【正文】 n in language teaching and gain a maximum of knowledge about target culture. What’s more, they should develop cultural awareness and have an appropriate cultural understanding about target culture. The methods of the culture education are too single In most middle schools, English teachers teach culture education only through textbooks, they rely on textbooks too much, so as to in the whole teaching process lacking of innovation and interaction。 the expression of ideas by the voice。 From the 1950s, quite a few scholars， both at home and abroad, have researched cultural factors in English teaching. But what and how to teach it in middle schools still needs systematic study. Nowadays we notice the importance of cultural factors in English teaching. Teaching language also involves teaching culture. We cannot learn a language without learning the culture in which the language deeply rooted. Language is just like the running water. It changes in every moment, for culture changes from time to time. If language is a flower, culture will be the soil for this flower. Literature review Since the 20th century, culture has been illustrated by many philosophers, socialists, anthologists, historians and linguists. According to Brown (1987) “Culture is a collection of beliefs, habits, living patterns and behaviors which are held more or less in mon by people who occupy particular geographic areas.” , a famous linguist, translator in the world, defined culture as “the totality of beliefs and practices of a society.”(1998) “culture is the evolving way of life of a group of persons, consisting of a shared set of practices associated with a shared set of products, based upon a shared set of perspectives on the world, and set within specific social contexts”. ① So culture seems to contain everything in the world, including customs, habits, ideas and beliefs. Culture doesn’t e out in one day. When people live in a certain area in groups, their way of working, entertainment, munication or other regular activities appeared. As time went by, these things gradually fixed and shared by the members. Therefore, everything that a person experienced is part of his or her culture. It is also generally accepted nowadays that “culture” can be interpreted in its broad sense and narrow sense. That is, the traditional notion of culture in language education has been expanded from “culture with a big C” to “culture with a small c”. Most scholars support that “culture with a big C” focus on all the achievements and contributions to civilization: art, music, literature, architecture, technology, scientific discovery and philosophy. And “culture with a small c” includes “the behavior patterns of the life style of people: when and what they eat, how they make a living, the way they anize their society, the attitudes they express towards friends and members of their families, how they act in different situations, which expressions they use to show approval and disapproval, the traditions they must observe, and so on”. Meanwhile, scholars in China also have different definitions about culture. According to Zhang Zhanyi (1990), culture can be divided into knowledge culture and munication culture in accordance with its function. Knowledge culture includes a nation39。第四部分針對以上兩點主要問題，提出了以下幾點解決方案：從詞匯的基礎(chǔ)上來了解和學習文化；對比文化 的差異；運用角色扮演的教學方法；注重運用多元化的文化教育；閱讀大量的文學作品和報刊。 Approaches 摘 要 在傳統(tǒng)的英語教學中， 教師授課注重語言知識的學習，詞，句，語法的學習被作為教學的重點和文化的學習相分離。 Using roleplaying teaching method。 畢 業(yè) 論 文 論文題目 Research on The Culture Education of English Teaching in Middle Schools Research on The Culture Education of English Teaching in Middle Schools xxxxx A thesis submitted to School of Foreign Languages of xxxx University in partial fulfillment of the requirements for the degree of Bachelor of Arts Under the supervision of xxxx xxxxx University June， 20xx Contents Abstract………………………… ……………………………... ...............i 摘 要 ……………………………………………… ..… ……… ……… ...ii I. Introduction……. .……………………………… ………… … .… .........1 Literature review………………………………………………… .1 The definition of culture and language ………………………… ...3 relationship between culture and language ………………… ...4 II .The importance of culture education in middle schools…………… ...6 The need of language learning………………… ....…… .………… 6 The need of intercultural munication………………………… 7 III. The problems of culture education in middle school………… .…… ..8 . Lacking awareness of culture education..........................................9 methods of the culture education are too single… ……… .… ..10 IV. Approaches to put culture education into English teaching in middle schools..11 Studying cultureloaded vocabulary………………… ....…… .… ..11 Comparing culture differences………………… …… ....… .… .… .13 Using roleplaying teaching method……………………… .....… .15 Making good use of multimedia…………………… .…………… 15 Reading literature works and newspapers……………………… .16 V. Conclusion………………………………………………………… ...18 Works Cited…………………………………………………………… .20 Acknowledgements………………………………………………… .22 Abstract In traditional English teaching, language knowledge is paid too much attention to, and words, sentences and grammar are taken as the dominant factors, separated from the culture. English teachers, especially those in middle schools, neglect culture teaching intentionally or unintentionally, because of lacking cultural knowledge themselves. In this paper， the first part the author definite the meaning of culture and language in detail . The second part it refers to the importance of culture education in the middle schools’ English teaching. The third part the author summarizes two main problems: Lacking awareness of culture education。 Making go