在外语院校开设母语文化课是培养高层次外语人才的需要。
Opening native culture education courses in foreign languages universities is necessary for the training of qualified foreign language workers.
由空间母语文化艺术基金会赞助，于2008年展开建筑奖活动。
Inaugurated in 2008, it is sponsored by Spatial Native Language Foundation of Arts and Culture.
这就要求外语学习者不但要了解目的语文化，还需要具备母语文化的修养。
It requires that foreign language learners not only know the culture of the target language but deeply understand their own culture as well.
从而解决英语与母语文化的差异和冲突，突破文化障碍，全面地提高英语教学水平。
So we can resolve the differences and conflicts between the English language and mother tongue, overcome culture barrier and develop English teaching capabily overall.
在外语教学中既要重视目的语文化背景知识的介绍，也不可忽略对母语文化的融入和传播。
In foreign language teaching attention should be paid to both cultural background knowledge of the target language and integration and transmission of the culture of the source language.
因此笔者认为在日语教学和学习中，排除母语文化及思维意识的干扰，增强跨文化意识非常重要。
Therefore, it's very important, in Japanese learning and teaching, to avoid interference from mother culture and way of thinking, and to improve cross-cultural awareness.
当前高职英语教学中过多地强调“目的语”文化的学习，而忽略母语文化，造成“中国文化失语”现象。
Nowadays, higher vocational English teaching, : which has been redundantly emphasizing the target language culture learning, with native culture teaching neglected;
随着国际上汉语学习的日益升温，外研社又抓住机遇，投身于具有深厚母语文化底蕴、面对全球的汉语出版。
With the growing interest in learning Chinese throughout the world, FLTRP has expanded into Chinese publishing, in addition to its well-established foreign language publishing.
语言与文化密不可分。在外语教学中既要重视对目的语文化背景知识的介绍，也不可忽略对母语文化的传播。
Language has close relation to culture, whence it is important to introduce the cultural knowledge of both target language and native language in foreign language teaching and learning.
本文将二语习语的理解的过程视为二语隐喻理解的过程，并认为二语隐喻理解的本质是一个受母语文化制约的认知过程。
A tentative conceptual framework proposes that the comprehension of L2 image metaphors is, in essence, a cognitive process governed and constrained by L1 cultural model.
这一方面是由于外语学习者对其目的语文化背景知识的缺乏，另一方面则是学习者母语文化与目的语文化之间的差异所引起的。
This is partly because of their lacking of cultural background knowledge for their target language and partly because of the differences between their target language and mother tongue.
鉴于此，在英语教学中应用母语文化教学材料是否能帮助职校生提高英语学习兴趣和促进其第二语言习得就成为作者关注的焦点。
Therefore, whether applying teaching materials of the native culture in ELT can promote learners' English learning interest and improve second language acquisition (SLA) is the focus of this study.
讨论了目前国内英语教学中文化教育存在的两大误区 ：一是把目的语文化简单、笼统地理解为西方文化、英美文化 ；二是把母语文化排除在外。
One is the overgeneralization of target language culture into western culture or British and American cultures, the other is the exclusion of Chinese culture.
讨论了目前国内英语教学中文化教育存在的两大误区 ：一是把目的语文化简单、笼统地理解为西方文化、英美文化 ；二是把母语文化排除在外。
One is the overgeneralization of target language culture into western culture or British and American cultures, the other is the exclusion of Chinese culture.
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