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m et al (1998), cultural knowledge, cultural understanding, as well as culturalawareness and interpretation all should be acquired in culture teaching to achieve thefundamental aim of foreign language teaching, which is to gain successfulintercultural communication. Culture teaching is used to cultivate interculturalspeakers who can surpass the native speaker model and have a better understanding ofthe other cultures during interaction. Chinese culture teaching should also cultivateintercultural speakers for bidirectional communication.The objectives of Chinese culture teaching for English majors can be summed upas follows: (1) at the primary level, providing profound Chinese cultural knowledge tostudents, enhancing their English expressiveness of Chinese culture; (2) then fosteringstudents’ native cultural understanding, awareness and creativity, as well as rightattitudes towards home culture and target culture; (3) at the advanced level,cultivating students’ intercultural communicative competence, developing their abilityto contact, communicate with and get along with different cultures.
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Conclusion

Language teaching cannot be separated from culture teaching. English majors’culture teaching and learning has been emphasized for a long time. However, thefocus of culture teaching is on Western culture, home culture is neglected. There is nodoubt that English majors do not possess massive knowledge of Chinese culture andcan not introduce our home culture to foreigners in English, which is named ChineseCulture Aphasia. Many theories also prove the importance of home culture teaching inforeign language acquisition. Successful intercultural communication demands theknowledge of both target and home culture. Therefore, Chinese culture teachingshould be an indispensable part for English majors in order to improve theirintercultural communication competence.
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Reference (omitted)

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