Integrating Chinese Culture Into Language Curriculum:Teaching Chinese Culture to International Students in China

This paper explores the integration of Chinese culture into language education for German students at the University of Shanghai for Science and Technology(USST).Focusing on USST’s Chinese curriculum and pedagogical strategies,the study emphasizes the importance of cultural immersion,experiential learning,and authentic materials.Drawing on Byram’s Intercultural Communicative Competence(ICC)model,the Cultural Studies Approach,and Task-Based Language Teaching(TBLT),the paper presents a case study on incorporating Chinese calligraphy into regular classes.This hands-on approach not only enriches cultural understanding but also enhances language skills.The findings stress the need for tailored,multifaceted pedagogical approaches to prepare international students for cross-cultural interactions in a globalized context.

A Study on the Pedagogical Application of Chinese New Year Culture in International Chinese Language Education

Culture teaching is an inseparable part of International Chinese Language Education,and it has great significance in international Chinese language teaching.Students can enhance their interest in Chinese language learning and improve their learning effect through understanding the excellent traditional Chinese culture,at the same time,culture teaching can help to disseminate the Chinese culture and promote the development of a multicultural world.Taking the teaching of Chinese New Year culture as an example,we analyze the current teaching materials involving Chinese New Year culture with high popularity and acceptance,put forward effective teaching methods matching the feasibility of teaching Chinese New Year culture,and then present the specific teaching design of Chinese New Year culture,in order to provide references for the teaching of culture in International Chinese Language Education.

Towards Closing the Language & Culture Gap: A Pedagogical Approach

This paper advances an approach to culture and language instruction through the theoretical construct of the 3Ps (Products, Practices, Perspectives), combined with an inquiry-based approach utilizing the theory on stages of second language acquisition. Culture elements, when embodied in a properly developed and organized curriculum can be systematically implemented all along the different phases of language growth. Mastery of a language is not simply mastery of vocabulary as well as grammar and spelling rules. The most successful language learners learn both culture and language together. The conceptualizations provided by research, although at times conflicting, form a useful foundation for language teaching that provides a deeper and a more enriching human experience. Making culture the core in a language class is akin to asserting the obvious (Furstenberg, 2010);they are two flip sides of the same coin. With its focus on revisiting the role of culture in the FL Classroom, the paper seems to fall into the same category - affirming the tried and true, but like Furstenberg, the author believes there is good reason to re-consider the possibility of closing the language and culture gap.

Cultural Awareness in English Language Teaching

In the context of contemporary globalization,language learning is no longer just a matter of mastering words and grammar,but increasingly involves an understanding of cultural context.This shift is particularly important in the teaching of English as a second or foreign language,as English is not only a universal communication tool,but also a bridge connecting different countries and cultures.In this context,cultural awareness becomes an indispensable part of English teaching.It helps students better understand the deeper meaning and context of English,while also providing a solid foundation for their cross-cultural communication.By developing cultural awareness,students are not only able to improve their language skills,but also broaden their horizons and increase their understanding and respect for different cultures.Therefore,in English teaching,we should pay attention to the cultivation of cultural awareness,so that students can truly master the English language,and flexibly apply it to daily life and work.

Critically Evaluate Foreign Language Teachers Training in Culture and Intercultural Communication

The aim of foreign language teaching in the contemporary is to develop foreign language talents who own intercultural competence.Thus,it is necessary to improve teachers’cultural quality and intercultural awareness.The paper explores some relevant training courses on culture and intercultural awareness,and discusses the deficiency of these courses.

On the clash between the traditional culture and the ＂fast food＂ culture from a perspective of internet language

With the development of the Internet, the Internet language-a new social variant of language comes into being. Owing to its distinctive features, the Internet language draws extensive attention and evokes dispute. Should we make laws to restrict its development or be magnanimous and tolerant？ The present authors think that the dispute reflects the clash between the traditional culture and the ＂fast food＂ culture. The two cultures would co-exist harmoniously and co-develop healthily only if we cherish the law in the development of language and grasp the indirect correlation between them.

Developing students＇ cultural awareness through foreign language teaching

We live in an age of changes. And these changes in science, technology, economy, political systems, and immigration patterns, especially the emergence of Internet, have created a world in which we increasingly interact with people from different cultures. The levels of students＇ cultural awareness toward the target language （English） have a profound influence on the foreign language teaching （English） practice and performance. Obviously linguistic knowledge alone is not enough to secure successful interactions with native speakers in cross cultural communications. Cultural mistakes are worse than linguistic ones because they tend to cause misjudgments, or ill feelings between native and foreign speakers. Therefore, this paper mainly discusses the relationship between culture and language, explaining cultural awareness, providing some principles of cultural knowledge teaching and some techniques to develop students＇ cultural awareness through foreign language （English） teaching in high schools.

Cultivating Students' Cultural Awareness in Foreign Language Teaching

Many foreign language teachers are often wondering why their students cannot avoid some mistakes in their writing assignment and oral presentations though the grammatical rules and phrases are quite familiar to them. On the other hand students also complain about the boredom of learning English."What is the use of learning English besides taking exams?"they often ask. In this paper the author is going to discuss language learning and teaching from the cultural perspective. By discussing the importance of culture teaching, the author intends to help both the teachers and the students to get out of their bewilderment. Some useful suggestions will be shared at the end of the paper, aiming to offer some practical and concrete guidance to both the students and my co-workers.

Intrinsic and Indispensable Relationships between Language Learning and Culture Learning-Based on Case Studies of Cross-cultural Communication

Language and culture are closely related with each other: language is the carrier and a fundamental part of culture, while culture has an intrinsic and indispensable impact on language and is also reflected in language. So if in the language learning and teaching, attention is only paid to the linguistic forms but the relationship between language and culture is ignored, then the learner's linguistic ability will not be equivalent to his or her social and cultural communication competence. Especially in the times of globalization with increasing transna tional and cross-cultural communication, the knowledge of cultural background is the must prerequisite for not only the avoidance of cul tural "conflict" but the success of communication. Based on the studies of several cross-cultural communication cases and the analysis of the relationship between language and culture, including the famous Sapir-Whorf hypothesis, this paper is aimed to analyze the intrinsic and in dispensable relationship between language learning and culture learning.

A Variety of Cultures Represented in English Language Textbooks： A Critical Study at Saudi University

Textbooks material is one of the important issues that are worthy to investigate in order to enrich student＇s engagement and interaction in EFL （English as a Foreign Language） classrooms. In this study, the author argues that textbooks materials used in academic institutions may well take a significant part in generating an active environment in EEL classrooms. It is believed that more opportunities will be created for students to be more involved, active, and able to understand the content being addressed more effectively. Yet, by looking at the textbooks being utilised （at a university context where the author teaches）, one can notice that student＇s culture （Eastern） is to a large extent missing in these textbooks, most of these books instead represent dominantly ＂Western＂ culture namely American and British cultures. This can deafly be depicted by topics discussed, pictures, clothing, names, and many other issues portrayed in these textbooks. This study is an attempt to challenge and problematize such domination of Western cultures portrayed in the content of English textbooks used in academic institutions not merely within Saudi Arabia but also extended to other countries and nations in the world.

Perspectives on the Values of Rose in Eastern and Western Languages and Cultures

The cultural differences between the east and the west are reflected in their own languages. Vocabulary is the basic building material of a language. It is the basic linguistic unit of cultural connotation and message. Through the analysis of the word ＂rose＂, this paper attempts to find the different connotations in Chinese and western cultures. It also tentatively explores the significance of introducing cultural background in foreign language teaching.

Influence of Tibetan Language and Culture on Tibetan College Students' EFL Learning

Nowadays teaching English as a foreign language is becoming more and more important in Tibetan education.Since Ti-betan education system is complicated,Tibetan college students are facing many problems which interfere with their EFL learning.By carrying on a mini qualitative study of interviewing two Tibetan college students,this paper mainly discusses the major prob-lems and causes of the Tibetan college students on EFL learning on linguistic and cultural perspectives,and attempts to suggestsome solutions.

Multi-Angle Exploration on the Inner Relationship among Language,Thought and Culture with “Sapir-Whorf Hypothesis”

“Sapir-Whorf hypothesis"holds that human thoughts are shaped by their native languages,and speakers of different languages think differently relevantly.The hypothesis is controversial partly because it seems to deny the possibility of a general principle for human cognition,and partly because some findings taken to support it have not reliably replicated.The author argued that considering this hypothesis through the lens of probabilistic inference has the potential to figure out both issues,at least with respect to certain prominent findings in the two languages—Chinese and English.After exploring on the inner relationship among language,thought and culture with the comparison between English and Chinese based on a series of examples including“numbers,Wuhan dialect and some different understandings of idioms”,the author made an inference that language can somewhat affect human thought under the different culture contexts.Besides,it also provides some reference for educators to take in-depth studies on the relationship among language,thought and culture,which is vitally significant for ESL educators and learners.

The Differences between Chinese and American Language and Culture and Its Implications for College Language Teaching and Learning

Chinese and American language and culture differ from each other in five ways as Hypotactic language vs. Paratactic language, Analytical thinking vs. Synthetic thinking, Direct thinking vs. Indirect thinking, Individualism vs. Collectivism and Ethics-based vs. Legislation-based. Their implications for college language teaching and learning are worth our attention.

The Importance of Body Language in Cultures

Communication is necessary to people's daily life. Although we may not realize it when we talk with others, we make ourselves understood not only by words. Body language sometimes helps make the communication easy and effective. Body language is treated as equivalent to nonverbal communication which sends 65 percent communication message. In order to improve the quality of our communication, we should pay more attention to nonverbal communication. In addition, culture influences communication. Different country has different culture. Every culture has its own body language. It is useful to learn more about such body language, especially the using of body language in different culture.

On the teaching content of Language and Culture

To cultivate English majors＇ culture awareness and improve their English integrated competence, this paper clarifies the reasons and the choice of the content for the teaching of Language and Culture. The results of the teaching and the investigation conducted by the author show that the choice of the teaching materials and the topics for the class must be included in the teaching plan. Besides, this paper also probed into the most difficult topic, the easiest topic, the topics that need to be explained more and the topics that need to be explained less in class; and the similarity and differences of the teaching contents for students in different grades are also analyzed. In the end, proper sources of the comparison of English and Chinese languages and cultures are revealed in order to enlarge students＇ knowledge and improve their competence in using English.

Models for Teaching Culture in Computer-Assisted Language Learning

CALL （computer-assisted language learning） has tremendously transformed the teaching of language, with its wide application in many aspects of language teaching. However, how to integrate CALL into the teaching of culture is still rarely discussed. The purpose of the paper is to explore feasible models for teaching culture in CALL and their effects on students＇ acquisition process. Based on two fundamental pedagogical approaches （participatory pedagogy and multiliteracies pedagogy） for teaching culture, this paper proposes three pedagogical models （problem-posing model, web-quest model, and computer-supported collaborative learning model） for teaching culture in CALL. In the end, this paper illustrates a combination of the three models in real CALL setting by a cultural teaching case. A questionnaire survey and interviews are conducted to reflect on students＇ feedback, which gives an insight into possible adjustments in teaching models and the paper also proposes future possibilities in applying these models into teaching culture

Study on Current Situation and Countermeasures of English Language Culture Teaching for English Majors in Local Normal Universities

At present, English language teaching for English majors in local normal universities in China has been restricted by many aspects of factors, and the current situation is not optimistic. The main reason for this situation is that the teachers and students of English majors in some local normal universities have some deviation in understanding the English language. The teachers can not have the right attitude towards English language culture teaching,and they make one-sided emphasis on the skill learning of English language majors,but ignore the normal teaching of professional English language culture. To improve this situation and improve the overall level of English majors in normal univerities, it requires us teachers and students to work together, improving the overall level of this course from the two aspects of ＂teaching＂ and ＂learning＂ , in order to help students to truly grasp the English language culture and skillfully use English in daily life and work.

Application of Popular Media Culture in English Language Teaching

Huge development and rapid evolution has set new trend of language use and language study. Younger generations keen on popular media culture in daily life as well as language study. Language teachers keep up with the development to explore how to use popular media culture in classroom teaching. Comparing a dispute question of whether putting media culture in language education or not and then illustrating some relevant literatures of application of new media education to explain the necessity and tendency of this new education style. Recent researches find the links between popular culture and encouragement of young learners' motivation of English study. There are plenty of popular media culture materials while numerous teachers prefer to use video clips of animation or popular TV drama as a specific popular culture in English teaching especially to vocational college students.

A Study on the Relationship between Language and Culture

In recent years,many scholars have devoted themselves to the study of language and culture from different perspectives.The view this paper holds is that language and culture are closely related and the relationship between them is bidirectional:as a component of a certain culture system,a language notes down,spreads and passes on the message involved in the given culture;at the same time,it is culture that makes language form,develop and mature.