有一次，一群中国人正在访问一个相当富裕的美国人的家。当他们在房子周围闲逛时，他们评论说：“你有一个很好的家。“太漂亮了。”女主人笑了笑，回答说：“谢谢你”，这在她的中国客人中引起了惊喜。后来，在餐桌上聊天时，主持人对一位刚从中国大学毕业的年轻人说：“你的英语很棒。”“真的很流利。”对此她表示异议，“不，不，我的英语很差”---一个他没有预料到的答案，发现了一个令人困惑的问题。读了这个故事后，我有两个问题：（1）美国女主人对中国人的回答是否谦虚？（2）这位年轻的中文译员对美国人不诚实吗？在这两种情况下，答案都是否定的。对于说英语的人来说，赞美通常是用“谢谢”之类的话来接受的，然而，对称赞的惯常回答则是声称一个人不值得称赞，一个人所做的事情是不够的，或者赞美的成功是自负的。或者缺乏礼貌。因此，在上述两种情况下，不同反应的原因是风俗习惯的差异。这样的事件在不同语言和文化的人们交流时相当普遍。语言是文化的一部分，在其中起着非常重要的作用。一些社会科学家认为它是文化的基石。随着知识经济和信息时代的快速发展，各国间的交流与合作日益密切和频繁。
Chapter One Introduction
1.1 Background
Once, a group of Chinese was visiting the home of a fairly well-to-do American. As they were shownaround the house, they commented, “You have a very nice home. It’s so beautiful.” The hostess smiled withobvious pleasure and replied in good American fashion “Thank you” ---which caused surprise among some ofher Chinese guests. Later, while conversing at dinner table, the host remarked to the Chinese interpreter, a younglady who had graduated not long ago from a Chinese university, “Your English is excellent. Really quite fluent.”To this she demurred, “No, no. My English is quite poor”---an answer that he had not expected and found a bitpuzzling.After reading this story, there are two questions coming to me: (1) was the American hostess’ replyimmodest to the Chinese? (2) Was the young Chinese interpreter’s remark insincere to the Americans?The answer must be no in both two cases. To English-speaking people, praise is to be accepted, generally,with a remark like “Thank you.” To Chinese, however, the customary reply to a compliment would be to claimthat one is not worthy of praise, that what one has done is hardly enough, or that success of a compliment wouldimply conceit or lack of manners. So, in the two cases above, the reason for such different reactions wasdifferences in customs and habits. Events like these are fairly common when people of different languages andcultures communicate. Language is a part of culture and plays a very important role in it. Some social scientistsconsider it as the keystone of culture. With the rapid development of the knowledge economy and informationera, the communication and cooperation between countries is becoming intimate and frequent. Under thisdomestic and international background, the need for cross-cultural communication is increasing. New issues inlanguage teaching related to culture appeared: how to integrate language and culture teaching and permeate thecultural spreading into language teaching? And also how do we make language teaching the foundation ofcross-cultural communication?
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1.2 The purpose and significance of the study
Nowadays, an wide acceptable concept is that “language is a main means to express feelings and ideas” or“important communicative tool” (Lu Shen，1990) So, if we put language under the background as wide ashuman being’s social activity, and see it as a kind of cultural and social phenomenon rather than boring wordage,could items of language like grammar be easier to acquire?
1.2.1 The purpose of the study
The present study aims at culture input in senior high school’s English teaching, and discussing the modelsof culture teaching during English teaching. Through literature consultation, investigation and interview, dataanalysis, the present answered two questions:
(1) Will the culture teaching strategies have positive effects on enhancing EFL learners’ pragmaticcompetence?
(2) Which cultural teaching method is more effective in cultural teaching of senior high school?The result will be applied in senior high school’s English classroom teaching and will help students toimprove English communicate ability. The pragmatic competence, communicative competence and culturalawareness will change the phenomenon of “mute English”.
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Chapter two Literature Review
2.1 language and culture
There are many definitions of language. In the early 20thcentury, Switzerland logistician F. De Suassurdefined language as the symbol system which expresses notions. Webster New World
