学习以英语为母语的人群代表的英国人和美国人的态度;英语文化的态度和学习英语文化态度。这三个态度也构成三个独立变量在这项探讨中，收购的英语学习者的英语水平是本探讨的因变量。
Chapter 1 Introduction引言
1.1 Background of the Study探讨背景
由于改革和开放了政策，在20世纪后期，与随着中国的社会经济的快速发展，其越来越重要的影响的世界舞台和的显著改善的全球通信技术，中国成为一个不可或缺的成员，在国际社会中，英语被广泛用于世界语言。随着全球化的快速发展，有越来越多的国际合作机会，在各个领域，如经济，贸易，科学，技术，环保，英语论文，生化等Since the reform and opening up policy in late 20th century, with the rapiddevelopment of China’s social economy, its increasingly important role on the worldstage and the significant improvement of global communication technology, Chinabecomes an indispensible member of the international community in which English iswidely used as world language. With the rapid progress of globalization, there are moreand more international co-operation chances in various fields such as economy, trade,science technology, environmental protection and biochemistry, etc. between China andother countries, and there are more and more intercultural communication opportunitiesbetween Chinese people and foreigners with different cultural background. It’s wellknown that both successful international co-operation and effective interculturalcommunication highly require the participants to have a good command of interculturalcommunicative competence.In China, English is taught and learnt as a foreign language. According to the NewEnglish Curriculum issued by China’s Ministry of Education in 2017, the objectives offoreign language teaching are made up of language knowledge, language skill, learningstrategy, emotional attitude and cultural awareness. New English Curriculum lays moreemphasis on the close relationship between language and culture, and requires teachersto handle language teaching and culture teaching appropriately. Specifically speaking,English teachers are supposed to help learners improve their ability to understand andmake use of English language; enable learners have a better understanding of foreigncultures, especially the culture of English-speaking countries; broaden learners’ culturalvision; and develop learners’ awareness and competence of intercultural communication.In other words, the final goal of foreign language teaching can be summarized to beassisting learners in mastering intercultural communicative competence.It’s widely acknowledged that intercultural communicative competence includesnot only linguistic knowledge, but also cultural knowledge, namely, the knowledgewhen, where and to whom to use discourse. Hall (2017) holds that culture iscommunication and communication is culture. In Hall’s opinion, the relationshipbetween communication and culture is just like voice and echo, and it’s hard todistinguish which is voice and which is echo. In 1996, Standards for Foreign LanguageLearning: Preparing for the 21stCentury says that English learners can’t truly masterthe language until they have also mastered the cultural contexts in which the languageoccurs. Mitchell (1998: 37-38) puts forward that “learning a new language means notonly learning its lexis and grammar, but also its culture, history and customs; becauselanguage and culture are not separable, but are acquired together, with each providingsupport for the development of the other” Su Dingfang and Zhuang Zhixiang (2017)propose that it’s hard to imagine that someone can speak a foreign language fluentlywithout knowing well the culture of the language community. Wundt and Humb，英语论文题目
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