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
