【正文】 ge (Crookes and Schmidt. 1991). It is thought that students who are most successful in learning a target language are those who like the native language speakers, admire its culture and have a desire to bee familiar with or even bee integrated into the society in which the language is used (Falk. 1978). This form of motivation is known as integrative motivation. . 2) Instrumental Motivation In contrast to integrative motivation is the form of motivation which is known as instrumental motivation. This is generally characterized by the desire to obtain something practical from the study of foreign language (Hudson. 20xx). With instrumental motivation, the purpose of study is more practical, such as meeting the requirements for college graduation, applying for a job and achieving higher social status. 淮海工學院 二○○六屆畢業(yè)論文 第 6 頁 共 12 頁 Table4. Results of Questions 69 in Questionnaire As is shown in the table (results of questions 6 and 7), % (%SA+%A) of English majors have the interest and passion in language learning, and % (%SA+%A) of them would like to get an English related job in the future. According to the introduction of motivation, the answers to those two questions (questions 6 and 7) can be taken as the representation of integrative and instrumental motivation respectively. Therefore, a conclusion can be made that, most students subjectively want to make a living by using their language petence. In order to check the condition of students’ cultural information input, questions 8 and 9 are designed and analyzed. % (%D+) of English majors do not think that the present classroom teaching can cultivate their learning abilities and improve their crosscultural skills, whereas a total of % (%SA+%A) hope to have English class in various forms such as discussion, presentation, debate, performance and so on. It can be found that most English majors are not satisfied with the current classroom teaching. They hope to enjoy a more interactive and municative teaching style. The traditional textbased grammatical and linguistic teaching could not meet the needs of the cultivation of municative petence to some extent. What’ s more important is that students are supposed to have a consciously as well as unconsciously cultural awareness promote by language teachers. Data Analysis on Culture Curriculum It is shown from the result of question 8 in the table above (table 4) that present foreign language teaching has not provided a satisfactory fruit on cultural awareness cultivation. A SA A D SD 6) Your have the interest and passion in English and language learning ％ ％ ％ ％ 7) You would prefer to get an Englishrelated job after the graduation ％ ％ ％ ％ 8) The present classroom teaching can cultivate your learning abilities and improve your crosscultural skills ％ ％ ％ ％ 9) You hope to have English class in various forms such as discussion, presentation, debate, performance and so on. ％ ％ ％ ％ 淮海工學院 二○○六屆畢業(yè)論文 第 7 頁 共 12 頁 question should be taken into consideration, that is, how can crossculture awareness be expressed in the foreign language curriculum, with the purpose to cultivate language learners’ cultural awareness and munication insight into the target civilization? For a long time, this has been attempted by introducing the geographical environment and historical or political development of the foreign culture, its institutions and customs, its literary achievements, and even everyday life of its people. Take English majors in Huai Hai Institute of Technology as an example, their cultural input has largely e from courses such as Extensive Reading, Communication between Cultures, American Literature, and An Outline Introduction to Britain and America, and so on. Following is a basic analysis on the four courses. Table5. Courses Information Course Duration Teacherˊ s background Extensive Reading first 4 terms Chinese Communication between cultures the 7th term New Zealander American literature the 7th term Chinese An Outline Introduction to Britain and America the 7th term Canadian Extensive Reading was taught by a Chinese teacher during the first four terms, and the teaching contents mainly focus on western culture, economy, politic, education and so on. After two years study, it helps students build up a general view on western civilization. Communication between Cultures is taught by a Englishspeaking teacher from New Zealand, the teaching content seems “boring and meaningless” said the majority of students, the teacher read the chapters from the book to the class instead of giving practical crosscultural munication analysis. So for most students, they did not learn as much as they expected from this course. American literature was taught by a Chinese teacher, and the teaching contents include background information introduction and literacy reading. An Outline Introduction to Britain and America was taught by a Canadian teacher who has a good experience on both British and American cultures. In this course, students are introduced to a parison of the British and American culture. From what have been introduced above, it can be seen that although there are four courses and an 28month course duration, most of what students have taken is an education of “cultural background knowledge” on Chinese or English rather than practical crosscultural munication stimulation such as parisons or contradictions between the target and native culture. To some extent, it revels why most English students have not got a conscious awareness in cultural or crosscultural munication petence. 4 The Possible Ways to Develo