教師在教室學習環境中向來居於核心地位，然自一九六○、一九七○年代以來， 因著教學典範的變遷，教室的重心已由教師轉至學習者，而外語教學典範從測量學習成就轉 向強調語言的純熟，亦使學習者成為高度互動之外語教學環境的核心。任何學科或技能的學 習，「學習者」都是必須考慮的要件，外語文化面向的教學亦然。與學習密切相關的學習者 特質，首推認知與情意特質，無論是認知或情意領域，不外從共性與殊性兩個角度來思考。 學習者在性向、認知風格、動機、態度上均可見其個別差異，而其對外語文化面向學習成效 具有程度不一的影響；此外，文化學習過程中，學習者於認知、情意、行動及標的文化之涵 化程度，透過觀察、歸納與抽繹可得見一循序漸進的相仿發展進程。藉由共性與殊性的剖析 與詮釋，可以對文化學習中的學習者有更周延的瞭解。對學習者的瞭解是規劃文化教學活動 首要之務，而欲使學習者成為主動的知識建構者並促進有效的外語文化學習，則需因應學習 者特質設計有助於提升其學習準備度的活動，規劃以學習者為中心的文化教學模式，透過此 種對學習者有意義的學習經驗，進而裨益外語學習。

　　　　　Foreign language learning and teaching has undergone a significant paradigm shift in light of research and experience that have expanded the scientific and theoretical knowledge base on how students learn and acquire a foreign language. The significant paradigm shift in foreign language pedagogy from measuring language achievement to one of emphasizing language proficiency, the notion of communicative competence which centers foreign language teaching on the learner within a highly interactive learning environment, so does the culture teaching of foreign language. The important factors of individual differences related to culture learning of foreign language are cognitive and affective characteristics, such as aptitude, cognitive style, motivation, attitude, etc. In addition to the individual differences, there is the regular process of culture learning and regular stages of acculturation. Foreign language educators can understand learners' characteristics more comprehensive through exploring individual differences and essence of culture learning process. Understanding learners is primary for culture instruction, the most important is to move learners to be one of active meaning constructors of culture knowledge and to construct a model of learner-centered for culture instruction. This learner-centered focus on culture helps learners to strengthen their research skills, allows them practice in communicating in the target language, and builds greater understanding of the values inherent in foreign culture.