CULTURE LEARNING IN FOREIGN LANGUAGE CLASSROOM

Ⅰ. Introduction Foreign language teachers in China nowadays are well aware that language learning cannot be separated from cultural learning. They start to deal with intercultural communication in the classroom and have undergone significant progress in the past two decades. A lot of excellent work has been done (see Hu Wenzhong 1990, 1997) on raising cultural awareness and pragmatic insights.

Analyzing Culture of Learning and Teaching in the Iranian Secondary Schools English Language Course Books： Prospect

Knowing and analyzing the ＂culture of learning and teaching＂ in a coursebook or series of course books can contribute to teachers＇ and students＇ success in the educational and pedagogical goals and objectives. Cultures of learning and teaching refer to the perspectives of teachers and learners towards learning and teaching. Most of the research studies conducted in this field have referred to values and attitudes related to good learning and teaching as reflected through observations, interviews and questionnaires. However, just few studies have examined this term with regard to language teaching materials, and course books. Thus, the purpose of the present study was to introduce, investigate, and analyze the cultures of learning and teaching in Iranian secondary school course books entitled Prospect series. Based on the model used in this study, the cultures of learning and teaching in Prospect series were investigated as reflected in their external features including aims and objectives cited in the introduction, tables of content, and layout of the students＇ books, and internal features including task instructions and visual images in students＇ book plus the instructions in the teacher＇s book. Each of these features as well as the pedagogical issues of the Prospect series were provided and elaborated.

EFL Learners'Attitude Towards Culture and Cultural Learning

Language and culture are complementary,helpful,and inspiring to one another.Especially for foreign language learners,culture is extremely important to understand the social and cultural background of the target language.This study aims to explore foreign language learners?perception towards cultural learning.In order to come to a conclusion,a quantitative method was adopted by distributing questionnaires to 31 Chinese EFL students.From the perspective of Chinese students,culture and cultural learning are crucial in the second language acquisition process.

Necessity of Teaching Culture in Foreign Language Classroom

This paper expounds on the importance of teaching cultural things in foreign language classroom. Some commonly seen ＂cultural mistakes＂ are probed in detail to reveal that cultural awareness plays a crucial role in cross-cultural communication and teaching culture can greatly boost students＇ interest in learning a foreign language.

Some Knacks of Studying English Writing： From My Own Learning Experience

A learner's stages of L2 development are connected by his or her L1 and culture. It is, accordingly, of paramount impor-tance to understand the second language learners' culture and learning process and better assist them through this process in theway of teaching them English writing.This essay has demonstrated several elements which affect learners' English writing throughmy own experiences, such as different cultures, reading and correct recognition of writing, and the writing process.

Learner Beliefs of Language Learning Revisited

Learner beliefs of language learning are of critical importance to the success or failure of any student＇s efforts to master a foreign language. In this paper, some recent researches on learner beliefs about language learning have been reviewed and summarized. The learner beliefs in Chinese context are also discussed. It is suggested that it is premature to determine learner beliefs in Chinese context and to conclude that cultural differences have great influences on learner beliefs. More researches need to be conducted by means of more various research methodolozies.

The Introduction of Culture in Foreign Language Teaching -- Three Stages of Integrating Culture

Cultural teaching is one important part of language teaching. This paper discusses how to integrate culture effectively in classroom teaching, i.e., teaching different aspects of culture and to what problems attention should be paid at different stages.

Teaching in the Light of Learning Styles

It has long been agreed that learning styles play an important role in the process of language learning. Research has indicated the individuality, stability and capability of development of learning styles. This essay will explore how teaching can promote learners＇ higher achievement in language learning in the light of learning styles.

The Significance of Emphasizing Culture Awareness in the New Standards for English in China -- An Educational Psychological Perspective

The New Standards for English issued in 2001 defined English learning as to develop ＂comprehensive competence in language using＂, which consists of language competence, language knowledge, affective aspects, learning strategy and cultural awareness. Meanwhile, as educational psychologists, De Corte et al advocate four theories in teaching and learning process, which include a theory of expertise, namely, （1） A well-organized and flexibly accessible domain specific knowledge base; （2） Heuristic methods; （3） Meta-knowledge; （4） Self-regulatory skills; （5） Beliefs. Not coincidently, the New Standards is in line with the theory of educational psychology. This gives the way to the author to argue, from the view of educational psychology, by analyzing culture awareness as being functional in meta-cognition and self-regulation aspects in expertise development, the importance of emphasizing culture awareness in English language teaching and learning.

Contrastive Rhetoric and Inter-language Theory

A learner’s stages of L2 development are connected by his or her L1 and culture.It is,accordingly,of paramount importance to understand the second language learners’culture and learning process and better assist them through this process in the way of teaching them English.Similarly,inter-language theory(IL)and contrastive rhetoric are affected by factors,such as learner’s L1,learning experiences,and culture.This paper talks about these two theory’s characteristics,constructs,and importance,so language instructors may better understand the L2 learning phenomena and think out better methods to help language learners improve their language skills.

CULTURE OF LEARNING AND ELT IN CHINA

Most of the culture-related discussions about foreign language teaching and learning are about "why and how culture should be incorporated into foreign language teaching and learning because it is believed that lack of awareness of cultural differences interferes with the real understanding and appropriate use of the target language. This article looks at culture from another point of view: the influences of home culture on how a foreign language is learned and taught. These influences, termed "culture of learning", navigate teachers and learners about the purpose, process and product of learning. The Chinese culture of learning has many admirable traits, but it also has strong and persistent negative in influences on ELT in China.

EQ Training of TV Show Host

＂EQ＂ has become one of the modem professional qualities; it is a capacity to deal with emotions. In the current work, the pressure of living is low and the ability to make personal frustration TV presenter faced severe psychological crisis. ＂EQ＂ on the TV show host has important implications; they focus on ＂emotional intelligence＂ training TV show host; the ＂EQ＂ Test selection criteria included the host, it is to improve the professional competence of TV presenter quality.

Language Proficiency, Classroom Attitudes and Linguistic Identity in Taiwan Residents Students： A Report from the National Taipei College of Business

This paper examines Taiwan Residents students＇ attitudes, beliefs, and behaviors in learning English, their language proficiency, cultural factors impacting communicative praxis, and responses toward the use of Chinese and English in daily life. In association with these aims, the author seeks to understand more about how student attitudes, convictions, and performance in foreign language learning and usage are impacted by the culture in which they live and their cultural self-identification. Questions asked in terms of this research include： ＂What are the principal challenges students face in learning English？＂; ＂How do students＇ personalities and cultures of learning transact with these challenges？＂; ＂How do students view their own cultural and linguistic identities in terms of English （and Chinese）？＂; and ＂Overall, what do students need and want from teachers to strengthen their own language skills and learning behaviors？＂. This study began by submitting three questionnaires to students in two ＂Language and Culture＂ classes at National Taipei College of Business in Taipei, Taiwan. There were a total of 76 students, and note that these are not English majors--they are majoring in the Department of Applied Foreign Languages. Although the sample is admittedly small, it is sufficient, and we can reach adequate conclusions about language usage, learning attitudes, and identity expectations in Taiwan Residents students

Enhanced Moth-flame Optimization Based on Cultural Learning and Gaussian Mutation

This paper presents an Enhanced Moth-Flame Optimization （EMFO） technique based on Cultural Learning （CL） and Gaussian Mutation （GM）. The mechanism of CL and the operator of GM are incorporated to the original algorithm of Moth-Flame Optimization （MFO）. CL plays an important role in the inheritance of historical experiences and stimulates moths to obtain information from flames more effectively, which helps MFO enhance its searching ability. Furthermore, in order to overcome the disadvantage of trapping into local optima, the operator of GM is introduced to MFO. This operator acts on the best flame in order to generate several variant ones, which can increase the diversity. The proposed algorithm of EMFO has been comprehensively evaluated on 13 benchmark functions, in comparison with MFO. Simulation results verify that EMFO shows a significant improvement on MFO, in terms of solution quality and algorithmic reliability.

坚持宗教中国化,构建中华文明共同体

Historically,Chinese religions have been the product of continuous exchange with and mutual learning from other religions and civilizations.Religions from other areas of the world,especially Buddhism from India,Christianity from the Mediterranean,and Islam from Arabia have been localized and inculturated by absorbing elements of Chinese culture,achieving new Chinese forms through creative transformation and innovative development while enriching the diversity and enhancing the flourishing of Chinese culture.To continue to support the inculturation of religions in China and to foster dialogue between them and Chinese culture is to build China as a cultural community with diverse religions.It is necessary therefore to consult the representative theories and practices of inter-religious dialogue in contemporary international academic circles—e.g.,scriptural reasoning,comparative theology,and interreligious theology then to develop inculturated forms of world religions through a comprehensive inculturation strategy of recovering,retrieving,restoring,reconfiguring,reconstructing,and renewing.By such means,we can contribute to building up China as a cultural community of religious diversity.

The Adaptation of Chinese Split-Site Business Students to British Classrooms:A Cross-Cultural Perspective

Chinese business education differs from British business education in many respects.On the whole,it focuses on the acquisition of theoretical knowledge,whereas British business education places far more emphasis on soft management skills and team-work.This paper examines a split-site business degree program offered by a Chinese international school and a British business school,and explores the attitudes and expectations of the Chinese participants and their Chinese and British lecturers from an“English for specific purposes”perspective.The study conducted classroom observation,semi-structured interviews,and a questionaire survey,and identifies areas of difficulty for Chinese business students in the UK,in particular regarding their beliefs about teacher and student roles,their learning priorities and learning strategies,and their“goal-oriented”approach to discussion,which is at odds with the more collaborative and exploratory Western discussion strategies.The findings have implications for pre-sessional and in-sessional English course design,the management of split-site business degree programs,the teaching of Chinese students,and the enhancement of learning experiences generally in international business programs.