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Chapter OneIntroduction引言
　　
　　1.1 Background背景
　　Foreign language Education has experienced significant change in the last twentyyears, due to the way language, culture, learning and the relationships among the three areunderstood. The term culture learning, rather than cultural learning, is frequently used inthe literature (Kramsch, 1993; Seelye, 1993), Therefore, the term culture learning is usedthroughout their thesis. In the 1990，s, the dominant paradigm in foreign languageeducation was that of communicative language learning, which focuses on the designing ofcommunicative activities that demand authentic transfer and use of target language (Nunan,1995), Within the communicative language learning approach, culture is seen as a set ofsocietal norms (Browett, 2003). In this approach, culture learning relates to learningcustoms, traditions, ways of doing things, values and beliefs of the target language country(Robinson, 1985),and is seen as being separate form language learning (Liddicoat ，2002).The emerging paradigm in foreign language education in the 21^^ century is that ofintercultural language teaching and learning; an approach which is only beginning toreplace the communicative language learning approach. Liddicoat (2002) definedintercultural language teaching and learning as;The fusing of language, culture, and learning into a single educative approach. Itbegins with the idea that language, culture and learning are fundamentally interrelated, andplaces this interrelationship at the center of the learning process.(p.43)This definition reflects the prevalent view of "culture" as dynamic sets ofpractices，，(Browett， 2003 p. 18). It also recognizes the inextricable link between culturalknowledge and language use (Crozet&Liddicoat, 1997),In addition, culture learning is integrated with language learning, and culture learningstarts on the first day of foreign language learning (Liddicoat, 2002), language learningapproach in two ways. On the one hand, the design of learning activities in this newapproach focuses on using target language within authentic cultural contexts. On the otherhand, the ultimate goal of foreign language education changes from the development oflanguage learners' communicative competence (Nunan, 1995) to the development ofintercultural communicative competence (Byram, 1997).Different terms have been used by language educators and researchers to indicate thedesired outcome of intercultural language teaching and learning, that is , languageproficiency and cognitive , affective or behavioral change in students or some combinationof the three (Bateman,2004), For example, intercultural competence (Crozet&Liddicoat,1999), cross-cultural awareness (Knutson, 2006), cross-cultural understanding (Meyer,1991), cultural competence (Lessard-Clouston, 1992) and social cultural competence(Crozet, 1996) are all terms that have been used by language educators and linguists. Thisthesis uses the term intercultural understanding to indicate the outcome of interculturallanguage teaching and learning. Intercultural understanding implies student languageproficiency and "the cognitive and affective change that students experience" (Seelye,1993, p.74) through intercultural language teaching and learning. However, studentcognitive 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。