王丹邱+刘英波

　　Abstract：lntegratingculturallearningwithinEnglishteachinghasgraduallybeenacceptedasacommonpracticeintheEnglishlanguageteachingclassrooms.Basedontheinseparablerelationshipbetweenlanguageandculturethisessayanalyzestheessentialingredientsofmodernculturalsyllabusandbelievesthatlanguageteachershavetofollowaculturalsyllabusspecifiedwithanintroduction，asetofteachingmaterialsandacomprehensiveglossary.

　　Keywords：culture；culturalstudies；syllabus

　　Ⅰ.Introduction

　　Formabout40yearsago，culturestartedtobeconsideredinseparablefromtheteachingoflanguages.Scholarsbelievethattheculturalcomponentoflanguageteachingcametobeseenasthepragmaticfunctionsandnotionsexpressedthroughlanguageineverydaywaysofspeakingandaction.Thisessaymainlydiscussesthebasicingredientsofmodernculturalstudiessyllabus.

　　Ⅱ.Theessentialingredientsofmodernculturalstudiessyllabus

　　A.Cultureandculturalstudies

　　Culturemeansdifferentthingstodifferentpeople.Culturehasbeendefinedas"alistoffacts"or"ahodyoffacts"associatedwithasociety.Thus，culturalstudiesisonlyanexerciseofcollectinginformationconcerningthebackgroundinformationsuchas，geography，history，industry，economy，tradition，religion，achievementlikeworksofart，literature，architecture…andmanyothersfacts.Mostofthesefactscanbefoundspecifiedclearlyinthehooksavailableinlibrariesforthelearners.

　　B.Theessentialingredientsofmodernculturalstudiessyllabus

　　Syllabusis"aspecificationofwhatistobetaughtinalanguageprogrammeandtheotherinwhichitistobefaught."Modernculturalstudiessyllabusmainlyconcernswiththestudyofthetargetculture.Culturalsyllabuscontainsthreemainingredients：aninfroduction，asetofteachingmaterials，acomprehensiveglossary.

　　1.Anintroduction

　　Objectivesoraims，theprinciplesonwhichthesyllabusisbasedandthepotentiallearnergroupareusuallydescribedexplicitly.Theaimofamodernculturalstudiessyllabusistowidenstudents'culturalhorizonsanddeveloptheirinter-culturalawareness.Theprincipleofconstructingthesyllabusisfocusedontheskills，aimingatthestudent'sacquisitionofknowledgeandwillingnesstounderstanddifferentcultures.Theskills，asDanovalistedinherculturalsyllabus，are"criticalreadingandlisteningskills；comparingandcontrastingskills，ethnographicskillsandresearchskills".

　　Inthispartthelevelofthepotentiallearnershouldberegulatedbecauseitconcernswiththeselectionofteachingmaterialsandthepossibilitytocarryoutsometaskandactivitiesintheclassroom.

　　2.Asetofteachingmaterials

　　Thisisthemostimportantandessentialpartinaculturalstudiessyllabus，sinceitspecifiestheselectionandprogressionoftheteachingmaterials.Oneimportantteachingmaterialisthetextbook，whichshouldcontainawiderangeoftargetculture，sourcecultureandinternationalculture.Sothatitmay"raiselearners'awarenessofinterculturalissuesandenablethemtocommunicateeffectivelyandappropriatelyinavarietyofcommunicativecontexts."Thetextbookshouldcoversomeorallofthefollowingaspects：socialidentityandsocialgroups；socialinteraction；beliefandbehaviour；socialandpoliticalinstitutions；socializationandthelife，cycle；nationalhistory；nationalgeography；stereotypesandnationalidentity".Stereotypesmaybethestarting-pointinthetextbook.Because，learnersalwaysconsiderthemselvesasexpertsinthisarea，itcreatesinterest，andthusbecomesamotivatingfactor.Andtheotheraspectsmaycomeafterit.endprint

　　WhileNunanarguesthatnoneofthegiventextbookisenoughtomeetthevariousneedsofthelearnerintheclassroom.Supplementarymaterialsshouldbeincluded.Somesuggeststhatpictures，photos，diagrams，forms，chartsshouldalsobeincluded，sincetheyareeasilyunderstoodandcanstimulatethelearner'sreflectiononthetargetculture.Thematerialmaybeasvariedastypesofclassesandagegroups.

　　3.Acomprehensiveglossary

　　Thevocabularyintheglossaryinthesyllabusmustbe，thenewwords，keyexpressionsandimportantphrasesappearingintheteachingmaterials.Theprincipleofselectingandgradingthesewordcouldbethefrequencyofthewordsappearinginlearners'everydaylifeortheneedsofthestudents.Theglossarypreparesteachersespeciallylearnerwithwhatwillbereadortalkedinacertaintext，andalsoprovidesadditionalwordsandphrasesrelatedtothetopic；therefore，whenstudentscommunicate，theycanhaveaccesstotherelevantwordsorphrases.Asaresult，theybuilduptheirvocabularyintheparticularfieldofculture.

　　Since，therearedifferentdefinitionstosyllabus，culturalstudiessyllabusmayhavesomeotheringredientssuchasteachers'role，timeschedule，evaluationeventhemethodsandprocedures.Nomatterwhatthedefinitionofasyllabusis，culturalstudiessyllabusmustbeplannedcarefullyandspecifiedexplicitlybecauseitisapublicdocumentandmustsurvivethescrutinyofteachers，studentsandrelevantauthorities.Whereas，itshouldopentorevisionrespondingtothefeedbackofallconcerningaudience.

　　Ⅲ.Conclusion

　　Raisingculturalawarenessandasenseofcross-culturalunderstandingmostlyremainsthe'hiddencurriculum'oflanguageteaching.InordertointegrateculturalstudieswiththeELTcurriculumteachersshouldcreateapositiveclassroomclimate，buildupresourcesfortheirteaching，andcarrytheresponsibilitytoacknowledgethecloserelationshipbetweenacquiringalinguisticandaculturalcompetenceintheEnglishfeachingclassroom.

　　[Bibliography]

　　[1]Danova，R.（1999）"Branchingout--aculturalstudiessyllabus."IATEFLIssues.April-May.

　　[2]Nunan，D.（1999）SyllabusDesign.Oxford：OUP.endprint