Lado (1957) claimed that culture is, on general level, connected to "the ways of people". This view incorporates both "material" elements of culture that are easily seen and " non- material" ones that are more difficult to observe. By the way, all the above definitions of "Culture" appear to be too broad to be able to thoroughly understand culture teaching in ELT. The question is, for the improvement of communicative competence, which content of culture teaching should be focused more, cultural knowledge or cultural communication information. Ellis (1982) was cited as indicating that the former can be gained directly through approaches of formal communication and gradually through those of informal communication. Furthermore, while communicating in foreign language, students are easily influenced by their mother tongue, which is deeply rooted and works subconsciously even when they have learned some history, geography and literature of English- speaking countries. That is to say, in terms of teaching culture in ELT, communication information ought to vastly outweigh knowledge counterpart.
Based on Adaskou et al. (1990), for the purposes of language teaching, culture teaching can be divided into three subcategories. Firstly, in the aesthetic sense, culture involves literature, music, films and the fine arts. Secondly, culture in the aspect of sociology refers to the way of life in the target community, consisting of the structure of different institutions from national health system to the family and the interpersonal relations at home, work, and during free time activities. Thirdly, social skills, which enable students to communicate with the target language community, are also referred as culture in the pragmatic sense. These categories sound useful because they incorporate topics which are normally dealt with in general English courses. Turning now to the relationship between Culture and ELT, all the articles studied acknowledged enormous importance of culture teaching in ELT.