| Abstract | 第1-4页 |
| Acknowledgements | 第4-8页 |
| Introduction | 第8-21页 |
| ·Defining culture teaching and learning | 第8-13页 |
| ·Modern views on culture teaching and learning | 第13-16页 |
| ·Purpose and significance of the present paper | 第16-17页 |
| ·Scope of the present paper | 第17-19页 |
| ·Limitation of the present paper | 第19-21页 |
| Chapter One: Cultural materials for middle school English teaching | 第21-41页 |
| ·Cortazzi and Jin's three types of cultural information | 第21页 |
| ·Target culture materials | 第21-22页 |
| ·Source culture materials | 第22-24页 |
| ·International target culture materials | 第24页 |
| ·Teaching materials and the curriculum | 第24-32页 |
| ·A survey of the functional items and topics of Junior English for China | 第24-28页 |
| ·A survey of the text and daily expressions in communication of Senior English for China | 第28-32页 |
| ·Statistics analysis on the students' cultural focus | 第32页 |
| ·Analysis of the Kramsch~s four-step approach to cross-cultural understanding of the textbooks | 第32-35页 |
| ·Cases for the four-step approach to cross-cultural understanding: | 第33-35页 |
| ·Six key cultural differences between China and the United States in the textbooks | 第35-36页 |
| ·Questions for judging the appropriateness of the textbooks | 第36-37页 |
| ·Cultural goals of the textbooks | 第37-39页 |
| ·Seelye's cultural goal | 第37-38页 |
| ·Valette's cultural goal | 第38-39页 |
| ·Hammerly's cultural goal | 第39页 |
| ·Brown's four successive stages of culture acquisition | 第39-41页 |
| Chapter Two: Input of the students' cross-cultural awareness for middle-school English teaching | 第41-52页 |
| ·Krashen's Input Hypothesis | 第41页 |
| ·Long's Interaction Hypothesis | 第41-42页 |
| ·A new interpretation of culture | 第42-44页 |
| ·Creating an environment that supports learning | 第44-51页 |
| ·Integration of culture in middle school curriculum in China | 第44-45页 |
| ·Activities of the input of the cross-cultural awareness for middle school English teaching | 第45-51页 |
| ·Communication strategies for the activities | 第51-52页 |
| Chapter Three: Techniques of the culture learning and teaching for middle school English teaching | 第52-87页 |
| ·A test for students' cross-cultural understanding | 第52-56页 |
| ·A culture test | 第52-55页 |
| ·Discussion of the result of the test | 第55-56页 |
| ·Techniques of the culture learning for middle schools English teaching | 第56-59页 |
| ·Questionnaire for teachers' techniques of culture learning and teaching | 第59-62页 |
| ·Questionnaire for teachers | 第59-60页 |
| ·Discussion of the responses of the subjects | 第60-62页 |
| ·Techniques of the culture teaching for middle school English teaching | 第62-74页 |
| ·Creating an authentic classroom environment | 第63页 |
| ·Providing cultural information | 第63-69页 |
| ·Contrast | 第64-66页 |
| ·Culture capsules and culture clusters | 第66-67页 |
| ·Culture quizzes | 第67-68页 |
| ·Language and culture connection | 第68-69页 |
| ·Media units | 第69页 |
| ·Cultural problem solving | 第69-74页 |
| ·Case studies | 第70-72页 |
| ·Critical incidents | 第72-73页 |
| ·Cultural assimilator | 第73-74页 |
| ·Behavioral and affective approach | 第74-80页 |
| ·Dialogues | 第74-76页 |
| ·Situational exercises | 第76-77页 |
| ·The audio-motor unit | 第77页 |
| ·Dramatization | 第77页 |
| ·Mini-drama | 第77-78页 |
| ·Role-play and simulation | 第78-79页 |
| ·Rosenzweig picture frustration | 第79页 |
| ·Free association | 第79-80页 |
| ·Cognitive approaches | 第80-82页 |
| ·Area-specific studies | 第80页 |
| ·Culture self-awareness techniques | 第80-81页 |
| ·Discussions | 第81-82页 |
| ·The role of literature and the humanities | 第82-84页 |
| ·Real-life exposure to the target culture | 第84-86页 |
| ·Informant interviewing/Guest speakers | 第85页 |
| ·Pen-pals and tape-pals | 第85-86页 |
| ·Visits to the language class by native speakers | 第86页 |
| ·Visits to other countries and regions | 第86页 |
| ·Making use of cultural community resources | 第86-87页 |
| Conclusions | 第87-96页 |
| Bibliography | 第96-106页 |
| Synopsis | 第106-111页 |
| 中文摘要 | 第111-113页 |
