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ge knowledge,affective attitudes, learning strategies and cultural awareness, etc. In addition, cultural awarenessguarantees the appropriate application of language.Although foreign language teachers have begun to pay much attention on cultural input, itsdepth and extent are still unsatisfactory without reaching the demand of SETCS. In senior highschools, many English teachers still keep the traditional teaching methods and approaches toemphasize language knowledge and some training of language skills, but ignore the input ofrelative social cultural information. That is particularly serious in the undeveloped areas ofeducation. Although students can gain some grammatical knowledge and vocabularies, they can'tfully understand the Western social culture and master how to appropriately communicate inEnglish without combining language with culture. Kramsch (1993) considered "Culture inlanguage learning is not an expendable fifth skill, tacked on, so to speak, to the teaching ofspeaking, listening, reading, and writing. It is always in the background, right from day one,ready to unsettle the good language learners when they expect it least, making evident thelimitations of their hard-won communicative competence, challenging their ability to make senseof the world around them."

1.2 The Purpose and Significance of the Research
Back in the mid-1960s, linguists were really aware of the importance of teaching culture inforeign Language teaching and began their systematic research. While in China, the realdiscussion and research on it began in the 1980s. A large number of viewpoints, theories andcultural analysis models of cultural anthropology were introduced into foreign language teachingfor meeting the need of social cultural education. It has been universally recognized byeducational realm up to now that cultural knowledge is integrated into foreign language teaching.Meanwhile the relative theoretical research books have been increasingly published, including"Comparative Studies on Foreign Cultures and Chinese Culture，，(Deng&Liu, 1989)， "Culture inForeign Language Translation，，(Liu， 1989), "Foreign Languages Teaching and Culture"(Hu&Gao, 1997), "The Teaching of Cultures in Foreign Language Education"(Chen Shen, 1999),etc. Although great achievements concerning cultural input have been made in the field of English language teaching, the cultural theories and cultural practice are not combined closely. Insenior high schools, especially in the areas with low development of education, cultural input cannot be carried out very well because of the pressure coming from the system of the universityentrance examination and the influence of exam-oriented education. In addition, English teachersin senior high schools are nearly non-native speakers except those in key secondary schools.Most of them have not experienced intercultural communication, let alone the background ofoverseas education. So the chances for them to know about enough foreign cultures are rare andthe relative cultural knowledge mastered by them is also limited. Seeing from this perspective,they themselves are the learners of foreign cultures as well and the input of culture in senior highschools is not so easy for English teachers to conduct. On the part of students, they can not gainenough information about the target culture in English class.Listening as an input skill is one of the important channels in obt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。