新课程提出：基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。综合语言使用能力的形成是在学生的语言技能，全面发展的基础，语言知识、情感态度、学习策略、文化意识等。其中，文化自觉是恰当运用语言的保证。词汇是最有生命力的因素在语言、与时代和社会的变化反映了。这是受到文化的制约，反映了民族文化的独特魅力，生动地内涵。长期以来，我们的英语词汇教学还停留在表面层次的发音、拼写、词形变化、和字面意义的词语。但教学词汇意义只停留在文字层面和词语的文化背景是很少想过。同时，为了迎接考试，这需要大量的时间来解释句子的功能、构词和语法知识和结构的规定。近年来，越来越多的学者和英语教师已经意识到词汇教学与文化教学结合的必要性，但这一领域的研究现状主要集中在理论层面。如何有效地运用在英语词汇教学中的文化教学缺乏有效的、系统的研究。
Chapter 1 Introduction
1.1 The Background of the Study
The new curriculum presents that the overall goal of English course in the basiceducation stage is to cultivate students' comprehensive ability of using language. Theformation of comprehensive language using ability is on the basis of overalldevelopment of students' language skills，language knowledge, emotional attitude,learning strategies, cultural awareness and so on. Among them, the culturalconsciousness is the assurance of using language appropriately.Vocabulary is one of the most lively and vitality factors in language, and canreflect changes of the time and society. It is restricted by culture and reflects vividlythe unique charming and connotation of national culture.For a long time, our English vocabulary teaching has stayed on the surface levelsof pronunciation，spelling, inflection, and the literal meaning of the words. But theteaching of vocabulary meaning only stays on the literal level and the culturalbackground of the words are rarely thought about. Meanwhile, in order to meet theexamination, it takes a large amount of time to explain the functions in the sentences,the rules of word-formation and the grammatical knowledge and structure.In recent years, more and more scholars and English teachers have realized thenecessity of vocabulary teaching integrated with the culture teaching，but the currentresearch in this area is mainly concentrated on the theoretical level. How toeffectively apply the culture teaching in English vocabulary teaching lacks of theeffective and systematic study.
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1.2The Purpose of the Study
With the old teaching model，the students feel that the English learning is tooboring and have little interest in it. They gradually lose the enthusiasm in learningEnglish. Although many students remember the literal meaning learned by rote，theydon't know how to use them appropriately. So a few students can use Englishappropriately to express their ideas after learning English.Linguist, Professor J. Schumann indicated that "Second language acquisition isjust one aspect of acculturation and the degree to which a learner acculturates to thetarget language will control the degree to which he acquires the secondlanguage.'XSchuniann, 1978). In general，culture determines language and languagereflects culture. Language is not only the important form but also the carrier ofculture.As a teacher, we should pay more attention to the different cultures and themeans of expression. We should put the English vocabulary teaching into a certaincultural background, emphasis on the comparison between Chinese and English. Wemust try our best to make the students know the cultural differences between thesetwo languages and understand their connotation so that they can exclude theinterference of our own culture and continue to correct their errors and mistakes inunderstanding and using English appropriately. We believe that, in this way，thestudents can grasp the English vocabulary more completely and accurately, and applyit to the actual expression and communication correctly and appropriately. That is ourreal purpose of English teaching.
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Chapter Two Literature Review
2.1 Vocabulary Teaching and Culture Background Knowledge
There are a lot of opinions about the concept of culture among the linguists- Onthe basis of summing up the opinions above, cultural background knowledge hasbroad sense and narrow sense. The broad sense cultural background knowledgerefers to the sum of material and spiritual wealth created by human in the social andhistorical development process. It includes material culture, system culture a
