English, as an international lingual Franca, has become one of the most widely-used languages in the world. Mastering English doesn't just mean getting information from all over the world; it also means communicating and expressing yourself with people from different cultural backgrounds. So far, EFL has received much attention in many counties. As an indispensable part of language acquisition, pronunciation learning should be valued at the beginning of foreign language study, for example, the kindergarten stage. This paper aims to illustrate the negative transfer of the mother tongue on English pronunciation acquisition from the segmental and suprasegmental aspects. Based on the studies and analysis, it hopes to inspire teachers to arouse awareness of the differences between English and Chinese pronunciation among learners, making students acquire native-like pronunciation actively and positively. It’s suggested that EFL learners can their pronunciation and intonation through practice.

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In recent years, the topic of language teachers' intercultural teaching beliefs has attracted considerable research interest. This paper sampled 15 empirical research articles related to foreign language teachers' intercultural teaching beliefs. Through summarizing and analyzing the main research participants and methods of these studies, the review found that there are some limitations in the research participants and methods. Firstly, from the perspective of the research participants, these studies lay emphasis on middle school English teachers, and few studies take into account teaching experience and teaching environment factors. Then, from the perspective of research methods, this review found that most of the empirical studies are mainly conducted in quantitative methods and some research samples are too small to draw convincing conclusions. What's more, there are also some limitations on research instruments. In light of these findings, areas for further research are suggested. Keywords-teachers' beliefs, intercultural language teaching, participants, methods. I. INTRODUCTIONOne of the most important changes in language learning and teaching over the past few decades has been the recognition of the cultural dimension as a key component. As early as the 1980s, our foreign language community realized the importance of cultural learning in foreign language teaching (Zhang, 2007). Since 2000, the national foreign language teaching syllabus and curriculum standards have begun to stress the goal of developing students' intercultural communicative competence, which has raised extensive discussions and research on foreign language teaching in academia (Kong & Luan, 2012; Hu, 2013; Navarro, 2018). As the main participant of teaching activities, foreign language teachers hold different views on intercultural communication competence, and their beliefs in intercultural foreign language teaching are also diverse. In recent years, the majority of studies focuses on

<p>We reviewed all the empirical studies on the intercultural perspective in foreign language teaching, published between 2008 to 2018, on 6 Chinese major refereed journals of linguistics and foreign language education. 21 articles were identified after three rounds of screening. Each article was analyzed from three dimensions: research content, research participants and methodology. The results indicated that domestic studies were mainly involved in new pedagogical strategy application, instrument or model construction, and culture teaching assessment. Most of the research participants were Chinese university students. Only four studies included teachers or foreign students, one included high school students and one postgraduate. In terms of methodology, we found that Chinese scholars widely adopted a mixed methodology, by using both qualitative and quantitative methods. Finally, the study pointed out some weaknesses of the reviewed articles and put forward several suggestions to promote the foundations on the intercultural perspective in foreign language teaching.</p>