论文摘要
A huge demand for English and English teachers has been created due to the worldwide spread of the language. English language teaching （ELT） has been an international profession for long. Much research work has been done in the field. In China, it has been decades since the concept of culture teaching in ELT was advanced and put into practice. Admittedly, it has achieved some desirable results in improving Chinese learners’ intercultural communicative competence. However Chinese learners have difficulty in communicating their own culture to the outside world even if they have a good command of the English language and its culture.As is known to all, communication is an interaction instead of incursion. Effective communication requires reasonable knowledge of both home culture and the target culture. Culture aphasia in intercultural communication is unavoidable when learners lack a knowledge of their home culture.The worldwide spread of English brings along national varieties of English. China English, a linguistically and culturally nativized English, is "a matter of objective reality" because of the increasingly great number of English users in the country. When learners fail to express ideas with distinctive Chinese culture flavor, intercultural communication problems are most likely to occur. Therefore, the present author holds that the reason for the current unsatisfying learning effect rests with the insufficient input of home culture in ELT.A questionnaire with students and a subsequent interview with English teachers indicate that both teachers and learners have interest in and desire for Chinese culture being introduced into English learning. However, a survey on the Chinese culturally related content in college English textbooks shows that home cultural awareness is weak in ELT practice in China. Therefore, teachers as well as language policy-makers are in dire need of guidance in improving ELT in terms of raising learners’ awareness of the importance of the ability to communicate their own culture to the outside world.This thesis is an attempt to explore the pedagogical issues of embedding Chinese culture teaching into ELT. Principles for and methods of embedding Chinese culture teaching into ELT are proposed. A few instances are provided to help illustrate the suggested methods like translating proverbs or culturally loaded terms into target language and comparing similar as well as different values of Chinese and English cultures.After years of language learning focusing exclusively on target culture, learners are at a loss when it comes to express something specific to their home culture in the target language. This has greatly impeded the improvement of learners’ communicative competence. Being conscious of China English and an integration of Chinese culture into ELT will hopefully improve the effectiveness of ELT in China.