文摘
英文文摘
声明
Introduction
Chapter 1 The Rationale of Culture Teaching
1.1 Language and Culture
1.1.1 Language and Language Learning
1.1.2 Definitions of Culture
1.1.3 FLT-related culture
1.2 Relationship between Language and Culture
1.2.1 About the Study of the Relationship between Language and Culture
1.2.2 Bronislaw Malinowski
1.2.3 John P. Firth and M. A. K. Halliday
1.2.4 Benjamin Lee Whorl and His Hypothesis
1.2.5 Eugene A. Nida
1.2.6 L. A. Samovar and Richard E. Porter
1.2.7 Summary
Chapter 2 Practical Needs and Goal of Culture Teaching
2.1 Influence of Culture on English Language Learning
2.1.1 Existence of Cultural Differences
2.1.2 Influence of Cultural Differences on English Language Learning
2.1.3 Understanding of Cultural Differences
2.2 Culture Teaching at Home and Abroad
2.2.1 Culture Teaching Abroad
2.2.2 Culture Teaching at Home
2.3 Goal of Culture Teaching
Chapter 3 Objective for EFL Teaching in China
3.1 Political Influence and Educational Role
3.2 Rivers' Teaching Objectives
3.3 Questionable Communicative Competence in China
3.3.1 Three Levels of Foreign Language Education
3.3.2 The Case of Non-English Major Students
3.4 Disadvantages Arising from the Study of Language Itself
3.5 A Broad Educational Goal-Cultural Creativity
3.5.1 Bring about Internal Changes within Learners
3.5.2 Develop Learners' Cultural Creativity
Chapter 4 Focus on Cultural Creativity
4.1 Capacity and Cultural Creativity
4.2 Learning to Know
4.2.1 Learners' Independent Role
4.2.2 Not Relying Exclusively on Teachers
4.2.3 Learners' Internal Change
4.3 An Understanding of Foreign Culture
4.3.1 Classroom Interaction
4.3.2 Not Blindly Following Foreign Conventions
4.4 Process of Cultural Interaction
4.4.1 Alternative Ways of Doing Things
4.4.2 Interpretative Repertoires
4.5 Development of a Creative Power for Change
4.5.1 Empowerment
4.5.2 Generative Learning
4.6 Summary
Chapter 5 Experiment-Based Discussion on Implications of EFL Curriculum Reform
5.1 Experiment on intercultural sensitivity(IS) of college English learner
5.1.1 Intercultural sensitivity(IS) and the Connection between IS and Cultural Creativity(CC)
5.1.2 Experiment Methodology
5.1.3 Result and Discussion
5.2 Implication for the Contradiction between Knowledge and Ability
5.3 Implication for the Relationship between the Teacher and the Learner
5.3.1 More Autonomy to the Learner
5.3.2 Advantages and Two Kinds of Engagement
5.3.3 A Coherent Relationship
5.4 Implication for the Conflict between Content and Process
5.4.1 Two Types of Syllabus
5.4.2 Not an Uncompromising Dichotomy
5.5 Summary
Conclusion
Bibliography
Appendix
Acknowledgements
