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Chapter One Introduction

1.1 Motivations of the Study
Cultural teaching should have a ‘rightful place' (Byram 1999) in foreign languageteaching. Therefore, the motivations of the study are as follows:-to catch the attention of scholars and English teachers on the teaching of universallyaccepted culture in ELT (English language teaching);-to help teachers improve their cultural awareness and culture treatments in realEnglish teaching;-to help pupils well understand the cultural similarities and differences betweenChina and western countries;-to help pupils improve their moral level. Culture and culture teaching and learning are important themes in the currentlanguage research field. The importance of culture teaching in FLT (foreign languageteaching) has been recognized by Chinese scholars and educators in the early 1980s. Sincethen culture teaching has always been a hot issue in foreign language Education study field.And great achievements have been made in the theory concerning culture teaching andlearning in the past twenty years. However, in real teaching practice, much attention is puton English target culture teaching or the differences between target culture and nativeculture. Despite of an increasing emphasis on Chinese culture teaching in recent years, fewpeople fix their attention on the excellent contents approved by both cultures. So，thispaper centers on a new concept, universally accepted culture, which refers to theoverlapped parts between native culture and target culture. The universally acceptedculture should also be given concentration in language teaching, especially in the phase ofprimary school. That is to say，it is necessary and important to integrate universallyaccepted culture teaching to English teaching in primary school.
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1.2 Significance of the Study
Integrating universally accepted culture teaching to English teaching in primary school is necessary and significant. This integration accords with the features of youngkids and primary education and meets the demands of Quality-oriented Education andEnglish Curricular Standards in the Phase of Compulsory Education and moral education. In the past two or three decades，with China's educational reform, our foreignlanguage education has changed from examination-oriented one to a quality-oriented one.Quality-oriented education is a synthetic concept, and its starting point is to developstudents' intelligence and enhance the whole nation's cultural and educational levels. Itemphasizes the overall development of individual students and of all the students as awhole. At the same time，quality-oriented education pays more attention to the students'individual differences and advocates teaching students in accordance with their aptitude.On the basis of developing students' cultural，moral and psychological making,quality-oriented education applies itself to helping the students leam how to study，how tobe a man and how to develop actively. It is rather safe to say that cultural knowledge is aneducational objective in its own right.
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There are other humanistic approaches, such as Total Physical Response，the SilentWay, Community Language Learning, the Natural Approach and Suggestopedia，etc.The history of foreign language education is rather a long one，dating back to at leastfive hundred years ago. And the change of approaches deeply influences culture teachingin foreig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。