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2、llsituationofChina’sEnglishteaching?WhyaresomanyChineselearnersofEnglishfeelfrustratedabouttheirEnglishlearningexperiencesandoutcome?WhyisEnglishtreatedasoneofthethreecorecoursesforstudentsofalllevelsinChina?Whatisforeignlanguageteaching?AnInterculturalApproachtoEnglishTeachingMajortopics:C

3、onsideringthecontextofFLTEnglishasanInternationalLanguageInterculturalCommunicationCompetenceIntegratingLanguageTeachingandCultureteachingATentativeframeworkofChina’sEnglishTeachingContextofFLTLanguagelearningandteachingmustalwaysbeviewedinacontext,asettingorbackground.Languageteachingissee

4、nasasetofactivitiesinsociety.FactorsthatinfluenceFLT:linguistic,geographical,socio-cultural,historical,political,educational,economicandtechnologicalThegoals,contentsandmethodsofFLTmustchangeovertimetomeettheneedsofsocialandeconomicdevelopment.(Stern,1983)EnglishasanInternationalLanguage(EI

5、L)AsocialhistoryoftheEnglishlanguageEnglishasaninternationallanguage(EIL)EILimplications:thenativespeaker:oldgoaltheinterculturalperson:newgoalInterculturalCommunicationImportanceofICstudies:globalization,internationalization,multiculturalismInterculturalcommunicationcompetenceAffective,Cog

6、nitive,BehavioralandAwarenessorSensitivityICapplicationsATwofoldGoalofFLTLinguisticandliterarygoal提高学习者的外语交际能力(语言文学目标，初级目标）Socialandhumangoal培养学习者的跨文化交际能力(社会人文目标，高级目标）AnintegrationoflanguageteachingandcultureteachingLanguageandcultureLanguageteachingandcultureteachingAnintegrationoflanguag

7、eteachingandcultureteachingAFrameworkofChina’sEnglishTeachingEnglishteachingatelementary,secondaryandtertiarylevelsCulturaldevelopmentfrombeingmono-cultural,tobi-cultural,multi-culturalandinterculturalElementarySecondaryTertiaryPost-schoolMono-culturalB