1. 1 Research Background
One of the greatest events of our times is the "opening up" of China. With thefrequency of China's increasingly integration with the world economy and society,English is commonly used in such encounters in form of Chinese citizens, official orbusiness visits, sightseeing tours, or overseas study programs. Naturally, study oflanguage gradually leads to curiosity about the culture in intercultural communicating.Language reflects its national culture characteristics, like historical origin, values, andbeliefs. It is commonly realized that, to the non-native speaker, native speaker could bemore unacceptable for cultural misapplication than for grammatical incorrectness. Thedeficiency of cultural knowledge can result in people misusing the target language.It is increasingly known among the language learners and teachers that second orforeign language cannot be learnt or taught without contacting the culture of the targetlanguage. According to the National English Course Standard (2017), our purpose is todevelop the students' language skills and cultural awareness for proper language use.Cultivation of cultural awareness has gradually become one part of the whole languageeducating system. Successful language teaching should not only make learners to knowthe rules of pronunciation, grammar, vocabulary, and writing, but also to realize therelevant social culture purposes in communication.This raises a question: what is the best way of integrating the study of English as alanguage with the study of foreign culture? In fact, educators are continually trying toexplore diverse teaching methods and approaches to combine the language with itsrelevant culture. Teaching tools only with chopsticks and textbooks are by no meanssatisfied by students in the classroom. English Film as teaching tool can create a vividcontext for students, which provides a large amount of cultural materials related tohistory, customs, food, lifestyle, philosophic values, and etc. The advance of it has beenproved by many scholars and educators in both academic and practical field.
1.2 Significance of study
From many investigations, there is a tremendous barrier between student's linguisticcompetence and intercultural competence. Many learners who have good linguisticcompetence are weak in intercultural competence. One of the main factors is that underthe pressure of passing CET-4 and examination-oriented education system, both teachersand learners plunge themselves into huge amounts of exercises of grammar, listening.translation, and writing, but ignoring to learn the language for communication. Culturalcompetence is considered unnecessarily.Teachers are required to have a considerable intercultural awareness and a greatinsight into differences between cultures. But in real state, many teachers lack in culturalawareness and sensitivity which restrict their teaching activities in the class. For a longtime, due to deeply influence by traditional teaching approaches, teachers hardly changetheir views into new ways of teaching. They are accustomed to taking grammar,vocabulary and writing lecture as the centre in the class. In such circumstance, thecultivation of cultural awareness is neglected.Cultural and language are related with each other; culture is the vital element forlanguage learning. To infiltrate language into culture is a complicated, tough andlong-term proj，英语论文题目，英语毕业论文 |
