and linguists. According to Brown (1987) “Culture is a collection of beliefs, habits, living patterns and behaviors which are held more or less in common by people who occupy particular geographic areas.” Eugene.A.Nida, a famous linguist, translator in the world, defined culture as “the totality of beliefs and practices of a society.”(1998) “culture is the evolving way of life of a group of persons, consisting of a shared set of practices associated with a shared set of products, based upon a shared set of perspectives on the ? So culture seems to world, and set within specific social contexts”. contain everything in the world, including customs, habits, ideas and beliefs. Culture doesn’t come out in one day. When people live in a certain area in groups, their way of working, entertainment, communication or other regular activities appeared. As time went by, these things gradually fixed and shared by the members. Therefore, everything that a person experienced is part of his or her culture. It is also generally accepted nowadays that “culture” can be interpreted in its broad sense and narrow sense. That is, the traditional notion of culture in language education has been expanded from “culture with a big C” to “culture with a small c”. Most scholars support that “culture with a big C” focus on all the achievements and contributions to civilization: art, music, literature, architecture, technology, scientific discovery and philosophy. And “culture with a small c” includes “the behavior patterns of the life style of people: when and what they eat, how they make a living, the way they organize their society, the attitudes they express towards friends and members of their families, how they act in different situations, which expressions they use to show approval and disapproval, the traditions they must observe, and so on”. Meanwhile, scholars in China also have different definitions about culture. According to Zhang Zhanyi (1990), culture can be divided into knowledge culture and communication culture in accordance with its function. Knowledge culture includes a nation's politics, economy, education, religion, law, arts and literature etc. Communication culture is composed of language and non-language factors including greeting, appreciation, title, euphemism and taboo. It reflects people's values and beliefs, social customs, psychological statement and the mode of thinking, which is hidden in the linguistic system.? 1.2 The definition of culture and language. 1.2.1 The definition of culture What is culture? The definition of culture varies from person to person. Culture is a large and evasive concept, which is very complex and difficult to define. "Culture means the total body of tradition borne by a society and transmitted from generation to generation. It thus refers to the norms, values, standards by which people act, and it includes the ways distinctive in each society of ordering the world and rendering it intelligible. Culture is...a set of mechanisms for survival, but it provides us also with a definition of reality. It is the matrix into which we are born, it is the anvil upon which our persons and destinies are forged." (Robert Murphy. Culture and Social Anthropology: An Overture. 2nd ed. Englewood Cliffs, NJ: Prentice Hall, 1986: 14) In my mind, culture is a part of life. It is a way of life ,especially the general customs and beliefs ,of a particular group of people at a particular time. 1.2.2 The definition of language What is language? It definite as any means of conveying or communicating ideas; specifically, human speech; the expression of ideas by the voice; sounds, expressive of thought, articulated by the organs of the throat and mouth. Language as a social phenomenon was first described by Ferdinand se Saussure who claimed that providing only historical description of languages (as it was done at his time) should not be the only approach to this complex entity. He maintained that crucial information about language can be obtained from its common users, who in most cases do not posses practically any theoretical knowledge about their native tongue and yet are competent speakers. Moreover, as Saussure assumed language use reflects the contemporary structure which should enable synchronic language analysis (language used at a given point in time) in addition to diachronic analysis concerned with the past linguistic forms. The social aspect of using language, or speech was called parole by Saussure, while the underlying knowledge of linguistic structure was known as langue. So from above contents ,we can make a conclusion that language is a broad category. 1.3 The relationship between culture and language A language is a system of written symbols, with standardized meanings. Language is the outward manifestation of the spirit of people: Their language is their spirit, and their spirit is their language. Through words, we are able to communicate with others and express our own ideas; to learn different kinds of experiences and so on. However, the most important function of language is to develop and transmit culture. It is generally accepted that language and culture are closely related to each other. “A language is part of culture and a culture is part of language; the two are intricately interwoven so that one cannot separate the two without losing the significance of either language or culture” (Brown, 1987:123). Language is the carrier of culture（Su Dingfang，1996:58). An integral part of languages such as word phrase carries a lot of cultural information, which is a portrayal of human social and cultural life. Knowing a language is not only to know the grammar, vocabulary, discourse patterns, but also the culture behind it, which determine whether the language using in a particular context is appropriate. Therefore, we may say, language is a window to the culture. To practice the culture, we also need language. We need to be able to express ourselves and to communicate with members of the culture. We engage with them in many practices and products. In sum, As Seelye (1984) pointed out, “It is becoming increasingly apparent that the study of language cannot be divorced from the student of culture, and vice versa.” It would be difficult to transmit culture from place to place and from generation to generation without languages, it is impossible to understand language without cultural context. The formation and development of language is based on culture. Language can not exist without culture. Culture and language are inseparably interwoven with each other because the language is one aspect of its culture and culture in turn has profound influence on language. In other words, it is necessary and more proper to teach both language and culture in an integrated way. II . The importance of culture education in middle schools’ English teaching Culture is a very important part in the whole teaching process. culture education as an important way in middle schools’ English teaching, no matter teachers or students, they both should pay enough attention to the culture education. 2.1 The need of English language learning An increasing number of linguists and foreign language teachers realize that linguistic knowledge does not guarantee mutual understanding unless one gain an understanding of another one’s culture. That is to say, no language can be taught in a cultural vacuum. To learn a foreign language well does not only mean to learn the pronunciation, the words and the grammar. They should be familiar with the cultural differences, because people with different cultural background have different customs, and behaviors. “To study language without studying the culture of native speakers is a lifeless endeavor”. (Crawford-Lange & Lange, 1987). Learning a language without culture is boring for most of the students in the class. Cultural understanding promotes greater interest for the students to learn a language. We can use the language appropriately if we have a better understanding of their thoughts, feelings, behaviors, and customs. Culture is often neglected in English teaching or English learning. However, changes in linguistic learning theory indicate that culture should be highlighted as a vital element in language learning. Competence in language use is measured not only by the ability to use it without grammatical error, but also to use language appropriately in a specific culture context, so successful language learning requires learners to know the culture that underlies language. 2.2 The need of intercultural communication Nowadays, English is the first foreign language in China. With the development of globalization, intercultural communication became an indispensable part of all nations’ life. It is very important to improve students’ foreign language skills. The modern society needs people who can chat with others in English fluently and have profound understanding in different cultures. This requires us to pay more attention to intercultural education in Middle Schools. Sometimes, we find intercultural communication difficult. Even if we overcome the natural barriers of language differences, we may fail to understand and to be understood because cultural differences are the main barriers in intercultural communication. For instance, a harmless statement may cause shock or anger, and a serious statement may cause joy or amusement. For example, when a Chinese student knew his foreign teacher got sick, he visited her and said “you should go to see the doctor.” However, the foreign teacher was very angry about what the Chinese students had said. In China this is a kind of expression to show your solicitude while in American it will be regarded as doubting one’s ability, because even the little children know that they should go to see the doctor when getting ill and it is unnecessary to advice people to do so. It seems that Chinese students have a good knowledge of grammatical rules and vocabularies, but they can not communicate appropriately with foreign people, which may result in communicative failures in intercultural communication. The ultimate goal of language learning is to achieve effective communication with the people in target countries. According to Kramsch (1993: 237)，the purpose of foreign language learning is “a way of making cultural statements” as well as “learning a new way of making communication.” Language ability is the foundation of communication ability. Communication ability includes five aspects: Four skills (listening, speaking, reading and writing) and social ability (the ability which people from different cultures carry on suitable communication). To train students’ cross-cultural communicative competence, teacher should provide them with a certain degree of cross-cultural knowledge. Only when students mastered the cultural knowledge can they make the comparison between Chinese and Western cultures, and avoid cultural mistakes in cross-cultural communication. III.The problems of culture education in middle schools In recent years, culture teaching has been paid more and more attention. In China, many scholars have been working on cultural studies since 1980s. For example Hu wenzhong is one of the pioneers who advocate the teaching of culture in foreign language education. He first explains the necessity of culture teaching by analyzing the cultural faults Chinese students tend to commit in intercultural communication. (Hu Wenzhong, 1988). However there are still some limitations and problems in culture instruction. 3.1 Lacking awareness of culture education In middle school English classrooms, students only acted as listeners and receivers of the cultural knowledge. They always accept the knowledge passively and seldom participate in the classroom activities actively. Cultural awareness is the term used to describe sensitivity to the impact of cultural behavior on communication. It refers to an understanding of one’s own and other’s culture that affect how people think and behave. Cultural awareness is a good command of cultural knowledge of the target language, a strong competence of adjustment and communication. A language teacher plays a leading role in language education. A teacher is the mediator of a foreign culture. So teachers’ cultural competence is of great importance in culture teaching in foreign language education. They must get acquainted with the target culture and update the knowledge about language teaching. Whether the implementation of culture instruction in foreign language education is successfully carried out mainly depends on teachers’ cultural awareness and knowledge. Most teachers in middle school do not have a good understanding of culture instruction in foreign language teaching. Many English teachers used to believe that it is unnecessary to teach culture anyway, and the teaching of the basic linguistic knowledge is the most important thing. Most teachers have never received special training before or after they become a teacher. They have not been educated under a program that embraces both linguistic forms and sociocultural contents. They are not equipped with such awareness or knowledge when they first become a teacher. Moreover, the teacher themselves lack direct contact with foreign culture, since most of them have not got the chance of going abroad, which is the best way of familiarizing oneself with the foreign culture and developing cultural awareness. So they are not as experienced in culture instruction as in language points and structures teaching in English lessons. Therefore, they themselves need to be sensitive to the importance of culture instruction in language teaching and gain a maximum of knowledge about target culture. What’s more, they should develop cultural awareness and have an appropriate cultural understanding about target culture. 3.2 The methods of the culture education are too single In most middle schools, English teachers teach culture education only through textbooks, they rely on textbooks too much, so as to in the whole teaching process lacking of innovation and interaction; On the other hand, the teaching of culture is only regarded as a supportive means to improve students’ linguistic competence. English language teaching emphasizes on explaining and practicing words, phrase, sentence pattern, or general idea of paragraph. This pattern exerts a positive effect on studying language knowledge and grasping language skills, but some obvious drawbacks exist in this kind of pattern of teaching, because it neglects the existing of culture that language is the carrier of it. At present, in the middle school, the exam-oriented education is still influencing the teachers’ teaching idea seriously. Some teachers only emphasize on studying the language knowledge and spend most of time in teaching the knowledge of vocabularies, expressions and grammars in the classroom. Some teachers pay more attention to training the language ability of students, especially the cultivation of reading, but they ignore the cultivation of the communication ability of language during English teaching. As a result, students could only understand the language knowledge, but could not reach the understanding layer of the cultural knowledge. Though students have possessed language ability, they have not totally possessed the communication ability of language. In this case, students are good at language using; however, they still often cause the misunderstanding in communication. They are the products of traditional teaching methods and exam-oriented teaching IV. Approaches to put culture education into English teaching in middle schools Teaching English is also teaching English culture. The importance of teaching culture has been discussed a lot and widely recognized. Now how to cultivate cultural awareness and make culture education diversity in middle school is also a problem which all English teachers confront. The following are some approaches I have ever adopted in my teaching. 4.1 Studying culture-loaded vocabulary Vocabulary just likes the basis foundation of language building. Vocabulary is the most active and culture-loaded element in a language, the culture features of a community are usually first reflected from vocabulary. So teaching vocabulary is the initial step to teach culture. A word usually has three layers of meaning--lexical meaning, structural meaning and social-cultural meaning, among which the third layer of meaning is the most difficult to seize, because it touches upon social experiences. Therefore, teachers should draw students’ attention to the specific meaning and usage of the culture-loaded words, especially those words that are often used by native speakers of English, in order to expand their vocabularies and to increase their communicative competence in conveying different moods and connotations satisfactorily. Superficially equivalent words or terms may express different cultural psychology, or arouse different associations. In China，the meaning of “dragon” is colorful. “Dragon” is a mythical animal in ancient China with five-clawed, which could walk, fly and summon wind and rain. It is a symbol of emperors in Chinese feudal Society. But in English, dragon” is a kind of violent creature. This kind of phenomena also can be found in many words. The term of Red is usually associated with celebrations and joyful occasions. For example, At the Spring Festival, it is customary for the Chinese to post up antithetical couplets written on the red scrolls, to put on the red Chinese character“福”and to hang the red lanterns in order to create a joyful festival atmosphere. The money given to children as a lunar New Year gift is usually covered in a piece of red paper for the purpose of expressing good wills. On the contrary, it is associated with war, blood, terror, anger, crime and debt in western culture, such as “red-handed”, “see red”, “wave a red flag”, “red ink”, and “be in the red”. The following are some examples concerned with red. (1)He is a man of much red blood. (2)Richard’s coming late made his teacher see red. (3)They argued until everyone was red in the face. (4)The thief was caught red-handed. The” red blood” in sentence (1) means dynamism or vigor. In sentences (2) and (3), “red” should be understood as a rage, while in sentence (4) “catch somebody red-handed” refers to being caught on the spot. Introducing a specific cultural feature through words learning is an effective way to increase students’ cultural awareness. It is obvious that foreign language learning is firstly made up of words understanding. Many teachers tend to teach students words definition only, as a result, students just know the Chinese meaning of a word. They have no idea of the cultural context in which the words occur. It is safe to say that without understanding the cultural connotation of a vocabulary at a deeper level, one can’t really learn a foreign language well. So teaching culture-loaded words is very important in foreign language teaching. 4. 2 Comparing culture differences The middle school syllabus points out clearly: “In order to locate focal and difficult language points for teaching, teachers may adopt the approach of making contrasts between English and mother tongue.” Middle school students always like to equalize English with their mother tongue. Unfortunately this learning method will become a communicative obstacle in the future. On the contrary, the approach of comparing the differences is an effective way to learn the cultural knowledge, and through which students could have a better understanding of both Chinese and English culture. Through the comparison of two culture differences and similarities it will enhance students’ sensibility for intercultural communication. Western culture is based on individualism rather than on collectivism. For instance, in the US, you always talk about individual rights, instead of placing the whole society above your own. While in China, country, society or family is placed above your own. The sentence pattern “I appreciate/like/love...”, as a compliment is frequently used in American English while it is noticeable that most of the Chinese compliments are initiated by the pronouns “you”. In most cases, the American give compliments only to show friendliness so they would readily accept the compliments by saying something like ”thank you" to show their appreciation of the praise, whereas a Chinese speaker would try to deny the truth of the compliment. The norm of Chinese society is to be modest. Modesty is one of the most constitutes of self-image. So the Chinese speaker chooses to lower himself/herself when responding to compliments. When they come into contact, they may both think they are behaving politely. Yet neither of them would think the other is being polite. Many of the cross-cultural misunderstandings are caused by different social norms. Unit 2 in Book 6 of New Senior English for China gives an introduction to English poems, which contain a lot of cultural information. The teacher can help students to make a comparison between English poems and Chinese poems to see their different forms of writing, different cultural background. In short, through the comparison, the students can tell the differences of two cultures, and treat the foreign cultures correctly and equally. 4.3 Using role-playing teaching method Role playing provides students with chances to make use of the language they have learned, to act out different situations. More importantly, it helps illustrate the occasion in which the cultural differences in communication occur. For example, Chinese students are invited to have dinner in English family. As we know, in western culture, guests should be on time or several minutes earlier. The hosts firstly lead the guests to the living room to drink some wine before dinner, and then have dinner. In that way, students may realize culture. In the role playing students have to use appropriate language according to the situation and their own status. Many situations can be used for role-play, such as greetings, asking the way, seeing the doctor, telephone-making, doing shopping. Teachers should pay attention to several points in the process of role playing. First, teachers should design the situation carefully. The situation should be practical and related to the daily communication, which serve a clear purpose. Otherwise, the students would perform the role playing aimlessly. Second, teacher can provide a model for the students so that they will feel more comfortable and confident when carrying out their performance in front of the classmates. 4.4 Making good use of multimedia Modern educational technology and equipment are the necessary tools and instruments in modern teaching. This means that we should introduce modern educational technology and equipment in our teaching process. They can be made full use of in the practice of culture teaching. Multimedia software has image, voice, and motion, which can give students a current feeling. So that every middle school student can learn the vocabularies and sentence patterns in a relaxed and happy condition. Therefore, they will be highly motivated by this way of learning. “A picture is worth a thousand words”. Multimedia is a useful teaching aid since it is a powerful vehicle of information. It is a vivid way to demonstrate the target language. It is said that “A good beginning is half the success.” How to lead in is very important in starting a new lesson. How can teachers quickly attract the attention of the student is the question which English teachers have always been studying and exploring. Multimedia helps to solve the problem. Multimedia teaching can make students feel that they are in the English-speaking countries. Through the use of multimedia presentation tools, students can quickly focus their attention. It can arouse the strong desire of students. With the appropriate advice from teachers, the students would know what they will learn in the class. A multimedia class is lively, concise, and clear. 4.5 Reading literature works and newspapers Culture elements and cultural activities provided in class are not enough in culture learning. It is quite necessary and important for the teacher to use other materials to enlarge students’ scope of cultural knowledge and to improve their cultural abilities. Among the extracurricular activities, literature reading is the most commonly used method to expand students’ cultural knowledge, because most of the literary works pay much attention to describing the background of story, which reveal a great deal of cultural element, such as politics, economics, education, religion, and so on. So literature reading can deepen learner’s understanding of foreign countries and their cultures. Literature works should be appropriate for middle school students. Teachers should select the literature which is relative simple in structure and style. Reading the literature with a lot of the abstract vocabularies and unfathomed cultural content will frustrated the students. Teachers should consider that whether students are able to read the language with considerable ease. The reading of newspaper and magazines is also an effective way to enhance students’ cultural competence. Newspaper has a comprehensive coverage of information about the current affairs. Valdes (1986) points out that the newspaper would reveal Americans in their own cultural settings and provide insights of interest to foreigners. Newspaper is the mirror of current life, which reflects every aspect of social life. So by reading the newspaper or magazines students can improve both linguistic competence and cultural competence. Nowadays, in China, the original British and American newspaper is very rare. In this case, students can read the “China Daily” or “21st Century”. Besides，some weekly or monthly magazines like “China Today, English Salon，and English world” are also good materials. The teacher can let the student give daily report in turn about the information they have read in newspaper to encourage them to go on reading. What has been discussed is mainly concerned with some activities used in and out-of classroom to cultivate the students' intercultural communicative competence. One point that should be made clear is that I do not mean to take any one of the methods separately. What I endeavor to do is to ask the language teachers to pay attention to the combination of these methods for the building up of the students' intercultural communicative competence. V.Conclusion Culture and foreign language teaching are closely interrelated. On one hand culture has a strong influence on language. On the other hand, language exerts a reciprocal impact on culture. Language reflects culture and traces of culture are apparently found in language. Concerning current Chinese middle school English teaching, teachers and learners have an increasing realization that a good command of English vocabulary and grammar does not necessarily mean a good mastery of English. Students can not gain the communicative competence and be cultivated with cultural awareness without a good knowledge of the culture of the target language. Stewart regards the target culture as an essential feature of every stage of foreign language teaching and learning. From what have been discussed above, we realized that teachers should make full use of classroom teaching and use varied methods to create an environment of language communication. So that students can learn cultural language in the sense of language learning, also teachers will train students a strong sense of culture. In this case it can improve their ability and help students meet the demands of modern society. ? Moran, P. R. problems in culture education [M] .Beijing: Foreign Language Teaching and Research Press, 2004. ? Allen, E. D,and Valette, R.M. Classroom Techniques : Foreign Language and English as a Second Language.( Second edition)[M]. New York: Harcourt Brace Jovanovich, 1977. Work Cited [1]Allen, E. D,and Valette, R.M. Classroom Techniques : Foreign Language and English as a Second Language.( Second edition)[M]. New York: Harcourt Brace Jovanovich, 1977. [2]Brown, H. D. Principles of Language Learning and Teaching. (2nd Edition) [M]. Englewood Cliffs, N J: Prentice-Hall, 1987. [3]Crawford-Lange, L.M. and Dale Lange. Doing the unthinkable in the second Language classroom: A Process for integration of language and culture. In T Higgs，(ed.)，Teaching for Proficiency，the Organizing Principle[M].Lincolnwood,Illinois:NationalTextbook ComPany,1987.139 一179. [4]Hu Wenzhong. Intercultural Communication—What It Means to Chinese Learners of English [C].Shanghai: Shanghai Translation Press, 1988. [5]Kramsch, C. Context and Culture in Language Teaching [M].Oxford: Oxford University Press, 1993 [6]Moran, P. R. Teaching Culture: Perspectives in Practice [M] .Beijing: Foreign Language Teaching and Research Press, 2004. [7]Nida, E. Language Culture and Translation [J]. FLT Journal, 1998(3). [8]Rogers,E.M.&Steinfatt,T.M. Intercultural Communication［M］Illinois: Waveland Press Inc, 1999 [9]Samovar, L. Porter, R. & Jain, N. Understanding intercultural communication [M]. Belmont, CA: Wadsworth, 1981. [10]Seelye, H. Teaching Culture: Strategies for Intercultural Communication [M].Lincolnwood, Illinois:National Textbook Co,1984. [11]Valdes, J. Culture Bound: Bridging the Cultural Gap in Language Teaching[C].Cambridge: Cambridge University Press, 1986.8. [12]胡文仲.跨文化交际学概论[M]. 北京: 外语教学与研究出版社， 1999. [13]胡文仲.外语教学与文化[M].长沙: 湖南教育出版社，1997. [14]教育部.英语课程 标准 excel标准偏差excel标准偏差函数exl标准差函数国标检验抽样标准表免费下载红头文件格式标准下载 [M]. 北京:北京师范大学出版社，2002. [15]束定芳.现代外语教学一理论、实践和方法 [M].上海:上海教育出版社,1996:58. [16]张占一.试论交际文化和知识文化[J].语言教学与研究，1990(3). Acknowledgements I am, first of all, grateful to my supervisor, Lecturer Jiang LiLi, for her patient and efficient support and elaborate correction of this paper. Without her help, this paper could not have come into being. My deepest gratitude and admiration also goes to all those teachers who taught me during my study in YICHUN University. Their encouraging guidance will be unforgettable. In writing this paper, I have profited a lot from some works which I have cited from and referred to. I'm thankful to all those authors. Finally, I would like to thank Last my thanks would go to my friends and my fellow roommates who gave me their help and time in listening to me and helping me work out my problems during the difficult course of the thesis .I also owe my sincere gratitude to my beloved family for their loving considerations and great confidence in me all through these years.