| <中文摘要> | 第1页 |
| <中文关键词> | 第2-8页 |
| 1. INTRODUCTION | 第8-15页 |
| ·The Problem Posed | 第8-9页 |
| ·A Brief Survey Of Related Literature | 第9-11页 |
| ·Different Views Of Culture and the Teaching Of Culture | 第9-10页 |
| ·Current Teaching Practices Of Culture In EFL Classroom | 第10页 |
| ·Interpretation Of Intercultural & Cross-cultural Communication | 第10-11页 |
| ·The Objective of FLT: To Foster Intercultural Communicative Competence (ICC) | 第11页 |
| ·Data Analysis: A Pragmatic Perspective | 第11-13页 |
| ·Justifications For the Present Study And Its Outline | 第13-15页 |
| 2. TOWARDS A MODEL OF CULTURE PRAGMATICS | 第15-30页 |
| ·The Emergence Of Culture Pragmatics | 第15-16页 |
| ·An Etic View Of Culture Pragmatics | 第16-17页 |
| ·Towards an “Emic” View Of Culture Pragmatics | 第17-25页 |
| ·A Discourse Approach | 第18-20页 |
| ·A Pragmatic Approach | 第20-21页 |
| ·An Ethnographic Approach | 第21-25页 |
| ·Culture Pragmatics And Its Relevance To Culture Acquisition In EFL Classroom | 第25-30页 |
| ·Operation Of the Model Of Culture Pragmatics | 第25-27页 |
| ·Revisiting “Culture” In EFL Classroom | 第27页 |
| ·Construction Of Interculture | 第27-28页 |
| ·Reinterpretation Of Intercultural Communicative Competence (ICC) | 第28-30页 |
| 3. REFLECTIONS ON THE TEACHING OF CULTURE IN EFL CLASSROOM: A CULTURE-PRAGMATIC PERSPECTIVE | 第30-52页 |
| ·The Underlying Paradigm For the Teaching (and Learning) Of Culture and Related Literature | 第30-35页 |
| ·The Continuum Of Top-down and Bottom-up Approaches | 第30-31页 |
| ·The Call For Attention To the Meaning-making Process: Re-examine Current Teaching Practices Of Culture | 第31-32页 |
| ·Partial Expressions Of the Underlying Paradigm: An Investigation Into the Existing Research | 第32-33页 |
| ·The Tentative Proposal For a Culture-pragmatic Perspective | 第33-35页 |
| ·The Central Concern Of the Culture-pragmatic Perspective and Its Relations To the Teaching Of Culture In EFL Classroom | 第35-42页 |
| ·An Integrated Framework Of Context, Interaction, and Communication | 第36-37页 |
| ·The Rationale: From Researchers' Cultural Models To Actors' Cultural Models | 第37-39页 |
| ·Focusing On Cross-cultural Interpretability (CCI) | 第39-42页 |
| ·Teach Culture As a Process Of Deconstruction | 第42-52页 |
| ·Defining “Deconstruction” | 第42-43页 |
| ·Exploring the Classroom “Discourse” Within Its Full Range | 第43-44页 |
| ·The Extended Model Of Consciousness-Raising (EMCR)---Focusing On Cross-cultural Interpretations At Different Levels Of Language Use/Usage | 第44-48页 |
| ·Maximizing Cross-cultural Interpretations Through Task-based Activities (TBA) | 第48-50页 |
| ·A Critical Analysis: Ethnographic Approaches, a Social Constructivist Approach and Deconstruction | 第50-52页 |
| 4. THE CULTURE-PRAGMATIC PERSPECTIVE AND FOREIGN LANGUAGE TEACHING (FLT) IN CHINA | 第52-63页 |
| ·The “Gestalt” Of Culture Learning and Language Learning: Interpretations and Implication | 第52-58页 |
| ·The Co-construction Of Interlanguage (IL) and Interculture (IC) Under CCI | 第52-54页 |
| ·The Synchronization Of Language and Cultural Proficiency Development | 第54-55页 |
| ·The Pedagogical Implication: Mind the "Cognized" Context | 第55-58页 |
| ·An Intercultural Perspective Of FLT In China | 第58-63页 |
| ·An Intercultural Perspective Proposed | 第58-60页 |
| ·Implications For Reframing FLT | 第60-63页 |
| 5. CONCLUSION | 第63-66页 |
| REFERENCES | 第66-71页 |
