大学英语口语教育中的文化教学_浅谈大学英语口语教学

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届学士学位论文

Culture Teaching in College Oral English Course

系 别:

专

业: 英 语 学 号: 姓 名: 指 导 教 师: 指导教师职称:

年 5 月 19 日

Acknowledgements

To my supervisor, Mi Xu, who has been guiding my diertation from start to finish, I extend my sincere gratitude.Without her able guidance, insightful advice, and kind encouragement.This diertation would not have been accomplished.My cordial thanks are given to my clamates and roommates for their care and help.I also pay my heartiest thanks to my dear father and mother for their pricele care, encouragement and substantial support during my postgraduate study, without which I could achieve nothing.I

Culture Teaching in College Oral English Course Abstract：With the development of new technology, growth in the world's population, and shifts in the global economic arena, international contacts have become more and more significant and frequent.This makes poible and neceary the new interdisciplinary subject

intercultural

communication.During

intercultural communication, we meet from time to time culture shock, culture barriers and culture misunderstanding.Language is the vehicle of culture as well as a means of communication.It is a part of culture and plays a very important role in it.Without language, culture would not be poible.On the other hand, language is influenced and shaped by culture.It reflects culture.Therefore, the importance of culture teaching in foreign language teaching becomes more obvious.Since language and culture are inseparable, foreign language teaching and culture teaching are also inseparable.The eential purpose of language teaching is not only to teach linguistic knowledge but also to teach how to learn communicative competence and cultural competence.The purpose of this diertation is to show the eence, importance, goals and principles of culture teaching in college English claes and also to provide some techniques and suggestions in culture teaching.Build a valid model for the culture teaching of English course.Key Words：Language;Culture;College English Teaching

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大学英语口语教育中的文化教学

摘要：随着生产力的推动，科学技术的发展，全球经济一体化的形成，在日益增多的跨文化交际中，各种文化撞击时有发生。如何克服跨文化交际中的文化障碍，这对大学英语教学提出了新的要求。语言是一种社会现象。语言是文化的载体，而文化也影响着语言的各个层面。由语言和文化相互交融的关系中，我们可以得出语言教学即是文化教学。语言教学的根本目的不仅是传授语言知识，还教如何学习交际能力和文化能力。本文作者就文化教学的本质，文化教学的重要性，文化教学的原则，文化教学的策略和技巧以及文化教学是如何通过语言教学的各个层面而得以体现等问题进行了探讨，力图为英语教学中的文化教学构建一个有效的模式。关键词：语言;文化;大学英语教育

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Contents 1.Introduction………………………………………………………………………….1 1.1.Culture and Language…………………………………………………………...1 1.2.What is Culture?..................................................................................................1 1.3.The Importance of Culture Teaching in College English Claes……………….2 2.The Importance of Culture Teaching……………………………...…………………4 2.1 The Relationship Between Language and Culture………………………………4 2.2 The Aims of Language Teaching………………………………………………...5 3.Principles of Culture Teaching in College English Claes………………………….6 3.1 Cognitive Principle………………………………………………………………6 3.2 Aimilative Principle……………………………………………………………7 3.3 Comparative Principle…………………………………………...………………8 3.4 Tolerant Principle………………………………………………………………...9 4.Culture Teaching in College Oral English Claes……………………………….10 4.1 Addreing………………………………………………………………………10 4.2 Greeting and Parting……………………………………………………………11 4.3 Apologies and Responses……………………………………………………….13 4.4 Thanks and Responses………………………………………………………….13 4.5 Summary………………………………………………………………………..14 5.Conclusion………………………………………………………………………….14 References………………………………………………………………..…………...17

IV

Culture Teaching in College Oral English Course

1.Introduction

1.1 Culture and Language

Culture exists everywhere in human society.Even when a baby is born, his thought and behavior are influenced by culture subconsciously.Due to such an all-pervasive nature, it is hard to reach an agreement on a single definition of culture.The linguist Sapir suggests that culture may be defined as what a society does and thinks.Language and culture are closely related.1.2 What is Culture?

Culture is a way of life.It guides the behavior of people in a community and helps them to know how far they can go as individuals.Even when they have left that community, its members may retain, wherever they are, a common system of standards for perceiving, believing, evaluating and acting.The term “culture” is widely employed in social sciences.Although many scholars have tried to define culture, there is really very little agreement on what people mean by the idea of culture since cohere has different shades of meanings in different scientific disciplines and contexts.Culture„is that complex whole which includes knowledge, beliefs，arts, morals, law, customs, and other capabilities and habits acquired by man as a member of society.(Wang Foxing & Wu Haying, 1994: 79)

Another definition with detailed descriptions is advanced by Daniel Bates and Fred Plug:

Culture is a system of shared beliefs, values, customs, behavior, and artifacts that the members of a society use to cope with their world and with one another, and that are transmitted from generation to generation through learning This definition includes not only patterns of behavior but also patterns of thought(shared meanings

blurt the members of a society attach to various phenomena, natural and intellectual, including religion and ideologies), artifacts(tools, pottery, houses, machines, worlds of art), and the culturally transmitted skills and techniques used to make the artifacts.(Quoted from Larry A.Samovar & Richard E.Porter, 1995: 47)

That is to say that culture is any of the ideas, customs, skills, arts and tools, which characterize a given group of people.This definition includes most of the major territory of culture the total way of life of particular groups of people, including everything that a group of people think about, say, do and make.Therefore, no society exists without a culture which influences the way people think and behave.“Such thought and behavior patterns have universal characteristics:(1)they originate in the human mind;(2)they facilitate human and environmental interactions;(3)they satisfy basic human needs;(4)they are cumulative and adjust to changes in external and internal conditions;(5)they tend to form a consistent structure;(6)they are learned and shared by all the members of a society;and(7)they are transmitted to new generations”.As a result, culture establishes for each person a context of affective thought and behavior.He tends to perceive the world within the context of his own culture and act on this perception, which may usually lead to misunderstandings between members of different cultures.On the whole, no unanimous conclusion on the definition of culture has been drawn till now.However as time hoes, new will be added and each interpretation will convey some perspective of the concept and provides insight into its nature components and characteristics.1.3 The Importance of Culture Teaching in College English Claes

The world is getting smaller and smaller.Improvement in transportation technology, developments in communication technology and globalization of the economy have made intercultural communication more neceary than ever.Although non-verbal communication sometimes works, its efficacy is limited.Language learning is therefore an important element for intercultural communication.At the same time, culture teaching is also an important element in language teaching.The purpose of this diertation is to show the eence, importance, goals and principles of culture teaching in college English claes and also to provide some techniques and suggestions in culture teaching.Language is the vehicle of culture as well as a means of communication.A deep study of the relationship between language and culture is not only neceary but also urgent in language learning and teaching.In order to have a better understanding of the relationship between language and culture, we had better find out what language is and what culture is.Any language is a part of a culture and any culture is a part of a language;the two are intricately interwoven so that one cannot separate the two without losing the significance of either language or culture.Why language and culture are inseparably connected? The reasons are as follows:

1.Language acquisition does not follow a universal sequence, but differs acro cultures;

2.The proce of becoming a competent member of society is realized through exchanges of language in particular social situations;

3.Every society orchestrates the ways in which children participate in particular situations, and this, in turn, affects the form, the function and the content of children's utterances;

In order that students acquire cultural competence, culture teaching in foreign language claes must have definite objectives and teaching principles through which the objectives are realized.Therefore, in this diertation, the author puts forward and illustrates the four culture teaching principles in foreign language claes: Cognitive Principle, Aimilative Principle, Comparative Principle and Tolerant Principle.When we say cognitive principle, we mean, in the first place, it could refer to knowledge about the target culture and society;second, it might further involve the development of certain skills: observing, discriminating, examining socio-cultural phenomena or relating the target culture to the source culture.To put it in simpler words, cognitive principle in culture teaching is that the students are required to know，to understand and to learn the target culture.In terms of the cognitive principle emphasis is placed on knowing and understanding, rather than behaving.When we stre the aimilative principle in culture teaching, we must pay attention to the mechanical absorption of foreign things.Comments on it accurately when he talks about two different attitudes toward learning from foreign things.In a word, by aimilating alien cultures, our culture flourishes;on the other hand, only by keeping the independence and national characteristics of our culture can we make the cultures pluralistic and universal.2.The Importance of Culture Teaching

2.1 The Relationship Between Language and Culture

Language is the vehicle of culture as well as a means of communication.A deep study of the relationship between language and culture is not only neceary but also urgent in language teaching and learning.In order to have a better understanding of the relationship between language and culture, we had better find out what language is and what culture is.A language is a system of arbitrary vocal symbols by means of which the members of a speech community communicate, interact, and transmit their culture.This definition given by Albert B.Cook III emphasizes not the function of language is not only a tool of communication but also an important vehicle of culture.Since the nature of culture is multifaceted, different scholars define culture in different ways and each is diatisfied with the other's definition.Generally speaking, the traditional concept of culture as great achievements, refinement and artistic endeavor, is widely referred to as “Culture with a capital ”.This contrasts with way-of-life culture, which is referred to as “culture with a small c”.The following definition advanced by(Daniel Bates and Fred Plug(1990: 53)is generally regarded as the most complete one: Culture is system of shared beliefs, values, customs, behaviors and artifacts the

members of a society use to cope with their world and with one another, and that are transmitted from generation to generation through learning.The outstanding feature of this definition is that culture is transmiible only through some form of language.After gaining a clear idea of the definition of language and culture respectively, let's go further into the relationship between language and culture.As is known, language is a human activity and a social activity as well.So language system cannot exist in vacuum.On the contrary, it is always determined by society.When we say language is a system and culture is a bigger system, we don't mean that language is le important than culture.2.2 The Aims of Language Teaching

What is the aim of language teaching? This is a question of the first importance for the teaching of language.The basic reason why some language teachers in China have achieved so little is either their failure to have a correct objective in language teaching or their failure to point out the difference in emphasis between the approach to language and the approach to culture.Quite a number of language teachers take it for granted that language teaching is just to teach the linguistic knowledge only.Some think differently.They hold that the goal of language teaching is to teach the language, not about the linguistic skills.We hold that in language teaching we must teach language and culture at the same time.Those who hold the first view have been focusing their attention on the linguistic skill.In their eyes all one has to do in language teaching is to show and to help students to learn the rules of pronunciation and intonation, the rules of grammar, and the rules of word-formation, giving instructions, guiding in the study of something, providing knowledge, causing to know and understand.All this, in their view, is what teaching is all about.Therefore it has been commonly supposed that once these linguistic skills are acquired in reasonable measure, the purpose of language teaching and learning will be accomplished as a more or le automatic consequence.There is no question in our mind that to teach culture as well as language is the

unique and correct choice in language teaching.The reason is obvious.As is known, language has at least two rule systems: one is the structural system that consists of phonology, morphology and syntax;the other is the use system which is closely bound up with social behavior and social situation and determines whether language is used appropriately or inappropriately.Therefore a language course demands that the teacher should not only give the student knowledge about the language but also extend beyond linguistic knowledge such as pronunciation, grammar, and even as extensive knowledge of vocabulary.In other words, a language course should help the learner come as close as poible to the “background studies”-the study of the history, geography, and institutions of the country-to the people who use the language, the way they live, what they do, think, and dream.3.Principles of Culture Teaching in College Oral English Claes

In recent years, culture teaching as well as foreign language teaching has attracted more attention than ever before, for more and more foreign language teachers have become aware that second language learning is often second culture learning and that foreign language learners are required to have not only the four skills of speaking, listening, reading and writing but also cultural competence-an integral part of communicative competence.3.1 Cognitive Principle In specifying the objectives of culture teaching, many social culturists hold that the overall goals are cro-cultural understanding, and cro-cultural communication.The first of these is a highly cognitive goal.When we say cognitive principle, we mean, in the first place, it could refer to knowledge about the target culture and society;second, it might further involve the development of certain skills: observing, discriminating, examining social cultural phenomena or relating the target culture to the source culture.To put it in simpler words, cognitive principle in culture teaching is that the

students are required to know, to understand and to learn the target culture.In terms of the cognitive principle emphasis is placed on knowing and understanding, rather than behaving.The cognitive principle suits the actual conditions in culture teaching.Since the great majority of the foreign language learners have few opportunities to study or work or live in the target culture community, they can only learn the target culture in clarooms, or from books, or through ma media.What is more, many teachers themselves haven't been to any foreign country.Their teaching contents about the target culture are merely indirect knowledge.The cognitive principle tallies with the goals of cultivating the students.In culture teaching, different students should have different requirements.Only those whose major is foreign affairs or busine or those who are going to get jobs concerning foreign affairs or busine are neceary to experience the target culture directly through contact with the native speakers and through developing some sort of personal relationship with the target culture community.Most learners are only required to know, understand and learn the general knowledge of the target culture.The cognitive principle is suitable to culture teaching course.The culture teaching course is different from courses such as history, geography and folklore etc.In a strict sense, culture teaching is not an independent course.On the contrary, it is only an integral component of language teaching, for the objective of foreign language teaching is to enable the students to have communicative competence, which also implies knowledge of many aspects of society and culture.That is to say, cultural competence merges into communicative competence.Therefore, except a small number of students whose major are foreign languages or foreign affairs, most foreign language learners are unneceary to take the culture teaching course either as a main course or as an elective course.While they are taught foreign languages, they are also taught some basic knowledge about the target culture.3.2 Aimilative Principle

In culture teaching claes it is not enough to help the students understand the

target culture and thus being able to explain it.The most important problem lies in making the useful parts of the target culture serve us.This is what is called aimilative principle.First of all, every culture is national and belongs to its own nation and bears its own national characteristics;on the other hand, every culture links up with other cultures and they are related in such a way that they can absorb something from each other and help each other to develop, together forming a new world culture.Secondly, to nourish its own culture, every culture needs to aimilate a good deal of foreign progreive culture.In eence, aimilation is for the sake of better developing and better enriching one's own culture.Thirdly, every culture has its strong and weak points.To make its own culture prosper, every culture must overcome its own weak points by learning from each other's strong points.Therefore, absorption of foreign culture is extremely important and neceary in developing each national culture.Finally, with the development of the information revolution, the earth is becoming smaller and smaller while the international cultural exchange is getting more and more frequent.On a whole, cultures are developing in the direction of diverse ones.Every culture is a component of the world culture.In such a multicultural pattern, cultures merge into each other.Whichever diociates itself from the developmental tide of the world culture is bound to lose.3.3 Comparative Principle

Indeed, most of what is thought of as culture shows as many differences as similarities.Comparative principle is an attempt to make a comparison between the learners' own culture and the target culture so as to find out their similarities and differences.Neverthele, to seek the similarities and differences is not our purpose but only means.So it is not enough to know cultural differences.What is more, it is better for us to accept them as a way of establishing an intercultural ethic.By accepting and appreciating both the similarities and differences, we can better aes the potential consequences of our acts and be tolerant of those of others.Comparison can enable us to get a deeper understanding of the target culture, of different cultural judgment and help us explain different cultural behavior so as to avoid explaining other culture's behavior according to our own standards or bringing our culture into other cultural situations.Only by comparison can one distinguish the differences and improve the abilities of distinguishing acceptable culture and unacceptable culture, thus preventing us from accepting the target culture uncritically.As is mentioned above, cultural competence is a component of communicative competence.By comparing we can improve our communicative competence.The reason why many foreign language learners often make pragmatic errors is that they fail to handle correctly the relationship between language and culture and they lack the understanding of the differences between their own culture and the target culture.While paying attention to the similarities, they often neglect the differences.When they communicate with foreigners in their target language, they often meet up with failure, for they are used to considering according to their train of thought, replacing the target cultural pattern with their own cultural pattern.3.4 Tolerant Principle

Besides the three principles mentioned above, tolerant principle is also important in culture teaching.When we say tolerant principle, we mean we must get rid of cultural discrimination.In today's situation of economic and scientific globalization, every culture without exception faces the problem of perfecting and developing itself.Only by respecting each other, learning from each other and making progre together can the world culture become multicolored and prosperous.Both cultural hegemonies and cultural isolationism are dangerous and must be opposed, because the former regards its own cultural pattern as the center of all while the latter rejects all alien cultures.Since different cultures have many in common, so the promotion of tolerance and mutual understanding between cultures is of advantage to constructing the diversity of human cultures, to improving human cultural ecology and to avoiding cultural shock or even armed conflicts..Culture Teaching in College Oral English Course

Cultural differences between English and Chinese can be found in many aspects of daily communication, including addreing, greeting and parting, compliments, apologies, thanks, etc.Attention will be given to different value systems, different cultural norms and different patterns of thought.Only taking the culture factors into the teaching syllabus, can the College Oral English Course be improve.4.1 Addreing

Both English and Chinese people have two kinds of personal names a surname and a given name.But the order and the use of these names in the two languages are somewhat different.In Chinese, the surname comes first and then the given name, while in English, the surname follows the given names

Another difference is about the form of addreing.From the viewpoint of socio-linguistics, forms of addreing can serve as an indication of the relationship of power and solidarity in the society.Brown and Gilman hold that addreing can fall into two categories: nonreciprocal or asymmetrical and reciprocal or symmetrical addreing(Jiao, 1998: 332).In calling their superiors or elders, the Chinese are accustomed to the nonreciprocal or asymmetrical addreing, in other words, they use “title surname” to addre their superior or elders rather than call them their names, while the superior or elders call the addreers their names.The Chinese tend to abide by the polite principle of depreciating oneself and respecting others to show appropriate respects towards the persons being addreed, otherwise, the addreer may be considered as ill mannered, ill educated or rude.But in the English speaking countries, people have a tendency to follow the reciprocal or symmetrical addreing.Although they are different in age and status, they can call the other directly, namely, their names, even first names except when they call the doctors, not arousing offence between them, but demonstrating the sense of intimacy and the conception of “Everyone is created equal”.Chinese people feel unnatural addreing a Westerner by his given name, feeling that it indicates too close a relationship, and Westerners, on the other hand, may feel that if a Chinese insists on using his surname, it indicates an unwillingne to be friendly and maintains a gap between them.So the use of forms like Mi Mary or Smith.may be a Chinese form of compromise.With Mi Mary, the use of the given name indicates friendline, but the addition of the title indicates the respect they feel they ought to show.And with Smith, the lack of a title indicates friendline, but the use of the surname prevents it sounding too intimate.However, both addreing used by the Chinese sound very strange and uncomfortable to the Westerner.4.2 Greeting and Parting

When people meet acquaintances or friends, people usually greet each other.The purpose of greeting is to establish or maintain social contact.So formulaic expreions are often used, but such formulaic expreions often cause conflict because of the great cultural differences between Chinese and native English speakers.In English, people often employ the following expreions to greet each other: “Good morning /evening /afternoon”, “Fine day, isn't it?”, “How is everything going?” etc.But Chinese people would greet each other like the following: “Where are you going?”, “Have you eaten yet?”, “What are you going to do?”, “Where have you been?” etc.In fact, these questions are nothing more than a Chinese way of saying “Hello” or “Hi”, but English people would treat them as real question.They are quite unpleasant for the Chinese so curious to ask such taboo questions which invade their privacy.Parting may be divided into two steps.Before the final parting, there is usual a leave-taking.English and Chinese cultures have diverse ways to deal with leave-takings.Firstly, in English society, during the closing phase of an encounter, from “I” perspective reasons for terminating the encounter are presented in litigator comments.Typical comments are aociated with expreions of apology, such as “I'm afraid I must be off, I have to relieve the baby-sitter”, etc.English people believe that to be willing to visit and converse with someone is to have respect for him;to terminate.The visiting is not of one's own free will, but because of some other

arrangements, therefore they always try to make their leaving.Sound reluctant by finding some reasons and apologize for it to make the leaving acceptable for both parties.English speakers often signal several times before leaving: “Well, it's been nice to see you again.I do enjoy our talk and the lovely dinner, but I must be going soon.Thank you very much for asking me over.I hope we'll be able to get-together again before long...”.Consolidation in a wider range of common acquaintances also occurs, in expreions such as “Say hello to Jack for me” or “Remember me to John”.In Chinese society, during the closing phase of an encounter, usually, from a “you” perspective, reasons for ending the encounter are set forth in litigator expreions.Such expreions include“你挺忙的，我就不多打扰}' o ”(You are so busy.I won't disturb you any more.), or“你一定很累了，早点休息吧，我要告辞了“(You must be very tired.Take a rest soon.I'm leaving.), etc.With these words, they may stand up from their seats.Chinese leave-taking is very short and quick.English people think it so abrupt that they have not prepared for it.While moving to the door, Chinese employ expreions of apology like“对不起，打扰T。”(I am sorry to have disturbed you.)or“对不起，占用了你不少时间.”(I'm sorry to have taken up so much of your time.).It should be noted that these expreions employed by Chinese guests to show concern for their hosts can only be appropriate for busine visits in the English environment.When the final parting is coming, people usually say Good-bye or Bye.The English people often see the visitor to the door or gateway.Partings for the Chinese involve a certain amount of ritual.The Chinese feel they must see a guest off to the farthest feasible point-down a flight of stairs to the street below or perhaps all the way to the nearest bus stop.Chinese use expreions of politene and protest accompanying a leave-taking.It is customary for the guest to say to his hosts ”There's no need to see me off.Don't walk any further with me, please.(Pushing the host lightly back towards his home).To the Chinese, such “see-sawing” is a manifestation of courtesy.and sincerity.The host usually insists on seeing his guest off.But the guest tries to decline, sometimes even helping out matters by pushing lightly.The final 12

words of the hosts are usually“慢走，走好。”To the Chinese it means “Take care” or “Watch your step” or some other, such caution, but translated literally it means “go slowly”.4.3 Apologies and Responses

If wrong things are done, there must be apologies.As to how to offer apologies, both English and Chinese people may say“I'm sorry.„，，“I apologize for.„，，etc.But Chinese would like to apologize for the crowed state of their dwellings and for small numbers of dishes, although the room is big enough and there are many dishes.(6)C: Sorry, the room is very small.F: Oh。。(at a lo, doesn't know how to respond)（7）C: Sorry, the dishes are not delicious and only very small number of dishes or nothing edible for you.F:(again, at a lo)

Chinese say these to expre self-depreciation only out of courtesy, not having other implication.But the foreigners would wonder: since the room is so large and there are so many dishes, why do they say so.Maybe they do not welcome our visit;they do not like us to eat more.When Chinese contact with foreigners, if they do not know these differences, it will lead to misunderstanding.The ways to respond to apologies are different, too(8)A1: Oh, I'm sorry.I forgot it.B1: It doesn't matter.B2: 'That's all right.B2 is an English person.B1 is a Chinese person.”It doesn't matter“ is a translation of“没关系”from Chinese, which is a common pattern in Chinese to respond to apologies.If a Chinese uses this to respond to apologies, English native-speakers will think that he is a sharp person, who simply cannot forgive a very little wrong thing.4.4 Thanks and Responses

”Thank you“ is widely used in English to show gratitude in such cases as being

invited, helped, given a gift;etc.Cultural differences exist between Chinese and English in how to expre thanks and responses.In fact, ”Thank you“ is uttered in English for more than acknowledging favor or gratitude, and it is often a means to show politene.On;many occasions, the English use this utterance while the Chinese may say“有劳您'” or do not say a word at all but just smile or nod.As a matter of fact, “Thank you” is used more widely by Americans than Chinese use “谢谢”，for minor favors like borrowing a pencil, asking directions, requesting someone to pa on a meage, receiving a telephone, etc.“Thank you” not only shows politene but also carries a person's grateful feeling for those who offer help.Without using expreions of gratitude, misunderstandings may arise because the help seems to be taken for granted and is not appreciated.For Americans, each person is an equal individual, whether ha is a family member or not.In Chinese,“谢谢”is not frequently used between intimate friends and farely members because it may imply a certain distance between the addreer and the addreee.Native English speakers may respond to “Thank yon” by saying: You're welcome /It's a /my pleasure /Not at all don’t mention it /That's all right /That's OK, while the Chinese people may say: It's my duty /I ought to do this(这是我应该做的)，which ray convey to Americans the meage that the Chinese did not really want to do it, or that, he/she did it only because it was his leer duty.The meage is quite different from what the Chinese speaker intended to expre.4.5 Summary

The above examples show how cultural differences affect communication between people with different cultural background.Through the above stage-proceing and surface-to-deep analysis of the causes leading to cultural conflicts, it is very obvious to us that to reduce cultural mistakes, the only way out is to increase students' cro-cultural awarene.5.Conclusion

The overall goals of cultural teaching are cro-cultural understanding and cro-cultural communication cro-cultural understanding demands a detailed analysis of a culture and an attempt at subsequent synthesis through the discovery of the main themes of the culture.However, cro-cultural understanding by itself would not be enough if the student kept the foreign culture at arm's length.The teaching of culture should lead the student to experience the culture directly through contact with native speakers and through developing some sort of personal relationship with the target language community.In other words, cro-cultural understanding and cro-cultural communication are closely related, lacking one of them, the goals of cultural teaching are incomplete.The goals of culture teaching as cro-cultural understanding and cro-cultural communication has been basic to the more operationally expreed objectives.Valetta(1972)summarizes the goals of culture teaching in five categories(l)cultural awarene;(ii)command of etiquette;(iii)understanding of daily life;(iv)understanding of cultural values;and(v)analysis of the target culture(tad.from Allen& Harvey, 1992: 213)

Hamersley(1982), basing himself partly on his three fold analysis of culture into factual, behavioral, and achievement culture, comes up with the following list of ten goals on an approximate order of difficulty for second language learners: 1.Knowledge of the cultural commutations of words and phrases.2.Knowledge of how to behave in common situations.3.The development of interest and understanding toward the second culture.4.Understanding of cro-cultural differences.5.Understanding of intercultural institutions and differences.6.Research like projects.7.Development of an integrated view of the second culture.8.Ability to evaluate statements about the second culture.9.Development of empathy toward a second culture and its people.10.Academic research on second cultures.In short, the college oral English teaching should help students to have a good command of knowledge of the target culture and enhance the awarene of differences between the target culture and the learner's own culture, that is, the goals of culture teaching and learning are to increase awarene of intercultural communication.Teachers should keep the goals of cultural instruction in mind as they do the leon planning and teaching.References Brown, H.D.1990.Cultural values: the interpretation of discourse［Ｊ］.ELT Journal, Vol.44, No.l.Chen, Shen.1999.The Teaching of Culture in Foreign Language Education［Ｍ］.Beijing: Beijing Language and Culture University Pre.Chomsky, N.1965.Aspects of the Theory of Syntax［Ｍ］.Boston: MIT Pre.毕继万，1999, 《跨文化语言交际》[M]。北京:外语教育研究出版社。顾嘉祖、陆升，1990,《语言与文化》[M]。上海:上海教育出版社。.何自然，1997,《语用学与英语学习》[M]。上海:外语教育出版社。胡文仲编，1990,《跨文化交际选读》[M]。长沙:湖南教育出版社。胡文仲，1992，试论跨文化研究，《语言文字应用》[J]。第3期.胡文仲、高一虹，1995,《外语教学与文化》［Ｍ］。长沙:湖南教育出版社。胡文仲主编，1994,《文化与交际》［Ｍ］。北京:外语教学与研究出版社。