Acculturation In The Classroom

This thesis deals with the problems of culture teaching for the realization of acculturation in the classroom. It contains five parts. In EFL teaching, there is a confirmation that learning English is learning the culture of English and teaching English is teaching the culture of English. Therefore, the mastery of English is actually the process of adaptation to English culture. In addition, so many cross- cultural breakdowns and failures caused by EFL learners?poor cultural competence of English show that a good command of vocabulary and grammar of English can抰 guarantee the successful communication with native speakers of English. That is why the Acculturation Model should be adopted in EFL teaching. Language teaching is culture teaching , and this suggests that we should redefine the criteria of language proficiency-the combination of linguistic competence, communicative competence and cultural competence. Aculturation is the crux for the mastery L2. The evolution and the process of acculturation prove that the Acculturation Model is somewhat a perfect one for EFL teaching. The last three parts give the solution for the problems of culture teaching for the realization of acculturation in the classroom. Part III describes a few popular views on when to teach culture, and it proposes that culture teaching be carried out the whole course of English teaching. Part IV suggests that the goals of culture teaching are what we EFL teachers should be aimed at in EFL teaching, and the four points culture teaching help EFL learners have a clear picture of the content of culture teaching. Part V, the description of seven models of culture teaching are the strategies of how to teach culture being carried out at some universities, which are very effective for culture teaching. The intention of this thesis is that only if EFL teachers in the classroom pay more attention to the problems of when to teach culture, what to teach and how to teach? Can EFL learners hopefully be successful communicators in later cross-cultural activities.