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Chapter One Introduction

1.1 Research Background
Due to the close relationship with language, culture has long been placed apremium on by scholars. In other words, the process of learning a foreign languagegoes hand in hand with the attainments of cultural knowledge of the target language.Thereby, language teaching is insufficient when solely emphasizing on teachinglanguage forms and rules, it is of urgent importance to take cultural teaching intoconsideration seriously.In recent years, culture teaching has aroused extensive concern in foreignlanguage teaching, books and articles on how to teach culture in foreign languageteaching have sprung up, ranging over comparative study on foreign cultures andChinese culture (Deng & Liu, 1989), culture in foreign language education (Wang,1990; Hu, 1992) and intercultural communication (Hu, 1990; Wang, 1991).Additionally, the teaching of culture has received much attention even to theelementary education in China.The New English Curriculum for Chinese Primary Schools and Junior/SeniorMiddle Schools (2003) has firstly given clear descriptions and requirements onculture teaching. It strives to accomplish far more than just help students learnEnglish, moreover, it aims to serve students’ all-round development.
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1.2 Objective of the Present Study
The principle aim of this thesis is to explore an innovative and effective modelfor Cultural Corner teaching which is practiced by applying MIT on the premise of the latest New English Curriculum Standard.The section of Cultural Corner is presented by text reading, but considering thenature of this part, it is beyond merely teaching reading. The text reading should beregarded not only as a carrier of cultural knowledge but also a pilot for students’all-round development and cultivation of comprehensive linguistic competence. Thus,the Cultural Corner teaching is worth being reconsidered and explored. In this case,Howard Gardner’s MIT gives inspiration.The model that has been constructed in this study is expected to efficiently helpthe students actively participate in culture learning so as to improve their languageknowledge both accurately and appropriately, be clearly aware of the culturaldifferences between home and target cultures and finally, reach the goal ofcultivating students’ all-round development. The model is to implement in theempirical study to exam its validity and feasibility. Comment on experiment resultsand conclusions whether the model is effective or not are to be drawn.
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Chapter Two Literature Review

2.1 Previous Study on Culture
In the process of civilization transformation, culture has played a significant partboth in shaping and broadening the whole history. It is ubiquitous, multidimensional,and pervasive. Culture has long been discussed and defined by scholars at home and abroad.Kluckhohn (1944) interprets culture as “Culture is a way of thinking, feeling,believing. It is the group’s knowledge stored up (in memories of men; in books andobjects) for future use” (Kluckhohn, 1944:24). In Murdock’s opinion, culture is“traditional patterns of action which constitute a major portion of the establishedhabits with which an individual enters any social situation” (Murdock, 1941:141). InChina, Hu Wenzhong (1999) compares culture to “the software of human mind (Hu,1999:41)”. Culture dominates people’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。