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摘要：本文是英语教学论文，To begin with, at present, most English teachers have realized that the most importantobjective of college English teaching is to cultivate students’ intercultural competence so as toimprove students’ communicative ability.

> Chapter Two Theoretical Basis

2.1 Language and Culture
What is language? There seems to be so easy to understand. But if we want to define it in anacademic way, this question, as we have taken for granted, would be so difficult to answer.Modern linguists have put forward various definitions of language. In Webster’s New WorldDictionary, language is defined as “[1] (a) human speech; (b) the ability to communicate by thismeans; (c) a system of vocal sounds and combinations of such sounds to which meaning isattributed, used for the expression or communication of thoughts and feelings; (d) the writtenrepresentation of such a system; [2] (a) any means of expression or communicating, such asgesture, signs or animal sounds; (b) a special set of symbols, letters, numeral, rules etc. used forthe transmission of information, as in a computer.” （Michael e. Agnes 2003） Language isdefined as a purely human and non-instinctive method of communication of ideas, emotionsand desires by means of voluntarily produced symbols by Sapir (1921). Chomsky (1957) givesa definition of a set of (finite or infinite) sentences, each finite in length and constructed out of afinite set of elements. Brooks (1968) defines language as a symbolic system of pronunciation,grammar and vocabulary.
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2.2 Discourse and Discourse Teaching

2.2.1 Discourse
Therefore, here I will explain it from the point of linguistics,especially of the applied linguistics. Harris (1952) sees discourses as connected speech. Pike(1954) thinks that discourse, under the social cultural context, is a result of human mutualbehavior. According to G. Cook (1989), the discourse is a coherent stretch of languages,meanwhile, it takes on meaning in context for its users and is viewed as purposeful, meaningful,and unified by them. Dijk(1997) argues that discourse consists of three sections: language use,thought transmission and communication in the social context. Huang Guowen (2001) looks onthe discourse from two points: on one hand, discourse, at the structural level, is a unit oflanguage above the sentence; on the other hand, it is the language in use, when perceived fromthe level of the language function.From the above, the definition of discourse can be summarized as follows: “Discourse is asemantic unit of language in use, it may be spoken or written, long or short, but it must form aunified whole in meaning.” (Cao chunchun, Song Wei ＆ Yang Bin, 2003:3-4 ).
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Chapter There Research Design .......15
3.1 Research Questions........15
3.2 Research Subjects ....15
3.3 Research Instruments.....16
3.3.1 The Design of the Questionnaire.....16
3.3.2 The Design of the Interviews ....16
3.3.3 The Design of the Tests .......17
3.4 Data Collection and Analysis.....18
3.4.1 Data Collection and Analysis of the Questionnaire ......18
3.5 Result and Discussion....27
3.5.1 Results from the Interviews and Discussion .....27
3.5.2 Result and Analysis of Tests......28
Chapter Four Suggestions for Cultural Input in English Discourse Teaching......32
4.1 The objectives of cultural input ....... 32
4.2 The content of cultural input ..... 32
4.3 The principles of cultural input ....... 33
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