Reflecting on Native Culture Involvement in Current College English Textbooks

2011 ◽  
Vol 219-220 ◽  
pp. 257-260
Author(s):  
Chun Mei Wu
Keyword(s):  
College Students ◽  
Chinese Culture ◽  
Communicative Competence ◽  
Native Language ◽  
Target Language ◽  
Intercultural Communicative Competence ◽  
Chinese College Students ◽  
College English ◽  
Native Culture ◽  
English Textbooks

Nowadays, most of the Chinese college students acquire more about target language culture than their native culture. Judging from the present distinctive sets of college English textbooks, there exists one common problem: Chinese culture is seldom involved in the textbooks. The textbook is viewed as the very crucial means to cultivate learners’ intercultural communicative competence(ICC). The overwhelming majority of textbook editors attach more importance to the target language culture, neglecting Chinese culture , which results in students’ being poor in ICC. As a successful communicator, proficiency in both the target language and the native language are required of college students.Based on the findings of a survey and a questionnaire, the author proposes some suggestions on textbook reforms with the purpose of promoting students’ ICC.

The Project of “Chinese Culture Going Global” and Its Implications for College English Teaching in China

2020 ◽  
Vol 10 (10) ◽  
pp. 1273
Author(s):  
Yan Zhou ◽  
Yi Ding
Keyword(s):  
College Students ◽  
Chinese Culture ◽  
Rapid Development ◽  
Cultural Knowledge ◽  
College Teachers ◽  
Chinese College Students ◽  
College English ◽  
English Teaching ◽  
Teachers And Students ◽  
English Textbooks

With the rapid development of China, the project of “Chinese culture going global” came into being in order to make people from other countries have a better understanding of China. However, both college English teachers and students in China suffer from “Chinese cultural aphasia”, and the majority of them are incapable of introducing Chinese culture to foreign friends due to the insufficient attention to Chinese culture teaching, the lack of Chinese cultural knowledge in most college English textbooks, college teachers’ shortage of Chinese cultural knowledge and the strong influence of the western culture on college students, etc. The project of “Chinese culture going global” has three implications for college English teaching: enhancing Chinese cultural consciousness and confidence of college teachers and students in China, enlarging English vocabulary concerning Chinese culture and enriching college students’ Chinese cultural knowledge; and improving Chinese college students' intercultural communication competence.

An Empirical Study of Process-oriented Intercultural Teaching in Chinese College English Classroom

2016 ◽  
Vol 7 (3) ◽  
pp. 527
Author(s):  
Zheng Li
Keyword(s):  
College Students ◽  
Empirical Study ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Teaching Mode ◽  
College English ◽  
Cultural Teaching ◽  
Process Oriented ◽  
English Classroom ◽  
Current Reality

The cultivation of students’ intercultural communicative competence (ICC) is one of the main objectives of College English teaching in China. The present study aims to construct the Process-oriented intercultural teaching mode for promoting college students’ ICC grounded in the current reality of cultural teaching in Chinese College English course and presents an empirical analysis of the effects of Process-oriented intercultural teaching in Chinese College English classroom. The results of the analysis indicate that the Process-oriented intercultural teaching is more effective than the traditional cultural teaching in enhancing the students’ affective and behavioral dimensions of ICC and gained significantly higher satisfaction among teacher and students.

scholarly journals Film Clips as Classroom Input in an Elective Audio-Visual College English Course in Mainland China

2016 ◽  
Vol 4 (2) ◽  
pp. 166
Author(s):  
Suiling Liu
Keyword(s):  
Communicative Competence ◽  
Group Discussion ◽  
Role Play ◽  
Mainland China ◽  
Cultural Dimensions ◽  
Cultural Dimension ◽  
Intercultural Communicative Competence ◽  
College English ◽  
Classroom Activities ◽  
Film Clips

<p>The present study introduces the design of classroom input for an elective Audio-visual College English course in Mainland China with the purpose of developing students’ intercultural communicative competence (ICC). Four groups of nineteen film clips in total, chosen from the Intercultural Film Database on four different cultural dimensions, are used as classroom input in the elective College English course, followed by classroom activities like group discussion, pair discussion and role play. Finally, topics for pair and group discussion for each cultural dimension are proposed.</p>

scholarly journals Linguistic and Cognitive Analysis of Inter-Cultural Business Discourse from the Perspective of “Dialogue of Cultures” in the Formation of Inter-Cultural Communicative Competence

2020 ◽  
Vol 15 (09) ◽  
pp. 173
Author(s):  
Irina Belousova ◽  
Svetlana Bairamova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Communicative Competence ◽  
Business Communication ◽  
Russian Language ◽  
Intercultural Communicative Competence ◽  
Native Culture ◽  
Foreign Culture ◽  
Business Behavior ◽  
Synergetic System

The article discusses the creation of a qualitatively new educational system in intercultural business communication, capable of providing real interaction between specialists in the global cultural space. Under the current conditions of expanding international cooperation, the humanities specialist must speak a foreign language at a fundamentally new level as an instrument of professional intercultural communicative competence. The aforesaid determines the existence of contradictions between the provisions developed in linguistics and linguistic didactics concerning the theory of intercultural communication and methods of teaching foreign students the Business Russian Language and the lack of their integration and extrapolation in the training of foreign students for interaction in the business sphere of communication. The question of interest is what happens to a linguistic personality when it enters a "foreign" environment undergoing the processes of cognitive consciousness transformation. Based on the studies of the cultural synergy model in the formation of intercultural communicative competence of foreign citizens in business communication, it is concluded that the possession of a foreign-language code that allows a successful intercultural professional interaction requires knowledge of a “foreign” culture and determines the specifics of the social and business behavior of the speakers of this culture. In the “native" culture, a linguistic personality assimilates language through reality, and in a "foreign” culture, the reality is assimilated through language. In this case, the interaction process of communication participants is considered as a complex synergetic system, in which the traditions accepted in the native culture are neutralized and the traditions accepted in the culture of business partners are updated.

scholarly journals Teaching intercultural communicative competence through the four skills

2008 ◽  
pp. 157 ◽  
Author(s):  
Esther Usó Juan ◽  
Alicia Martínez Flor
Keyword(s):  
Communicative Competence ◽  
Language Teaching ◽  
Theoretical Concept ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Target Language ◽  
Intercultural Communicative Competence ◽  
Language And Culture ◽  
Linguistic System ◽  
Point Of Departure

Nowadays, the most accepted instructional framework in second or foreign language (L2) programs is Communicative Language Teaching, whose main goal is to increase learners’ communicative competence. This theoretical term means being able to use the linguistic system effectively and appropriately in the target language and culture. However, the implementation of a communicative methodology is not an easy task since it requires an understanding of the integrated nature of the theoretical concept of communicative competence (Celce-Murcia and Olshtain, 2005). Therefore, it is the main goal of this paper to help language teachers better understand such a theoretical concept for improving their classroom practices. In so doing, we first provide an explanation of the theoretical concept of communicative competence. Then, a current framework of communicative competence, which aims at highlighting the function of the four macro-skills to build discourse competence for communicative purposes and reflects our conceptualization of language teaching is briefly discussed (Usó-Juan and Martínez-Flor, 2006a). Finally, on the basis of this framework, and taking the intercultural component as the point of departure, a variety of activities in the four language skills are presented for teaching learners intercultural communicative competence.

The influence of culture in emerging adulthood: Perspectives of Chinese college students

2004 ◽  
Vol 28 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Larry J. Nelson ◽  
Sarah Badger ◽  
Bo Wu
Keyword(s):  
College Students ◽  
Emerging Adulthood ◽  
Emerging Adults ◽  
Transition To Adulthood ◽  
Chinese Culture ◽  
The United States ◽  
Cultural Construction ◽  
Chinese College Students ◽  
Time Period ◽  
Adult Status

Emerging adulthood refers to a time period (18–25 years of age) between adolescence and adulthood. Recent research suggests that it may be a cultural construction. More traditional, non-Western cultures may have a shortened period of emerging adulthood, or no emerging adulthood at all, because these cultures tend to place greater emphasis on practices that lead to an earlier transition to adulthood. The purpose of this study was to examine emerging adulthood in the Chinese culture, including (1) the types of criteria Chinese young people deem necessary for becoming an adult, (2) the types of behaviours Chinese emerging adults are engaging in, (3) identity-related issues, and (4) other aspects of Chinese culture that might suggest that emerging adulthood in China may be different than in the United States. Participants in this study were 207 students at Beijing Normal University located in Beijing, China. Results provided evidence to support the notion that emerging adulthood is affected by culture. Findings revealed that the majority of Chinese college students (1) feel they have reached adult status in their early twenties, (2) have culturally specific criteria for adult status, and (3) tend to engage in behaviours and have beliefs and values that appear to differ from emerging adults in Western cultures.

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