【正文】 t from other society. At present, people generally understand the concept according to “capitalized letter Culture” and “small letter culture” (Byram. 1994). The former includes art, literature, politic and so on, while the latter includes behavioral patterns and lifestyles of mon people. Once a person is born in a culture, he would possibly die into the culture since he is living there. But for the first time, historically, the 20th century regards identity as something people create for themselves, and people have, in fact, a choice of culture to live in. Young people in 21th century are not only aware of this, but also are frequent users of the opportunity to choose between different cultures. The Relationship between Culture and Language Language ability is a kind of special skill gained during the human being evolution. Of course it also needs language environment. Social linguistics Goodenough, . believes that language is a kind of social cultural phenomenon, and the relevant researches should be done from the perspective of the relationship between culture and language in his book. He argues 淮海工學(xué)院 二○○六屆畢業(yè)論文 第 2 頁 共 12 頁 that language in a society is one aspect of the society’s culture, and the particularity of language shows that it is a main tool of learning culture during the process of learning and usi ng. Without knowing its culture, a foreign language can not be prehended and used correctly (Goodenough, . 1981). Cultural and Crosscultural Awareness Cultural awareness in language learning is the ability to be aware of cultural relativity following reading, writing, listening and speaking. As Claire kramsch points out… If…language is seen as social practice, culture bees the very core of language teaching, cultural awareness must then be viewed as enabling language proficiency… (Claire kramsch. 1993: 23). Language itself is defined by culture. Language petent cannot be achieved without a good understanding of culture that shapes it, especially in foreign language learning. It is not only therefore essential to have cultural awareness, but also have crosscultural awareness, such as the understanding of the relationship between target culture and native culture. Culture Teaching and Language Teaching The interrelationship between culture teaching and language teaching has been explored in depth by Michael Byram. The basis of Byram’s position is that it views language as a cultural phenomenon, embodying the values and meanings particular to a specific society, referring to the traditions and artifacts of that society and signaling its people’s sense of themselves—their cultural identity: “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(jiǎn)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。本文通過對(duì)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(duì)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。本文還就語言教學(xué)過程中的文化認(rèn)知意識(shí)的培養(yǎng)提出了一些可行性建議。 language teaching。 Dubreil. 1999) 5 Conclusion This research investigated mainly English majors’ understanding on language petence and their attitudes towards the learning of language skills, the accumulation of culture and current classroom teaching of which students’ cultural awareness are especially analyzed. It may be safe to say that most English major learners have a high identification on language petence learning, but less of them have an active conscious awareness about the relationship between cultural awareness and language learning. Through deeper analysis, results have shown that being l