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摘要：Culture is both reflected by and carried through language. The ultimate aim of foreignlanguage education is to achieve intercultural communication. Accordingly, English teachingshould combine linguistic competence with communicative competence. However,interacting with others in foreign language involves more than mastering the accuratelinguistic knowledge but acquiring relevant cultural background information. Therefore, it isdefinitely necessary for cultivating intercultural communicative awareness to improve cultureteaching in college English education.

ompetence of expressing Chinese culturein English during intercultural communication. Following the release of this article, thisphenomenon is attracting increasing attention and goes so far as to raise “loss of Chineseculture” in English version (Jia, 2003). Culture teaching, so to speak, shifts its emphasis fromfocusing on target culture alone to attaching importance to native culture. In this paper, it isdemonstrated by the term “Chinese cultural aphasia” that students’ incompetence ofexpressing Chinese culture in English goes against both improving students’ interculturalcommunicative competence and achieving a successful and equal communication.However, few of the scholars take teaching material, a significant resource for cultureinformation in language teaching, as systematical study into consideration in native cultureteaching.

　　1.3 Structure of the thesis
　　The rest of the thesis includes the following chapters:Chapter two introduces the history of culture teaching at home and abroad, therelationship between language, culture and communication, previous research on “Chinesecultural aphasia”, and types of textbook evaluation and criteria for evaluation concerned withculture contents.Chapter three proposes the empirical study with precise methodology used in thisresearch, including questions rising and hypothesis, object choosing, participants sampling,instruments employed, and research procedures.Chapter four reports the results from the researches described in Chapter Three inrelation to the hypotheses listed above and discussed the practical implications of the findingsin teaching.Chapter five is devoted to presenting the major research findings. Besides, the possiblecontribution and the significance of the thesis are also stated. The study limitation and futureresearch efforts are briefly discussed as well in this chapter.

　　Chapter Two Literature....................... 14-32
　　    2.1 Theoretical Basis of ....................... 14-21
　　        2.1.1 The History of Culture ....................... 14-17
　　        2.1.2 The Relationship between....................... 17-21
　　    2.2 Previous Researches on....................... 21-27
　　    2.3 Types of Textbook Evaluation....................... 27-32
　　Chapter Three An Empirical Study ....................... 32-38
　　    3.1 Questions and Hypothesis ....................... 32-33
　　    3.2 Subjects of the Study ....................... 33-34
　　    3.3 Instruments of the Study ....................... 34-35
　　    3.4 Procedures of the Study....................... 35-38

　　Chapter Five Conclusion
　　
　　5.1 Major Findings
　　It goes without saying that developing students’ intercultural communicativecompetence plays a very important role in foreign language teaching. In this sense, it is nodoubt that the input of Chinese culture is integrated in college English teaching. Successfulintercultural communication can not be achieved if there is no equivalence between foreignculture and native culture, because it is a two-way exchange of cultural information. As aresult, the inadequacy of Chinese culture in college English teaching and本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。