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摘要：In the latter decades of last century, more importance was attached to culturelearning and teaching in the study of foreign language learning and teaching. Chinesescholars represented by Hu and Gao proposed that language and culture areinseparable.

Chapter I Introduction

1.1 Background Research
Language is the bound between human beings and the world. The relationbetween language and culture has been studied for a long time. Early in the 18^century, Johann Gottfried von Herder, a Germany romantic philosopher andNeo-Kantians, emphasized the relation between language and the emerging culture.The idea was accepted and developed by European nationalists and developed intotheir nationalistic slogan (陈新仁，2008). However, in the era of economic, politicaland cultural globalization，the conflict among different languages and cultures hascreated a very complicated situation for global communication. Cultural boundariesbecome blurred in the process of global and intercultural communication. Identityproblems emerge when communication messages from different languages andcultures are exchanged through communication. Cultural identity created andreinforced by intercultural communication and inner cultural communication becomesan intractable issue for foreign language learning and teaching.
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1.2 Research Significance
In the latter decades of last century, more importance was attached to culturelearning and teaching in the study of foreign language learning and teaching. Chinesescholars represented by Hu and Gao proposed that language and culture areinseparable. If one does not know about the culture embodied in a certain language，one can not conduct proper and effective foreign language communication(intercultural communication). With the overheating of cultmre teaching, somescholars had different understandings and concerns about culture teaching. Theypointed out that as every coin has two sides，foreign language and culture teachingwas just like a coin. Language learners obtained the skill of interculturalcommunication as well as confusion on more culture conflicts. Language learnerswould have more cultural confusions when confronted with strong and wide spreadforeign culture penetration. With the emerging of correlative social problems such aswide spread and popularity of western festivals (Christmas Day, Valentines' Day etc.)and the upsurge of English learning all over the country，more doubts andcontroversies about culture learning and teaching occurs.Language is the foundation of national identity as well as the basic part ofnational culture. Culture needs to be inherited and communicated by language whilelanguage is influenced and changed by its culture. Language learning, to some extent,is a kind of culture learning. At present, foreign culture education and communicationin China are unprecedented both in breadth and depth. Foreign culture communicationenhances foreign language learning from the perspective of foreign language teaching.However, such massive foreign culture input under the background of globalizationcaused many identity problems. Will foreign culture learning enhance the languagelearners' foreign cultural identity? Is the learners' native identity threatened and towhat extent?
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Chapter II Literature Review

2.1 Culture
Culture is a very broad term that makes both easy and hard to define. It containsevery aspect of our lives. As Edward Hall (1976) concluded, 'There is not one aspectof human life that is not touched and altered by culture".Cultu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。