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rs, Quirk and Kachru. Quirk divides the varieties of English into threekinds: English as native language (ENL); English as second language (ESL); andEnglish as foreign language (EFL). He holds the idea that all the varieties of worldEnglish should base on the established rules of British English or American English.He is the typical representative who suggests the only criterion for the varieties ofEnglish in the world. However，with the fast development of the society and thespeeding up of internationalization of English, to hold on the sole criterion fordifferent types of English all over the world is neither possible nor practical. Kachruis a very popular pioneer of the theories for the internationalization of English，and apromoter who insists on the pluralistic criteria of English. In 1970s he came up withthe notion of World Englishes. And then in 1985 he suggested the three concentriccircles to view the varieties of English that are similar to Quirk's division. The innercircle refers to the traditional culture and linguistic bases of English.
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2.2 Culture and related concepts
It has long been acknowledged that foreign language teaching covers not only thelanguage teaching but also the cultured teaching to a large degree. The study at homeand abroad about culture and foreign language teaching has a history of near onehundred years.It was Sir Edward Burnett Tylor (1871) who first came up with the concept ofculture in his Primitive Culture, According to him, culture is that complex wholewhich includes knowledge, belief, art, moral, law, custom and any other capabilitiesand habits acquired by man as a member of society. Many scholars also tried to defineculture from various aspects and angles. Although their definitions vary, they almostconsistently agree that the culture is by no means tiie dressing, eating or behavinghabit of an individual, but the living ways and habit of a certain group.In the book, Language and Culture, co-authored by Deng Yanchang and LiuRunqing in 1989，culture is defined as the system，beliefs, custom of human beingsgroup and tiie characteristics of a certain group.
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Chapter Three Methodology......... 24
3.1 Research questions.........24
3.2 Subjects.........24
3.3 Instruments......... 25
3.4 Treatment.........   27
3.5 Data Collection and Analysis Procedures .........  27
Chapter Four Results and Discussion......... 33
4.1 Existence of CCA among vocational college students......... 33
4.2 Effectiveness of integrating China English......... 34
4.3 Measures to strengthen Chinese culture teaching......... 40
Chapter Five Conclusion .........47
5.1 Major findings of the study......... 47
5.2 Implications of the study ......... 47
5.3 Limitations of the study and suggestions ......... 50

Chapter Four Results and Discussion

4.1 Existence of CCA among vocational college students
This part is devoted to examining the existence of CCA among higher vocationalcollege students through the result of pretest as well as students' and teachers'responses to Question 1 in the two questionnaires. The test information about theresults of 100 student subjects during the pretest will be concluded first and an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。