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is to contrast it with nature. Nature refers to what is born and growsorganically; culture refers to what has been grown and groomed.”(Kramsch, 2000) In hisanalysis of the expatriate teaching situation, Holliday (1994:29) argues that the typicalteacher in that context will be involved in a variety of cultures: those of the nation, of thespecific academic discipline, of international education, of the host institution, of theclassroom, and of the students themselves.Increasing cultural knowledge has long been considered a key goal of instruction inforeign languages. Initially, culture teaching was limited to historical events or the fine artsproduced by native speakers of the target language, often called big ‘C’ culture (Lange1998). However, around the 1960’s, a shift occurred toward teaching culture that was moreanthropological or sociological in nature and that centered attention on the patterns of dailylife among speakers of the target language. Such a focus was often referred to as little‘c’culture (Moraine 1983). Little ‘c’ culture is more closely related to the type of culturalsensitivity mentioned previously, where people from one culture are able to overcomecultural differences and successfully engage those of other cultures.
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2.2 Relationships among language, culture and English language teaching

2.2.1 Relationship between language and culture
Some people say that language is the mirror of culture, in the sense that people can seea culture through its language. Another metaphor used to symbolize language and culture isthe iceberg. The visible part is the language, with a small part of culture; the greater part,lying hidden beneath the surface, is the invisible aspect of culture. According to WenyingJiang, there are three new metaphors here, his understanding of language and culture isconveyed through them. (Jiang, 2000) Many linguists explore the relationship between language and culture. Nida (1998: 29)holds the view that “Language and culture are two symbolic systems. Everything we say inlanguage has meanings, designative or associative, denotative or connotative. Everylanguage form we use has meanings, carries meanings that are not in the same sensebecause it is associated with culture and culture is more extensive than language.” Peopleof different cultures can refer to different things while using the same language forms.
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Chapter 3 Research Methodology...... 27
3.1 Research questions ....... 27
3.2 Participants ....... 27
3.3 Instruments ....... 30
3.4 Procedures of data collection.... 34
3.4.1 Classification and summarization of cultural themes......... 34
3.4.2 Questionnaire for students and teachers ....... 35
3.4.3 Interview with teachers......... 36
Chapter 4 Results and Discussion ...... 37
4.1 Results of text analysis ....... 37
4.2 Results of questionnaires .... 39
4.3 Results of interview ...... 49
4.4 Discussion on the results .... 56
4.4.1 Overall evaluation of the culture-related contents in EEIC........ 56
4.4.2 Culture teaching in college English education ......... 58
Chapter 5 Conclusions ...... 60
5.1 Summary of the Findings ......... 60
5.2 Implications of the study .... 61
5.3 Limitations of the study and suggestions for further study ...... 63

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