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surpass it and maybe someday change it for the better. Sostudents should first be equipped with adequate intercultural knowledge and awarenessto fulfill instant communication in the global age. During my graduate studies here，with my majoring in intercultural communication and teaching under the guide of mysupervisor，the writer has thus begun to recognize the need to broaden the non-Englishmajors' horizon beyond the purely linguistic pedagogy by placing greater weight on thecultural information of the TL countries, and trying to raise some kind of CA throughCELC.However, the fact is that most college English teachers may not feel competentenough to deal with it in CELC. After all, culture is complex, deep and wide. Theerms are seldom identified as a problem nor clearly defined in educational debates.Both the teachers themselves and the textbooks used tend to represent an old fashionedview of culture as something static that can be transmitted to the students throughteacher-centered education. It is stil】 the fact with most college English teachers inChina even today，because many college English teachers feel unsure about how to dealwith culture in language teaching. Perhaps there lack tools that both teachers andstudents feel they need for carrying out well-thought-out and up-to-date teaching aboutculture in the textbook for non-English majors. Byram et a】.（】991: 3) think that thelack of definition of what is to be taught and the problem of what to theseemingly endless phenomena of culture may easily bring about dissatisfaction and areturn to the priority of language teaching. Anyhow，teachers should spare no efforts toadvance the corresponding strategies of cultivating students' CA and further ICC inCELC effectively and perfectly to meet the new Requirements.Up till now^esearGhes-on GultuFe-and4istening4eaching-have been4remendous butresearch on listening is mainly focused on phonetics, listening equipment and so on toimprove the non-English majors' listening performance. Few have been about CAcultivation in CELC in the beginning phase of tertiary education. So this study canthrow some light on how culture teaching can be integrated CELC. Therefore,there is a need to start a research project to explore the factors affecting the students'listening performance, identify whether intercultural knowledge and awareness is oneof them and probe some measures to integrate them effectively and properly.The writer hopes to make contributions in two ways with this thesis: theoreticallyspeaking, to stress on developing learners' CA as one of the goals of CELC; andpractically speaking, to provide some practical suggestions for college English teachersto enhance the students' CA and ICC. In addition，the writer also hopes to shed somelight for language learners on how to improve their preliminary CA. The thesis tries toexplore whether or not CELC today can be conducted in a different and necessary way,in the sense that culture is taught with the aim of promoting students' CA withconscious endeavor.The writer is aware of the fact that a great many professional teachers also lack aclear notion of what can and should be dealt with within the framework of "culture",and very few listening materials focus on culture as a component of the languageteaching curriculum, so integrating research developing proper listening teachingmethods and the essence of intercultural FL education thus seems to be a novelapproach，well worth dev