| ACKNOWLEDGEMENTS | 第1-9页 |
| CHINESE FOREWORD | 第9-18页 |
| CHINESE ABSTRACT | 第18-19页 |
| ABSTRACT | 第19-20页 |
| Introduction The Context of My Research | 第20-22页 |
| 1 Theory of Culture Acquisition | 第22-27页 |
| ·Defining culture from anthropological perspective | 第22-23页 |
| ·Culture as acquired | 第23-24页 |
| ·The process of first culture acquisition | 第24-27页 |
| ·Socializing process | 第24-25页 |
| ·Cognitive process | 第25-27页 |
| 2 Second Culture Acquisition (SCA) | 第27-45页 |
| ·Discussions about 'acquisition' | 第27-28页 |
| ·Second culture acquisition in contrast to second language acquisition | 第28-29页 |
| ·Second culture acquisition: A hypothetical model | 第29-33页 |
| ·Central culture and peripheral culture | 第29-30页 |
| ·The model of second culture acquisition | 第30-33页 |
| ·A dynamic description of SCA: Interculture | 第33-37页 |
| ·Defining 'interculture' | 第33-35页 |
| ·The formation of 'interculture' | 第35-36页 |
| ·A comparison between 'interculture' and 'interlanguage' | 第36-37页 |
| ·The role of age in SCA: Critical period hypothesis | 第37-41页 |
| ·Theoretical background | 第37-38页 |
| ·Hypothesizing the 'critical period' for SCA | 第38页 |
| ·Evidences of the critical period in SCA | 第38-41页 |
| ·Different state of peripheral culture & central culture in children and adults | 第38-39页 |
| ·Different state of permeability of 'cultural ego' in children and adults | 第39-40页 |
| ·Different state of cognitive maturity in children and adults | 第40-41页 |
| ·The process of SCA: In comparison with first culture acquisition | 第41-45页 |
| ·The process of social reorientation | 第42页 |
| ·The process of cognitive reconstruction | 第42-43页 |
| ·The process of affective readjustment | 第43-45页 |
| 3 The Relationship between SCA and SLA | 第45-49页 |
| ·Language and culture in relation | 第45-46页 |
| ·SCA and SLA in relation | 第46-47页 |
| ·The influence of SCA on SLA | 第47-49页 |
| ·Optimal synchronization between SLA and SCA | 第47-48页 |
| ·The contribution of 'cultural conflict' to SLA | 第48-49页 |
| 4 SCA in Practice: An Intercultural Theory of FLT | 第49-66页 |
| ·Redefining 'culture' in FLT: What do FL learners acquire? | 第49-51页 |
| ·Defining from cognitive perspective | 第49-50页 |
| ·Defining from behaviorist perspective | 第50页 |
| ·Defining from symbolic perspective | 第50-51页 |
| ·Models of language-and-culture teaching | 第51-54页 |
| ·The separation model | 第51-52页 |
| ·The attachment model | 第52-53页 |
| ·The integration model | 第53-54页 |
| ·The goal of culture teaching in FLT | 第54-57页 |
| ·The traditional goal: to be assimilated to C2 | 第54-55页 |
| ·The new goal: to be productively intercultural | 第55-56页 |
| ·The necessity of becoming productively intercultural | 第56-57页 |
| ·The reform of FLT: An intercultural theory | 第57-66页 |
| ·Reorientation of teaching objective in FLT: Toward the cultivation of intercultural competence | 第57-60页 |
| ·Blueprint of a syllabus for culture teaching in FLT | 第60-64页 |
| ·Cultivation of intercultural competence | 第64-66页 |
| 5 An Empirical Study of SCA: The Acquisition of Intercultural Competence in FLT | 第66-75页 |
| ·Hypothesis to be tested in the empirical study | 第66页 |
| ·Designing of the empirical study | 第66-68页 |
| ·Indices of intercultural competence measurement | 第66-67页 |
| ·Intercultural competence assessment paper | 第67-68页 |
| ·Questionnaire of related variables | 第68页 |
| ·Data analysis and implications | 第68-74页 |
| ·The comparison between language scores and intercultural competence | 第69-71页 |
| ·The current state of culture teaching in English classes | 第71-72页 |
| ·The role of beginning ages in foreign language and culture acquisition | 第72-74页 |
| ·Implications of the empirical study to FLT | 第74-75页 |
| Concluding Remarks | 第75-76页 |
| REFERENCES | 第76-79页 |
