摘要

语言和文化是密不可分的。因此，语言教学应该与文化教学结合进行，这已经成为语言学家和广大英语教师的共识。英语词汇，英语语言构成的要素之一，承载着英语国家的特定文化。词汇教学中，教师应该注意文化内涵意义的教学，培养其文化意识，以期实现提高学习者实际跨文化交际能力能力的最终目标。本文在探讨词汇，语言，文化的三者之间的关系，明确词汇内涵意义的重要性，结合新课程标准的要求，对高中学生进行抽样调查，在结果分析的基础上，提出有效词汇内涵意义的教学方法。

关键词：文化；语言；词汇；新课程标准； 文化意识
 
Abstract

Language and culture are inseparable. Therefore, culture teaching should be incorporated into the language teaching, which has become a general consensus of linguists and language teachers. Take English for example. Its vocabulary as one of the main composing elements of a language carries specific culturle of English-speaking countries. So in vocabulary teaching, teachers need to pay attention to the methodology on vocabulary teaching involved with cultural aspects and eventually expect to improve learners’ ability in intercultural communication. This dissertation takes sample tests on the acquisition of connotative meaning of vocabulary among Senior High School students as actual reference combined with related supporting linguistic theories in vocabulary teaching to discuss the core necessity and major methods to bring up cultural awareness in vocabulary teaching.

Key words: culture, language, vocabulary, New Curriculum, cultural awareness

Chapter 1 Introduction
Language and culture closely link with each other, so grasping knowledge of culture is the precondition of learning a language, and the reverse also well-established［1］. As a main component of language vocabulary inherits special cultural aspects. Thus, certain amount of attention should be paid in teaching the connotative meaning of words to cultivate students’ cultural awareness, eventually improving ability in intercultural communication. This dissertation takes sample tests on the acquisition of connotative meaning of vocabulary among Senior High School students as actual reference combined with related supporting linguistic theories in vocabulary teaching to discuss major methods to bring up cultural awareness in vocabulary teaching. In the first section, discussion is included about the relationships of culture, language and vocabulary; in the second section explicit explanation on conceptual meaning and connotative meaning of words and so-called culture inherited words ; the third section is linked with the requirements of senior English in New Curriculum Standard; in the forth section the sample test with target group of senior students on vocabulary is dealt with; in the fifth section according to the analysis of the sample results and relevant linguistic theories, methods of the cultivation of cultural awareness in vocabulary teaching will be mentioned as an conclusion.