Analysis and Research on Chinese Culture Teaching in Korean High School

2017 ◽  
Vol 15 (4) ◽  
pp. 309-323
Author(s):  
FuLiang Guo ◽  
Mai Li ◽  
Huiqin Zhu
Keyword(s):  
High School ◽  
Chinese Culture ◽  
Culture Teaching

scholarly journals Culture teaching in EFL classes: Teachers’ beliefs, attitudes, and classroom practices

2022 ◽  
Vol 9 (1) ◽  
pp. 237-257
Author(s):  
Lucky Amatur Rohmani ◽  
Erna Andriyanti
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
English Teachers ◽  
High School English ◽  
Cultural Elements ◽  
Teachers Beliefs ◽  
Culture Teaching ◽  
Beliefs And Attitudes

It is inevitably believed that culture teaching is the pivotal feeling of integrating culture into the teaching of a language, including in the EFL setting. This study aims to explore the English teachers’ beliefs, attitudes, and the reflection of their beliefs and attitudes on the teaching syllabi. The sequential explanatory mix-methods design was applied in junior high schools in Ngawi. The data were obtained from 144 English teachers’ answers to a questionnaire and interviews with six teachers. Then, the data were analysed by using descriptive statistics, the independent sample T-test, and the Mann-Whitney test. The results indicated that the majority of junior high school English teachers believed in the importance of incorporating culture into their teaching of the language taught and students’ learning process. Moreover, both state and private junior high school English teachers showed similar beliefs and attitudes related to culture teaching. When they taught English, the culture associated with that language had also been taught so that the misconception of learning the language can be minimized. The result of teachers’ practices strongly indicates that the English teachers in Ngawi had implemented the teaching of culture and inserted various cultural elements in the process of their teaching and learning in the EFL classes.

scholarly journals A Study of Chinese Culture Aphasia in College English Teaching in China

2018 ◽  
Vol 9 (2) ◽  
pp. 309
Author(s):  
Jie Song ◽  
Lin Bai
Keyword(s):  
Teaching Strategies ◽  
English Learners ◽  
Chinese Culture ◽  
Target Language ◽  
College English ◽  
English Teaching ◽  
Language And Culture ◽  
Effective Teaching Strategies ◽  
Culture Teaching ◽  
Feasible Solutions

The relationship between language and culture make culture teaching enter into FLE that cultural understanding of the target language is indispensable. But much emphasis on western culture led to Chinese culture aphasia among Chinese English learners. Consequently, an investigation is conducted in this paper to check whether the phenomenon exists; and if so, to test the extent, reasons and feasible solutions of students’ aphasia of Chinese culture. The results demonstrate the tested college students master the Chinese culture well, but have difficulties in translating them into English and some college English teachers are not proficient in translating sentences containing Chinese culture into English. Chinese Culture Aphasia is due mainly to lacking of Chinese culture in college English teaching class. Based on analyzing results of the investigation and summarizing scholars’ teaching strategies, the author claims the incorporation of Chinese culture into college English teaching adhering to certain principles, effective teaching strategies including preparing reasonable syllabus and improving teachers’ comprehensive qualities.

scholarly journals Integrating Chinese Culture with Western Culture in EFLT Classroom

2016 ◽  
Vol 4 (3) ◽  
pp. 376
Author(s):  
Yuti Ran
Keyword(s):  
Intercultural Communication ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
Chinese Culture ◽  
Western Culture ◽  
Cross Cultural ◽  
Cultural Patterns ◽  
Teaching Content ◽  
College Learners ◽  
Culture Teaching

<em>In the current climate of internationalization, intercultural communication is rapidly growing in importance. This paper firstly discusses the inappropriateness of current English teaching and the necessity on developing college learners’ intercultural competence on the basis of the research results on cultural awareness carried out among learners and teachers in universities home and abroad. Then it explores the teaching strategies on how to cultivate learners’ intercultural competence in EFLT classroom. By employing the techniques of presentation, analysis, discussion, comparison and contrast between Chinese culture and western culture in the teaching content, the learners can obtain the knowledge of both cultures, expand their cultural awareness, increase their tolerance of the existence of difference, understand the new and different cultural patterns and develop a perspective of cross-cultural awareness. This progressive procedure on integrating Chinese culture with western culture in EFLT classroom reinterpreted and extended the tradition procedure in culture teaching.</em>

scholarly journals Research on the Application of Experienced Culture Teaching Method in Chinese International Education

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Yiping Zhao
Keyword(s):  
International Education ◽  
Teaching Methods ◽  
Chinese Culture ◽  
Teaching Method ◽  
Economic Status ◽  
Economic Globalization ◽  
Teaching Process ◽  
Traditional Chinese Culture ◽  
Culture Teaching ◽  
Chinese Learning

With the acceleration of economic globalization, my country’s economic status is rapidly improving, more and more foreigners come to China to seek development, and the corresponding Chinese learning is becoming more and more popular. In order to better promote Chinese international education, the teaching methods of experiencing traditional Chinese culture have received very good feedback. This article mainly analyzes the application of experience culture teaching methods in Chinese international education, in order to better promote Chinese international education the teaching process.

Кытай тилин чет тили катары окутууда салттуу кытай маданияты жөнүндө аңгемелешүү

2019 ◽  
pp. 18-23
Author(s):  
Айнура Кенеш кызы ◽  
Аида Урпоева
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Chinese Culture ◽  
Communicative Competence ◽  
Chinese Language ◽  
Cultural Knowledge ◽  
Chinese Society ◽  
Culture Teaching ◽  
The Given ◽  
Teaching Chinese

Аннотация: Кытай тилин окутууда ал элдин маданияты жөнүндө айтуу өзгөчө маанилүү. Кытай маданиятына үрп-адаттар, тамак-аш түрү, кийим-кечек, ыр-бий жанрлары, сүрөт искусствосу, тил жана тарых илимдери кирет. Тилди чындап өздөштүрүү үчүн ошол элдин маданиятын билүүбүз зарыл. Кытай тилин чет тили катары окутууда кытай маданиятын жеткиликтүү билүү негизги ас- пектилерден болуп саналат. Кытай тилин чет тили катары үйрөнүүдө ал элдин маданий байланышын толук аңдап билүү үчүн коммуникативдик компетенцияны өнүктүрүү, колдонуу керек. Кытай тилин чет тили катары үйрөнүүдө студенттер эреже катары кытай коому, маданияты тууралуу көптү билиши керек, ошондой эле чыныгы маданий өзгөчөлүктөрүн үйрөнүүлөрү керек. Ошондуктан кы- тай тилин чет тили катары окутуу кытай маданиятын, тарыхын, адабиятын окутуудан бөлүнүп каралбайт. Түйүндүү сөздөр: кытай маданияты, кытай тилин чет тили катары окутуу, маданий алака, коммуникативдик компетенция, үрп-адат. Аннотация: Культура чрезвычайно важна в преподавании китайского языка. Культура Китая включает в себя обычаи и традиции, кухню, одежду, музыку, танцы, живопись, язык и историю. Чтобы по-настоящему овладеть языком, мы должны изучить культуру, которую представляет данный язык. Соответствующее знание китайской культуры также является одним из аспектов содержания преподавания китайского языка как иностранного. Коммуникативная компетенция, которая должна развиваться при обучении китайскому языку как иностранному, на самом деле является способностью к межкультурному общению. Изучая китайский язык, иностранные студенты, как правило, должны больше знать о китайском обществе и культуре, а также изучить профессиональные культурные знания. Поэтому преподавание китайского языка как иностранного неотделимо от преподавания китайской культуры, истории и литературы. Ключевые слова: Китайская культура, преподавание китайского языка как иностранного, культурный обмен, коммуникативная компетенция, обычаи и традиции. Annotation: Culture is very important in teaching Chinese language. To know language really well, we must learn the culture that the given language is represent. Appropriate knowledge of Chinese culture is one the aspects of content of teaching Chinese as a foreign language. Communicative competence, which should be developed when learning Chinese as a foreign language, is in fact the ability to intercultural communication. Foreign students in learning Chinese, as a rule, should know more about Chinese society and culture, also learn well professional cultural knowledge. Therefore, the teaching of Chinese as a foreign language is inseparable from the teaching of Chineseculture, history and literature. Keywords: Chinese culture, teaching Chinese language as a foreign language, cultural exchange, communicative competence, customs and traditions.

scholarly journals CHINESE CULTURE TEACHING IN MANDARIN LANGUAGE COURSE AT UiTM

2021 ◽  
Vol 3 (11) ◽  
pp. 43-57
Author(s):  
Siaw San Loh ◽  
Jenny Tze Kie Yap ◽  
Sheau Ping Wee
Keyword(s):  
Foreign Language ◽  
Questionnaire Survey ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Chinese Culture ◽  
Current Situation ◽  
Culture Teaching ◽  
Mandarin Language

Language is closely associated with culture as the carrier and also the main presentation of the culture. People use language to create culture, while culture enriches the expression of language. Thus, language is inseparable from culture, at the same time the spreading of culture depends on the language. In this quantitative research, 70 students and 5 lecturers from the UiTM Sarawak campus were chosen to participate in a questionnaire survey based on the Daily Conversation Mandarin Language 1 serving as the research text. The objective of this study is to investigate the current situation of Mandarin teaching and learning in UiTM, and to provide suggestions for the teaching of Chinese culture in the curriculum, thus enhancing the quality and efficiency of teaching Mandarin as a foreign language.

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