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ally worshiping foreign things and casting awaynational things; one’s attitude towards Chinese culture is not correlated with one’scapability of expressing the culture in English language; and weak linguisticcompetence, shortage of sources of Chinese culture information in English, thedeficiency of consciousness of home culture teaching and learning in English result instudents’ incapability of expressing Chinese culture in English. However, it is believedthat it is necessary and meaningful to take action to improve such kind of ability.Besides, the thesis puts forward some advice on curriculum design, teaching materialcompilation, teachers and students, and so on.
It is hoped that the findings andsuggestions of the thesis will give rise to teachers’ and college authorities’ attention, andbe of any help to those who wish to be a teacher of teaching Chinese as a foreignlanguage, to those who are working for the spread of Chinese culture and to the futurereaders who can find items of interest and can be stimulated enough to explore andproduce studies of their own.It is inevitable that there are some limitations with the present research. In the firstplace, the subjects of the study could have been more various from several colleges inorder to ensure a higher degree of validity and reliability. Secondly, Chinese culturecovers a lot, and it is not easy to obtain precise data in every aspect in such a small-scaleinvestigation. Thirdly, there are some defects in the test paper and questionnairesalthough they are designed with seriousness. The last one is that this thesis limits theforeign language to English, although the author has explained why in Introduction part.In fact, in some non-English-speaking countries like France, Germany, if their nativelanguage rather than English were used in teaching or explaining Chinese language andculture, it would be better for the learners to learn Chinese and Chinese culture, whichneeds further study. Therefore, more efforts need to be made and more researches needto be done in the future.

References
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[2] Byram, M. CulturaI Studies in Foreign Language Eduacation [M]. Great Britain:WBC PrintLtd.1989
[3] Byram, M., Morgan, C. and Colleagues. Teaching and Learning Language and Culture [D].Great Britain: WBC. 1994
[4] Byram, M. Teaching and Assessing Intercultural Communicative Competence [M].Clevedon; Philadelphia: Multilingual Matters, c1997
[5] Fries, Charles C. Teaching and Learning English as a Second Language [M]. University ofMichigan Press. 1945
[6] Ellis, R. Instructed Second Language Acquisition [M]. Oxford: Basil Blackwell. 1990
[7] Ellis, R. Understanding Second Language Acquisition [M]. Oxford: Oxford University Press.1985
[8] Ellis, R. The Study of Second Language Acquisition [M]. Oxford: Oxford University Press. 1994
[9] Gao Yihong. Foreign Language Learning: “1+I>2” [M]. Beijing: Beijing University Press.2001
[10] Hall, E. T. The Silent Language [M]. New York: Doubleday. 1959

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