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5
Chapter Four Suggestions and implications........ 55-86
    4.1 Integration of culture: A must in teaching English ........55-61
    4.2 Cultivating intercultural competence........61-76
    4.3 Introducing some practical techniques ........76-82
        4.3.1 Teaching culturally-loaded words ........78-80
        4.3.2 Developing intercultural awareness ........80-81
        4.3.3 Teaching how to behave in role-plays ........81-82
4.4 An experimental study on culture teaching........ 82-86

Conclusion

This thesis has dwelled on developing ICC among non-English majors in theteaching of English reading in the new era of globalization, when English hasestablished itself as an international language rather than a foreign language in China.Based on the discussions, some pedagogical approaches to the cultivation of ICC aresuggested.Due to the fact that language, culture and communication are interwoven, theauthor concluded that teaching language is teaching culture and teaching culture is thefirst and foremost step to develop students’ ICC. For non-English major students,reading is by far the most important way to obtain linguistic proficiency and developtheir ICC. Although developing college non-English major's ICC is one of the goalsstipulated in the Requirements (for Trial Implementation) (2004), the results from thestudy made among College English teachers and college non-English majors indicatea deficiency in teaching and learning culture. Many college non-English majors arestill weak at ICC, and teachers do not purposefully develop students’ ICC in theteaching of intensive reading. Three major reasons are given to explain for theproblems: 1) Emphasis is placed on linguistic proficiency, and teachers teach to thetests. Therefore, college non-English majors usually don't immerse themselves indeveloping their ICC; 2) Class time is seriously limited and intensive reading hasbecome a major way to teach almost everything ranging from language skills tocultivating intercultural awareness; 3) ICC is only dipped into in the form of culturalnotes or background knowledge whenever cultural content has to be dealt with inreading. Obviously students' weak performance is undoubtedly due to inadequateknowledge and insufficient exposure to the target culture as well as a lack ofcomparative studies of the cultures.
Since culture is so complicated and boundless that "there is not one aspect ofhuman life that is not touched and altered by culture" (Hall, 1990, p. 16), the existingproblems that make teachers feel headache are which aspects of culture and whose culture should be the focus when teaching culture. It is argued that value systems arethe source of many of the apparent cultural differences. An understanding of culturalvalues and beliefs helps students appreciate the behavior of other people and knowhow to treat them, and also helps learners understand their own culture. Therefore, theteaching of common values of culture should not be neglected in culture teaching andshould gain special attention of the teachers in classroom instruction. In one word, theultimate goal of teaching culture should be to develop intrinsic motivation in studentsto learn the abstract and deep culture 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。