【正文】 ty: “to teach foreign culture is to introduce learners to new petences and to allow them to reflect upon their own culture and cultural petence (Michael Byram. 1989: 143).” It is assumed by others that language could somehow stand alone and be taught as a valuefree symbolic system. But the social nature of language works oppositely when separating it from its original culture, especially when appearing in overseas contexts, where the learners’ contact with the culture is largely confined to the foreign language classroom. Traditional foreign language teaching does not pay much attention to cultural factor. It focuses mainly on the vocabulary and structure of the language. But plenty of facts prove that language is not only a symbol, a system, which put forward by pure linguistic theory scholar, but also a social practice. Therefore successful foreign language teaching must help the student master the knowledge of culture rules, in addition to use them in particular situation. Every nation has its unique culture pattern and language is the carrier of culture. For instance, Asians emphasize the importance of orderly society whereas Americans emphasize the importance of personal freedom and individual rights. For effective and appropriate munication, learners must be familiar with the differences in the foreign culture which they are learning and take according language behaviors. 3 The Study of a Survey Survey date: 25/04/20xx Survey instrument: interview and questionnaire. Subjects: English majors of Huai Hai Institute of Technology, including freshmen, juniors, and seniors. 30 students are interviewed, 98 students (30 interviewed students and another 68 淮海工學(xué)院 二○○六屆畢業(yè)論文 第 3 頁 共 12 頁 English majors) participate in questionnaire. All the 98 copies of questionnaire are valid. The objective of this survey is to investigate: 1) Students’ attitudes towards cultural learning 2) Current situation of students’ information input. The Analysis of Interviews Thirty English majors are interviewed and are invited to answer only one question: what is a petent language learner like in your eyes? The responses tend to fall into three categories: ① Twenty five interviewees think that he or she is good at English listening, speaking, reading and writing abilities, especially at speaking and listening。論 文先從定義方面闡述“文化”的內(nèi)涵，并簡要分析文化與語言、文化意識(shí)與跨文化意識(shí)、文化教學(xué)與語言教學(xué)的關(guān)系，進(jìn)而闡明 文化意識(shí)與語言教學(xué) 兩者之間的關(guān)系。 淮 海 工 學(xué) 院 畢 業(yè) 論 文 題 目： Cultural Awareness and Language Teaching 文化意識(shí)與語言教學(xué) 作 者： 呂 靈 學(xué) 號(hào)： 0802101116 系 (院 )： 外國語言文學(xué)系 專業(yè)班級 ： 英語 021班 指導(dǎo)者： 楊 敏 副教授 (姓 名 ) (專業(yè)技術(shù)職務(wù) ) 評閱者： 王聿良 副教授 (姓 名 ) (專業(yè)技術(shù)職務(wù) ) 20xx 年 06 月 連 云 港 Acknowledgments Many people have helped me with this graduate paper, and I’d like to express my gratitude to them here. This paper could not be pleted without the supports of many experts, such as Falk, J. and Hymes . who provides me with theoretical supports of cultural awareness. Only by standing on the shoulders of these academic giants could I gain the rational understanding of the relationship between cultural awareness and language teaching. This paper could not be successfully pleted without the guidance of Professor Yang, who put sincere passion and great effort in this paper. Through her patient instructions, I have made great progress in improving reasoning, data analysis and academic writing. I’d also like to thank those English majors of Huai Hai Institute of Technology for their participating in my interviews and questionnaire. Without their help, I could not get the relatively direct and proper data which supports my topic firmly. 畢業(yè)設(shè)計(jì)（論文）外文摘要 Cultural Awareness and Language Teaching Abstract: This paper mainly discusses the relationship between cultural awareness and language teaching in college English teaching. It explains the definition of culture first, then briefly analyzes the interrelationships between culture and language, cultural awareness and crosscultural awareness, culture teaching and language teaching, and finally states the relationship between cultural awareness and language teaching. It analyzes a survey of 98 English majors in Huai Hai Institute of Technology, focusing on students’ attitudes towards cultural learning, and the causes that may have hindered the acquisition of cultural awareness of those students participating in the survey. The findings of this survey has shown that being lack of sufficient cultural input may be one of the main reasons why most participants have not obtained conscious cultural awareness in the process of language learning, and that most students hope to have a more municative and interactive classroom learning environment to learn culture. Several suggestions are also provided for future application of cultural awareness in language teaching. Keywords: cultural awareness。本文通過對淮海工學(xué)院 98名英語專業(yè)學(xué)生 的訪談及問卷調(diào)查 ,考察了學(xué)生對語言學(xué)習(xí)中文化學(xué)習(xí)的認(rèn)知情況 ,以及影響被調(diào)查者形成文化意識(shí)的原因。 ② Ten of them think he or she is familiar with foreign culture and is a successful crosscultural municator. ③ Five of them think a good mand of native language is necessary. In order to describe more directly, the results of interviews are put into a table (). Table1. Results of the Interview Positive attitudes Percentage Language proficiency learning(reading, writing, speaking and listening) ％ (25/30) Accumulation of culture ％ (10/30) Mother tongue proficiency ％ ( 5/30) These students’ responses reveal the following information: Firstly, these students still see the four basic skills (speaking, listening, reading an