| ACKNOWLEDGEMENTS | 第8-9页 |
| ABSTRACT | 第9-10页 |
| 摘要 | 第11-16页 |
| CHAPTER ⅠINTRODUCTION | 第16-28页 |
| 1.1 Research Background | 第16-24页 |
| 1.1.1 The embodiment of students’ lacking intercultural awareness | 第17-19页 |
| 1.1.2 The status quo of English teaching in middle school | 第19-20页 |
| 1.1.3 Factors leading to the negligence of students’ intercultural awareness .. 51.2 Research Significance | 第20-24页 |
| 1.2 Research Significance | 第24-25页 |
| 1.3 Research Method | 第25-26页 |
| 1.4 The Structure of the Thesis | 第26-28页 |
| CHAPTER Ⅱ LITERATURE REVIEW | 第28-36页 |
| 2.1 Theories about Intercultural Awareness | 第28-29页 |
| 2.2 Different Modes of Cultivating Intercultural Awareness | 第29-32页 |
| 2.3 The Previous Studies on Intercultural Awareness of Students in EnglishLanguage Teaching | 第32-36页 |
| CHAPTER Ⅲ THEORETICAL FRAMEWORK | 第36-43页 |
| 3.1 Components of Intercultural Awareness | 第36页 |
| 3.2 The Relationship between Intercultural Awareness and English Teaching | 第36-38页 |
| 3.3 Robert G. Hanvey’s Four Levels of Intercultural Awareness | 第38-41页 |
| 3.4 The Workability of the Four Levels of Intercultural Awareness in MiddleSchool English Class | 第41-43页 |
| CHAPTER Ⅳ THE GUIDANCE FOR CULTIVATING INTERCULTRALAWARENESS | 第43-52页 |
| 4.1 Principles of Cultural Introduction | 第43-48页 |
| 4.1.1 The principle of applicability | 第44页 |
| 4.1.2 Gradual improvement | 第44-45页 |
| 4.1.3 The principle of moderation | 第45-46页 |
| 4.1.4 The attitude of equality and tolerance | 第46-47页 |
| 4.1.5 The principle of cultural introduction | 第47页 |
| 4.1.6 The principle of practicality and interest | 第47-48页 |
| 4.1.7 Caution against putting first things last | 第48页 |
| 4.2 Teaching Methods of Cultural Introduction | 第48-52页 |
| 4.2.1 Direct-vision method | 第49页 |
| 4.2.2 Communicative approach | 第49-50页 |
| 4.2.3 Case analysis approach | 第50-51页 |
| 4.2.4 The way of noting | 第51-52页 |
| CHAPTER V THE STRATEGIES OF CULTIVATING INTERCULTURALAWARENESS | 第52-71页 |
| 5.1 To Improve Teachers’ Intercultural Awareness | 第52-55页 |
| 5.1.1 To improve teachers’ cultural quality | 第52-53页 |
| 5.1.2 To change the traditional teaching method | 第53-55页 |
| 5.2 The Specific Ways to Improve Students’ Four Levels of InterculturalAwareness | 第55-67页 |
| 5.2.1 Through cultural conflict situations to reach the first two levels | 第55-62页 |
| 5.2.1.1 Verbal cultural conflict situations | 第56-61页 |
| 5.2.1.2 Non verbal cultural conflict situations | 第61-62页 |
| 5.2.2 Through intellectual analysis to reach the third level | 第62-63页 |
| 5.2.3 Through cultural introduction to arrive at the last level | 第63-67页 |
| 5.2.3.1 Example one ---- Cultural introduction in vocabulary | 第63-64页 |
| 5.2.3.2 Example two --- Cultural introduction in reading | 第64-65页 |
| 5.2.3.3 Example three --- Cultural introduction in listening and speaking | 第65页 |
| 5.2.3.4 Example four --- Cultural introduction in grammar | 第65-66页 |
| 5.2.3.5 Example five --- Cultural introduction in writing | 第66-67页 |
| 5.3 To Improve Curriculum Standards and Examination | 第67-68页 |
| 5.4 To Perfect Evaluation System of School | 第68-71页 |
| CHAPTER Ⅵ CONCLUSION | 第71-74页 |
| WORKS CITED | 第74-78页 |
| APPENDIX 1 | 第78-80页 |
| APPENDIX 2 | 第80-81页 |
| APPENDIX 3 | 第81-82页 |
| APPENDIX 4 | 第82页 |
