【正文】 nication between teachers and students and among students as well. This process enpasses the interactions in all levels. Thus, following this principle is beneficial to the improvement of the process of learning and teaching. Next principle is about the principle of developmental assessment. In this kind of assessment, the group assessment is more important than individual assessment and more attention is paid to the evaluation on student’s interests, attitude, habits, learning methods and strategies. This new assessment, far different from traditional assessment, is helpful to motivate students’ learning interests, and cultivate their confidence. The last principle is the principle of prehensiveness. If teachers imply this collaborative learning mode, students’ language skills in all parts will be strengthened. To Familiarize Learners with the Target Language Culture 10 “Language is the carrier of culture and culture is the content of language. There is no language without culture content.” “As a mirror of culture, language is strongly influenced and shaped by culture”. They relay on each other since the birth of language and culture. This term“culture” refers to the total pattern of beliefs, customs, institutions, objects and techniques that characterize the life of a human munity. While, language is the most important one of culture and language also reflects culture, according to the definition and illustration of the integrative motivation, students who are most successful in English learning are those who admire the culture and have a desire to bee familiar with or even integrate in the society in which the language is used (Falk, 1978). Obviously, we can conclude that the cultural teaching in English teaching can arouse students’ learning motivation. In the process of cultural teaching, there are three principles need to be noticed: (1) the principle of relevance (2) the principle of parativeness (3) the principle appropriateness The principle of relevance demands the cultural events or activities introduced in English class should be closely related to the background of the target language. In addition, if possible, those resources should be authentic and close to learner’s life. In this way, students will learn a more practical skills and knowledge about English. If what they learned is often implied in their daily life, they may feel very motivated for the English. For the Chinese students, the culture clash and different background is the huge barrier for them to acquire English and municate with native speakers. However, it is exactly the cultural difference that can greatly motivate students’ interest in learning. Therefore, during the process in the teaching, especially at the beginning of the class, teachers should follow the parative principle. Then it will be easier for learners to avoid some mistakes when they municate with native speakers or face a new language item. The third principle refers that teachers should consider students’ capability and introduces cultural knowledge based on the task and objectives for this class. Besides, there is no doubt that the cultural knowledge has great impact on the 11 cultivation of students’ basic skills. For instances, when students are doing listening exercises ,they may know the meaning of every word but fail to understand the meaning of this whole passage only for the lack of the cultural information. It is the same with reading and writing. English materials inevitably convey western culture. Lacking the cultural background will definitely prevent students from understanding in reading and writing. Let’s take a Chinese word“黃 ” as an example. That word is usually equal to the meaning of pornographic. But in English, “blue” is used to express that implication, instead of yellow. That reflects that the difference of words’ connotations is the result of culture clash. So before students are exposed to those new materials (ep. idioms and literary works), more attention should be paid to the introduction of cultural knowledge. Also, undoubtedly, being exposed to the culture of the target language is indispensable for oral English because that people’s conversation usually conveys more implicit information about the culture than literal meaning. In daily life, we may find that some students can not municate with native speakers even they know every word in their conversation. Imagine that one diligent English learner can have the mon conversation with native speakers, what they will feel? This ki。 luck is external, changeable and not learnercontrolled. SelfEfficacy Theory Albert Bandura is the first to put forward the concept of SelfEfficacy Theory. The socalled selfefficacy means a subjective judgment on whether the learner can perform an action successfully or not. If the learner has a strong sense of selfefficacy, it is easier for them to attain the success, because the strong sense of selfefficacy will produce the strong belief that they can succeed in the foreign language learning, and learners will have more confidences and more persistence in the process of achieving the learning tasks. There are four factors that influence the selfefficacy. Firstly, it is direct experience. The learner’s direct experience exerts the most powerful influence on his or her selfefficacy. Generally speaking, successful experiences may promote learner’s selfefficacy. Adversely, a great deal of frustrated experiences may diminish learner’s selfefficacy. Secondly, it is substitute experience. The learner gets the indirect experience by observing others’ performances. Thirdly, it is verbal persuading. This way enhances the learner’s selfefficacy through advice, suggestion and persuading, but this way is hard to last for a long time. Fourthly, it is emotional arousing. The emotion alo