One major task of our improvement of China’s international communication capabilities is to tell China’s stories well and make China’s voice heard to communicate a comprehensive,multi-dimensional view of China in t...One major task of our improvement of China’s international communication capabilities is to tell China’s stories well and make China’s voice heard to communicate a comprehensive,multi-dimensional view of China in the international arena.International Chinese language education bears the dual responsibility of spreading the Chinese language and promoting the Chinese culture.How to shape global narratives for telling China’s stories and improve China’s international communication capabilities has become an important issue that concerns international Chinese language education.Chinese idioms,which are hidden treasures of the Chinese language,can play a unique role in this regard.It is therefore necessary to review the content and methods of including idioms in international Chinese language education.In this paper,instruction in idioms is approached by making a corpus-based comparative analysis from the theoretical perspectives of equivalence,cognitive metaphor,and second language acquisition.Qualitative and quantitative methods are combined to analyze idioms to be added to the vocabulary of international Chinese language education in three dimensions:word frequency,semantic transparency,and functional equivalence.This paper aims to explore a new approach to the dissemination of Chinese culture through instruction in idioms in international Chinese language education.展开更多
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 ...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.展开更多
This qualitative study aims at exploring the influence of L2 learners' willingness to communicate(WTC) on second language communication. The participants involved in this study were 7 beginners learning Mandarin i...This qualitative study aims at exploring the influence of L2 learners' willingness to communicate(WTC) on second language communication. The participants involved in this study were 7 beginners learning Mandarin in a Chinese university whose native languages were totally different. Multiple sources of data were collected, including classroom observations, semistructured interviews and stimulated recalls. The results indicate that the students with higher level of WTC were more fluent in L2 Chinese communication, and the student whose native language or second language is Russian performed better in Chinese communication.展开更多
Given the resilience of Confucianism,Chinese students continue to be influenced by their cultural belief systems,which have an effect on their English-second-language(ESL)learning experience in an English-speaking cou...Given the resilience of Confucianism,Chinese students continue to be influenced by their cultural belief systems,which have an effect on their English-second-language(ESL)learning experience in an English-speaking country.This is especially apparent since Chinese students experience the greatest cultural demands in countries with opposing customs and values.The most powerful tenets of Chinese culture are maintaining harmony,collectivity,and hierarchical relationships.These aspects of Chinese culture influence the communication style of the Chinese and their educational system.This article examines five main characteristics of Chinese communication:implicit communication,listening-centeredness,politeness,focus on insiders,and face-saving strategies.The Chinese emphasis on education and academic achievement is discussed in terms of parental influence,environment,effort versus ability,and pedagogy within the Chinese cultural context.Educational implications for Chinese ESL students studying in Canada are also addressed.展开更多
Linguistic civilization orientation is a necessity for all eras,with which the motivation,viable model and pragmatic hypothesis of the language can be formed."Chinese character— Chinese language"takes on di...Linguistic civilization orientation is a necessity for all eras,with which the motivation,viable model and pragmatic hypothesis of the language can be formed."Chinese character— Chinese language"takes on different cultures in different regions, embodying the integration of language and civilization. As a result, in order to analyze linguistics, it is necessary for us to compare the Chinese language at home and abroad, and it is the linguistic construction based on the public. The modern Chinese language inherits the cultural connotation of the Chinese linguistics and answers the regional hypothesis and establishes the new linguistic system for the Chinese language in different regions.展开更多
Teachers’stereotypes of students affect teaching behaviour.Correctly perceiving stereotypes of international students helps teachers to understand the student population more deeply and adopt effective teaching behav...Teachers’stereotypes of students affect teaching behaviour.Correctly perceiving stereotypes of international students helps teachers to understand the student population more deeply and adopt effective teaching behaviour.This study focuses on the stereotypes of international Chinese language teachers towards international students in Chinese universities and its impact on teachers’classroom management and students’classroom performance.Summarizing the findings,we conclude that international Chinese language teachers have both positive and negative stereotypes of the international student body,and that negative stereotypes account for more than positive stereotypes.On this basis,this study further discusses the importance of international Chinese language teachers being aware of the existence of stereotypes of international students,and makes suggestions to strengthen the positive influences and weaken the negative ones.展开更多
Intercultural language education has attracted much attention in the field of foreign language teaching in China during the past decades,due to the increasing number of intercultural encounters across the world as a r...Intercultural language education has attracted much attention in the field of foreign language teaching in China during the past decades,due to the increasing number of intercultural encounters across the world as a result of globalization.However,little is known about the effectiveness of intercultural education at Chinese universities.Adopting a phenomenological research design,this paper serves as a pilot study and sets out to explore the forms of intercultural education at universities and investigate the effectiveness of undergraduate intercultural education from the perspectives of 12 Chinese students.展开更多
As the economy and culture developing and globalizing so quickly, people have more opportunities to communicate with others who come from different cultures than before. Human communication system includes two parts, ...As the economy and culture developing and globalizing so quickly, people have more opportunities to communicate with others who come from different cultures than before. Human communication system includes two parts, one is language communication system and the other is nonverbal communication system. Some researches show that in human's daily communication, 93% information is transmitted by nonverbal communication, among which, 55% information is transmitted by facial, gesture and so on; 38% information is transmitted by tone. So nonverbal communication is the main part of body language. But body language and culture have an inseparable relationship, some body languages are similarly in different cultures, and some have their own unique culture connotation.展开更多
Cross-cultural communication has become an essential course for international students.As foreign students have different cultural backgrounds and languages,pragmatic failures are inevitable for them when communicatin...Cross-cultural communication has become an essential course for international students.As foreign students have different cultural backgrounds and languages,pragmatic failures are inevitable for them when communicating in Chinese,thus resulting in unpleasant communication.In order to effectively reduce pragmatic failures,it is necessary to analyze the problems that arise in the process of teaching Chinese as a foreign language and determine the causes.This research is separated into three aspects.Firstly,with the support of the theory of pragmatics and by analyzing the life and learning of foreign students,it can be appreciated that the pragmatic failures of foreign students in using Chinese for communication are very much detailed in the teaching of Chinese as a foreign language[1].Secondly,after arranging and analyzing these corpora,the reasons for the pragmatic failures of foreign students are determined.Finally,aiming at the causes of pragmatic failures,corresponding countermeasures and teaching suggestions are proposed.The conclusion drawn from this research is that pragmatic failures occur due to various factors,some of which are essential factors that cannot be changed.This requires effort from both Chinese language teachers and students in the teaching of Chinese as a foreign language to lessen the occurrence of pragmatic failures.展开更多
This study investigated Chinese students’ intercultural competence and linguistic growth during a six-week study abroad program. The students and their professor participated in pre- and post-tests covering written a...This study investigated Chinese students’ intercultural competence and linguistic growth during a six-week study abroad program. The students and their professor participated in pre- and post-tests covering written and oral language competency as well as intercultural competence. The Global Scale of English assessed student language development to determine linguistic growth and the Assessment of Intercultural Competence of Chinese College Students (AIC-CCS) was used to determine student growth of intercultural competence skills, specifically related to cultural knowledge, skills, attitudes, and awareness as a result of their experiences in a non-Western context. Results indicated that students experienced a change in the salience of intercultural knowledge themes over their period abroad, as well as improved their individual language abilities. This study provides suggestions for future programming focused on the development of Chinese student intercultural competencies during short-term study abroad experiences in Western university environments.展开更多
Body language is related to culture, which serves for communication and can make people communicate effectively and smoothly. People with different culture background have their own system of expressing body language ...Body language is related to culture, which serves for communication and can make people communicate effectively and smoothly. People with different culture background have their own system of expressing body language in communication. However, because of some similar common customs between the American and Chinese, there appear some same body languages with the same meanings. But because of different cultures,they may cause misunderstandings or even conflicts in Sino-American intercultural communication.展开更多
Communicative language teaching(CLT) has been introduced to the English-as-a-foreign-language(EFL) context in China for four decades.One of the most significant remaining issues is related to whether this approach to ...Communicative language teaching(CLT) has been introduced to the English-as-a-foreign-language(EFL) context in China for four decades.One of the most significant remaining issues is related to whether this approach to grammar teaching is more effective and efficient than traditional ones.Based on an overview of trends in approaches to grammar instruction,discussion on both advantages of teaching grammar communicatively and the challenges posed by the Chinese EFL context are provided.It is proposed that grammar instruction should be integrated into a communicative framework and this would be the optimal approach to grammar teaching on condition that some constraints in the EFL context in China are dealt with carefully.Teaching implications conclude this paper.展开更多
English education in China was long dominated by traditional teaching methods focusing on grammatical structures.In spite of the efforts made,studies have revealed that communicative language teaching(CLT)has encounte...English education in China was long dominated by traditional teaching methods focusing on grammatical structures.In spite of the efforts made,studies have revealed that communicative language teaching(CLT)has encountered resistance.An inte?grative literature review is employed to explore the constraining factors that hinder CLT practices,aiming to provide possible ped?agogical approaches that could be taken to better accommodate CLT in the context of Chinese secondary education.The study finds that the pedagogical approach that fits in Chinese context have the following characteristics:combining inductive grammar learning with deductive grammar learning;with switches between learner-centeredness and teacher-centeredness;giving the same emphasis to both linguistic accuracy and fluency;giving teachers more freedom and autonomy.展开更多
English is regarded as one of the most important languages in the world. It is an international official language used by more than half of the earth. As the pace of globalization speed up, different countries contact...English is regarded as one of the most important languages in the world. It is an international official language used by more than half of the earth. As the pace of globalization speed up, different countries contact with each other more frequently. Under this circum stance, China appears a wave of interest in learning English. Today, China has become the largest market for English teaching in the world. The discussion in this paper is focused on the importance of English learning and some experiences in English learning. It gives us a vivid explanation about the interactive functions of English learning and Chinese language study.展开更多
With the development of globalization,more and more international students are pursuing their studies in China.The adjustment issues faced by these students should be explored in order to ensure the students’successf...With the development of globalization,more and more international students are pursuing their studies in China.The adjustment issues faced by these students should be explored in order to ensure the students’successful transition to the host country.This study aims at exploring the cultural adaptation of international students studying in China and their interests in the Chinese culture.展开更多
“Happy Chinese”or kuaile hanyu is an educational melodrama produced by the Chinese TV channel CCTV in 2009.Aiming to improve foreign learners’Chinese language skills,the plot revolves around Susan,an American,stayi...“Happy Chinese”or kuaile hanyu is an educational melodrama produced by the Chinese TV channel CCTV in 2009.Aiming to improve foreign learners’Chinese language skills,the plot revolves around Susan,an American,staying with her former Chinese classmate’s family.“Happy Chinese”proposes both language and cultural learning.In this paper,the authors are examining the first seven episodes marking Susan’s arrival in China for the Spring Festival.Basing the study on a postmodern and critical approach to the“intercultural,”as well as on a critical view towards Orientalism and Occidentalism,the authors are interested in how the programme constructs the arrival of the American and the way she is perceived and represented by the“locals.”The authors are also looking into what the Chinese family teaches Susan about being Chinese and,at the same time,the tensions that a certain tendency to“keep up appearances”and appear“real Chinese”before her trigger in the family,across generation and gender.The research tools used to analyze the data are derived from discursive pragmatics.展开更多
文摘One major task of our improvement of China’s international communication capabilities is to tell China’s stories well and make China’s voice heard to communicate a comprehensive,multi-dimensional view of China in the international arena.International Chinese language education bears the dual responsibility of spreading the Chinese language and promoting the Chinese culture.How to shape global narratives for telling China’s stories and improve China’s international communication capabilities has become an important issue that concerns international Chinese language education.Chinese idioms,which are hidden treasures of the Chinese language,can play a unique role in this regard.It is therefore necessary to review the content and methods of including idioms in international Chinese language education.In this paper,instruction in idioms is approached by making a corpus-based comparative analysis from the theoretical perspectives of equivalence,cognitive metaphor,and second language acquisition.Qualitative and quantitative methods are combined to analyze idioms to be added to the vocabulary of international Chinese language education in three dimensions:word frequency,semantic transparency,and functional equivalence.This paper aims to explore a new approach to the dissemination of Chinese culture through instruction in idioms in international Chinese language education.
文摘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.
文摘This qualitative study aims at exploring the influence of L2 learners' willingness to communicate(WTC) on second language communication. The participants involved in this study were 7 beginners learning Mandarin in a Chinese university whose native languages were totally different. Multiple sources of data were collected, including classroom observations, semistructured interviews and stimulated recalls. The results indicate that the students with higher level of WTC were more fluent in L2 Chinese communication, and the student whose native language or second language is Russian performed better in Chinese communication.
文摘Given the resilience of Confucianism,Chinese students continue to be influenced by their cultural belief systems,which have an effect on their English-second-language(ESL)learning experience in an English-speaking country.This is especially apparent since Chinese students experience the greatest cultural demands in countries with opposing customs and values.The most powerful tenets of Chinese culture are maintaining harmony,collectivity,and hierarchical relationships.These aspects of Chinese culture influence the communication style of the Chinese and their educational system.This article examines five main characteristics of Chinese communication:implicit communication,listening-centeredness,politeness,focus on insiders,and face-saving strategies.The Chinese emphasis on education and academic achievement is discussed in terms of parental influence,environment,effort versus ability,and pedagogy within the Chinese cultural context.Educational implications for Chinese ESL students studying in Canada are also addressed.
文摘Linguistic civilization orientation is a necessity for all eras,with which the motivation,viable model and pragmatic hypothesis of the language can be formed."Chinese character— Chinese language"takes on different cultures in different regions, embodying the integration of language and civilization. As a result, in order to analyze linguistics, it is necessary for us to compare the Chinese language at home and abroad, and it is the linguistic construction based on the public. The modern Chinese language inherits the cultural connotation of the Chinese linguistics and answers the regional hypothesis and establishes the new linguistic system for the Chinese language in different regions.
文摘Teachers’stereotypes of students affect teaching behaviour.Correctly perceiving stereotypes of international students helps teachers to understand the student population more deeply and adopt effective teaching behaviour.This study focuses on the stereotypes of international Chinese language teachers towards international students in Chinese universities and its impact on teachers’classroom management and students’classroom performance.Summarizing the findings,we conclude that international Chinese language teachers have both positive and negative stereotypes of the international student body,and that negative stereotypes account for more than positive stereotypes.On this basis,this study further discusses the importance of international Chinese language teachers being aware of the existence of stereotypes of international students,and makes suggestions to strengthen the positive influences and weaken the negative ones.
文摘Intercultural language education has attracted much attention in the field of foreign language teaching in China during the past decades,due to the increasing number of intercultural encounters across the world as a result of globalization.However,little is known about the effectiveness of intercultural education at Chinese universities.Adopting a phenomenological research design,this paper serves as a pilot study and sets out to explore the forms of intercultural education at universities and investigate the effectiveness of undergraduate intercultural education from the perspectives of 12 Chinese students.
文摘As the economy and culture developing and globalizing so quickly, people have more opportunities to communicate with others who come from different cultures than before. Human communication system includes two parts, one is language communication system and the other is nonverbal communication system. Some researches show that in human's daily communication, 93% information is transmitted by nonverbal communication, among which, 55% information is transmitted by facial, gesture and so on; 38% information is transmitted by tone. So nonverbal communication is the main part of body language. But body language and culture have an inseparable relationship, some body languages are similarly in different cultures, and some have their own unique culture connotation.
文摘Cross-cultural communication has become an essential course for international students.As foreign students have different cultural backgrounds and languages,pragmatic failures are inevitable for them when communicating in Chinese,thus resulting in unpleasant communication.In order to effectively reduce pragmatic failures,it is necessary to analyze the problems that arise in the process of teaching Chinese as a foreign language and determine the causes.This research is separated into three aspects.Firstly,with the support of the theory of pragmatics and by analyzing the life and learning of foreign students,it can be appreciated that the pragmatic failures of foreign students in using Chinese for communication are very much detailed in the teaching of Chinese as a foreign language[1].Secondly,after arranging and analyzing these corpora,the reasons for the pragmatic failures of foreign students are determined.Finally,aiming at the causes of pragmatic failures,corresponding countermeasures and teaching suggestions are proposed.The conclusion drawn from this research is that pragmatic failures occur due to various factors,some of which are essential factors that cannot be changed.This requires effort from both Chinese language teachers and students in the teaching of Chinese as a foreign language to lessen the occurrence of pragmatic failures.
文摘This study investigated Chinese students’ intercultural competence and linguistic growth during a six-week study abroad program. The students and their professor participated in pre- and post-tests covering written and oral language competency as well as intercultural competence. The Global Scale of English assessed student language development to determine linguistic growth and the Assessment of Intercultural Competence of Chinese College Students (AIC-CCS) was used to determine student growth of intercultural competence skills, specifically related to cultural knowledge, skills, attitudes, and awareness as a result of their experiences in a non-Western context. Results indicated that students experienced a change in the salience of intercultural knowledge themes over their period abroad, as well as improved their individual language abilities. This study provides suggestions for future programming focused on the development of Chinese student intercultural competencies during short-term study abroad experiences in Western university environments.
文摘Body language is related to culture, which serves for communication and can make people communicate effectively and smoothly. People with different culture background have their own system of expressing body language in communication. However, because of some similar common customs between the American and Chinese, there appear some same body languages with the same meanings. But because of different cultures,they may cause misunderstandings or even conflicts in Sino-American intercultural communication.
文摘Communicative language teaching(CLT) has been introduced to the English-as-a-foreign-language(EFL) context in China for four decades.One of the most significant remaining issues is related to whether this approach to grammar teaching is more effective and efficient than traditional ones.Based on an overview of trends in approaches to grammar instruction,discussion on both advantages of teaching grammar communicatively and the challenges posed by the Chinese EFL context are provided.It is proposed that grammar instruction should be integrated into a communicative framework and this would be the optimal approach to grammar teaching on condition that some constraints in the EFL context in China are dealt with carefully.Teaching implications conclude this paper.
文摘English education in China was long dominated by traditional teaching methods focusing on grammatical structures.In spite of the efforts made,studies have revealed that communicative language teaching(CLT)has encountered resistance.An inte?grative literature review is employed to explore the constraining factors that hinder CLT practices,aiming to provide possible ped?agogical approaches that could be taken to better accommodate CLT in the context of Chinese secondary education.The study finds that the pedagogical approach that fits in Chinese context have the following characteristics:combining inductive grammar learning with deductive grammar learning;with switches between learner-centeredness and teacher-centeredness;giving the same emphasis to both linguistic accuracy and fluency;giving teachers more freedom and autonomy.
文摘English is regarded as one of the most important languages in the world. It is an international official language used by more than half of the earth. As the pace of globalization speed up, different countries contact with each other more frequently. Under this circum stance, China appears a wave of interest in learning English. Today, China has become the largest market for English teaching in the world. The discussion in this paper is focused on the importance of English learning and some experiences in English learning. It gives us a vivid explanation about the interactive functions of English learning and Chinese language study.
文摘With the development of globalization,more and more international students are pursuing their studies in China.The adjustment issues faced by these students should be explored in order to ensure the students’successful transition to the host country.This study aims at exploring the cultural adaptation of international students studying in China and their interests in the Chinese culture.
文摘“Happy Chinese”or kuaile hanyu is an educational melodrama produced by the Chinese TV channel CCTV in 2009.Aiming to improve foreign learners’Chinese language skills,the plot revolves around Susan,an American,staying with her former Chinese classmate’s family.“Happy Chinese”proposes both language and cultural learning.In this paper,the authors are examining the first seven episodes marking Susan’s arrival in China for the Spring Festival.Basing the study on a postmodern and critical approach to the“intercultural,”as well as on a critical view towards Orientalism and Occidentalism,the authors are interested in how the programme constructs the arrival of the American and the way she is perceived and represented by the“locals.”The authors are also looking into what the Chinese family teaches Susan about being Chinese and,at the same time,the tensions that a certain tendency to“keep up appearances”and appear“real Chinese”before her trigger in the family,across generation and gender.The research tools used to analyze the data are derived from discursive pragmatics.