Teaching Culture To The Foundation-stage English Majors In China

Along with the process of globalization, communications between or among different cultures have become more frequent than ever. Under such circumstances, learning a language is not simply meant to be mastering the language for its own sake, but ultimately as a means of communication. While communication in real situations is rarely culture-free, it is now increasingly recognized that culture teaching is imperative and, for that matter, enhancing students'ICC competence is in urgent need.Needless to say, English majors are intended to become an expert in the language. Moreover, it is important that they train to be culturally or interculturally aware while linguistically capable. Therefore, it is necessary to teach culture in the English classroom for the purpose of enhancing the students'ICC competence.For reasons mentioned above, this thesis takes as a sample Communicative English for Chinese Learners (Core Course), a course book edited by Li Xiaoju and published by Shanghai Foreign Language Education Press, for launching a thorough research on the culture teaching targeting the foundation-stage English Majors. It studies the culture contents involved, the strategies of culture integration, and the sources of culture. Compared with the culture contents to be taught in CECL (Core Course), the research goes deeper studying how culture is tested through, for example, the popular Test for English Majors Band 4 (TEM 4), so as to evaluate the efficacy of culture teaching in the classroom.Based on the survey, the author puts forward some suggestions regarding culture teaching with the hope that it can lay some foundation, empirical and theoretical, for the due institution of a culture-teaching syllabus for the English majors at the foundation stage.