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t in China. Now, the foreign communication has spread to various areas in the whole society from the economy to the non-government one and even penetrated into some remote areas. On that occasion, the localization of the foreign enterprises' employees in China is more and more distinctive, which will offer more working opportunities for graduates from the vocational college and at the same time, it will ask for high requirement on their practical ability to use English. It is known that cultural awareness is the premise of developing communicative competence, and a profound knowledge of target culture is the guarantee of a successful communication. Serious communicative problems occur when participants in communication don't share the same cultural knowledge. Therefore, in order to make the students adapt themselves to the development of the modern society, teachers should give cultural-introduction. But the native English speakers may take them as real questions which they find really hard to answer, because they think these questions interfere with their privacy. As a result，they often feel uncomfortable and don't know if they should give the answers. Instead of these questions, native English speakers often talk about the weather when they meet each other.

Ⅲ.Present Situation of Culture-Introduction in College English Teaching
Nowadays, most college English teachers focus on language structures, such as vocabulary, grammar, sentence pattern and so on. As part of language teaching, culture teaching has been neglected in colleges. The traditional exam-oriented education system which puts more emphasis on language than culture has brought about negative effects on language teaching effectiveness and efficiency, leading to the boredom in language classroom and the students’ loss of interest and motivation.
3.1 No Clear Outline on Culture-Introduction in College English Teaching
Many Chinese who learn English for ten years find out that though they passed national English band tests easily, it’s still very hard to understand foreigners. Generally speaking, teaching content should base on teaching outline, while teachers still have no clear outline on culture-introduction in college English teaching, neither in the middle school, nor in the college. Though in textbooks, there are many dialogues in a certain situation in which a lot of cultural explanatory notes are introduced, such as brief introduction of author’s life, and the times background, what’s more, a few texts introducing some cultures of English- speaking countries, these cultural contents are too scattered to link with each other, lacking of interior connection and coherence. In other words, it can be considered that a good culture-introduction outline is required.
3.2 Too Much Emphasis on Tests and Ignoring Culture-Introduction
In the Textbooks, Knowledge of culture is always about history, geography, politics, arts and in addition, they are tested in some simple multiple choices and blank fillings. As a result, most students just memorize times, places, figures and specific situations of some important cultural events before tests, and they can get good marks. But after tests, if you asked them the same question once again, their faces will show ignorance, because even themselves are not quite sure how much knowledge they really bear in mind. Obviously, it is hard for them to make use of this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。