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Author: Yawen Zheng
Publisher:
ISBN:
Category :
Languages : en
Pages : 114
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Book Description
Abstract: Viewing the goal of language teaching as preparing learners to communicate successfully in the languages and cultures being studied, this thesis adopts the Performed Culture Approach, which expands the meaning of "culture" and integrates the acquisition of behavioral culture with the learning of the target language. This study addresses in-school behavioral culture as one of the primary and fundamental microcultures in language teaching. The assumption is that since schooling is considered a process of socialization and enculturation, the behavior patterns and social norms in teacher-student and student-student interactions have implications for language teaching and learning. With this assumption, this study conducted a questionnaire survey among college students and teachers in American and Chinese cultures. The purpose of the survey is to explore how students of the two cultures behave in the perceived course of transactions with their teachers and classmates, and what the expectation of the teachers in the two cultures are with respect to how students in the teachers' culture are expected to behave in these transactions. Five transactions were examined in the survey: greeting one's teacher, expressing different opinions from one's teacher, dealing with a problem in a study group, responding to compliments from other classmates, and returning a favor to a classmate. Comparisons between the results of the American student respondents and those of the Chinese student respondents indicate differences in terms of the perception the student respondents of the two cultures have as to how they would do things in these transactions. The results of the teacher survey reveal that the ways that the students from the two cultures would be most likely to behave were recognized and accepted by members of their own culture. In addition, the results of the survey virtually confirm the researcher's preliminary observations. This indicates that the perceived course of these transactions and the actual transactions between the teacher and the students are largely parallel. The findings of this study indicate it would be beneficial to introduce the behavior patterns of Chinese students (which can be widely applied to other interactions in various contexts in Chinese culture) into the Chinese language classroom. Furthermore, for American learners of Chinese language, to behave in ways that are acceptable in American culture cannot ensure that students will behave in culturally appropriate ways in a similar situation in the target culture. This further indicates the necessity for American language learners to learn how to do things in school that would be appropriate in Chinese culture. The significance of in-school Chinese behavioral culture entails incorporating the school saga as a primary saga into Chinese language teaching and learning in K-12 and university language classrooms. Using the performance-based approach, this thesis discusses the design of the pedagogical materials which embody the support that teachers can provide for compiling the school saga. The results of the survey also contribute to the development of pedagogical materials for the language classroom.
Author: Yawen Zheng
Publisher:
ISBN:
Category :
Languages : en
Pages : 114
Get Book Here
Book Description
Abstract: Viewing the goal of language teaching as preparing learners to communicate successfully in the languages and cultures being studied, this thesis adopts the Performed Culture Approach, which expands the meaning of "culture" and integrates the acquisition of behavioral culture with the learning of the target language. This study addresses in-school behavioral culture as one of the primary and fundamental microcultures in language teaching. The assumption is that since schooling is considered a process of socialization and enculturation, the behavior patterns and social norms in teacher-student and student-student interactions have implications for language teaching and learning. With this assumption, this study conducted a questionnaire survey among college students and teachers in American and Chinese cultures. The purpose of the survey is to explore how students of the two cultures behave in the perceived course of transactions with their teachers and classmates, and what the expectation of the teachers in the two cultures are with respect to how students in the teachers' culture are expected to behave in these transactions. Five transactions were examined in the survey: greeting one's teacher, expressing different opinions from one's teacher, dealing with a problem in a study group, responding to compliments from other classmates, and returning a favor to a classmate. Comparisons between the results of the American student respondents and those of the Chinese student respondents indicate differences in terms of the perception the student respondents of the two cultures have as to how they would do things in these transactions. The results of the teacher survey reveal that the ways that the students from the two cultures would be most likely to behave were recognized and accepted by members of their own culture. In addition, the results of the survey virtually confirm the researcher's preliminary observations. This indicates that the perceived course of these transactions and the actual transactions between the teacher and the students are largely parallel. The findings of this study indicate it would be beneficial to introduce the behavior patterns of Chinese students (which can be widely applied to other interactions in various contexts in Chinese culture) into the Chinese language classroom. Furthermore, for American learners of Chinese language, to behave in ways that are acceptable in American culture cannot ensure that students will behave in culturally appropriate ways in a similar situation in the target culture. This further indicates the necessity for American language learners to learn how to do things in school that would be appropriate in Chinese culture. The significance of in-school Chinese behavioral culture entails incorporating the school saga as a primary saga into Chinese language teaching and learning in K-12 and university language classrooms. Using the performance-based approach, this thesis discusses the design of the pedagogical materials which embody the support that teachers can provide for compiling the school saga. The results of the survey also contribute to the development of pedagogical materials for the language classroom.
Author: Guangyan Chen
Publisher: Rowman & Littlefield
ISBN: 1498584969
Category : Language Arts & Disciplines
Languages : en
Pages : 248
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Book Description
Performed Culture in Chinese Language Education: A Culture-Based Approach for U.S. Collegiate Contexts elaborates on a cultural awareness-oriented, cultural performance-based, and cross-cultural communication-focused foreign language pedagogical paradigm—Performed Culture Approach — in the context of U.S. collegiate Chinese language education. Guangyan Chen draws on the data collected through questionnaires, comparisons between this pedagogy and mainstream pedagogical frameworks, and analyses of curricular development, lesson plans, and classroom discourses. Chen promotes the performed culture approach by delineating the theoretical framework of this pedagogy, reporting studies that empirically support cultural primacy in Chinese language education, and illustrating this pedagogy through analyses of a curricular structure, a lesson plan, and classroom discourses. Chen shows how this pedagogy addresses the gaps between the social need for global citizens and the insufficient integration of culture into foreign language education. The performed culture approach also addresses the overall drop in U.S. collegiate foreign language enrollment as this pedagogy connects foreign language programs to university missions and social needs.
Author: Cornelius C. Kubler
Publisher: Ohio State University, Foreign Language Publications
ISBN:
Category : Foreign Language Study
Languages : en
Pages : 262
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Book Description
Author: Yanfang Tang
Publisher: Routledge
ISBN: 1351662139
Category : Foreign Language Study
Languages : en
Pages : 290
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Book Description
Acting Chinese is a year-long course that, together with the companion website, integrates language learning with the acquisition of cultural knowledge, and treats culture as an integral part of human behavior and communication. Using modern day examples of Chinese discourse and behavioral culture, it trains students to perform in culturally appropriate fashion, whilst developing a systematic awareness and knowledge about Chinese philosophy, values and belief systems that will prepare them for further advanced study of Chinese language and culture. Each lesson contains simulated real-life communication scenarios that aim to provide a concrete opportunity to see how native speakers generally communicate or behave in social situations. An essential guide for intermediate to advanced level second language learners, Acting Chinese provides a unique and modern approach to the acquisition of both cultural knowledge and language proficiency.
Author: Soh Kay Cheng
Publisher: Springer Nature
ISBN: 9811670668
Category : Education
Languages : en
Pages : 130
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Book Description
This book is cast in a Singaporean context in which Chinese Language is taught as a second language with an emphasis on communicational skills. It showcases ideas on including cultural teaching to enhance second language learning for more effective outcomes. As a collection of chapters relevant to cultural teaching, the book seeks to enthuse Chinese Language educators to incorporate elements of Chinese culture into their lessons. It is practice-oriented and provides examples using Chinese language textbooks, with suggestions for post-lesson activities. It also documents and discusses the needed developments of Singapore's Chinese culture with references to the three popular co-curricular activities of Chinese music, drama (crosstalk), and dance in schools.
Author: Xin Zhang
Publisher: Routledge
ISBN: 1000290484
Category : Education
Languages : en
Pages : 162
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Book Description
The Third Space and Chinese Language Pedagogy presents the Third Space as a new frame through which foreign language pedagogy is conceptualized as a pedagogy of negotiating intentions and expectations in another culture. The field of Chinese as a foreign language (CFL) in the past decades has been expanding rapidly at the beginning and intermediate levels, yet it is lacking in scholarship on the true advanced level both in theory building and research-supported curriculum and material development. This book argues that it is time for CFL to go beyond merely satisfying the desire of gazing at the other, whether it is curiosity about the other or superiority over the other, to focusing on learning to work with the other. It reimagines the field as co-constructing a transcultural Third Space where learners are becoming experts in negotiating intentions and expectations in another culture. It presents a range of research-based CFL pedagogical scholarship and practices especially relevant to the advanced level and to the goal of enabling learners to go past fans or critics to become actors/players in the game of cross-lingual and intercultural cooperation.
Author: Jianfen Wang
Publisher: Taylor & Francis
ISBN: 1000646874
Category : Education
Languages : en
Pages : 201
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Book Description
This volume explores best practices in implementing the Performed Culture Approach (PCA) in teaching Chinese as a foreign language (CFL). Offering a range of chapters that demonstrate how PCA has been successfully applied to curriculum, instructional design, and assessment in CFL programs and classrooms at various levels, this text shows how PCA’s culture-focused paradigm differs fundamentally from the general communicative language teaching (CLT) framework and highlights how it can inspire innovative methods to better support learners’ ability to navigate target culture and overcome communication barriers. Additional applications of PCA in the development of learner identity, intercultural competence, autonomy, and motivation are also considered. Bridging theoretical innovations and the practice of curriculum design and implementation, this work will be of value to researchers, teacher trainers, and graduate students interested in Chinese teaching and learning, especially those with an interest in incorporating performance into foreign language curriculums with the goal of integrating language and culture.
Author: Hui Li
Publisher:
ISBN:
Category : China
Languages : en
Pages : 138
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Book Description
Abstract: This paper reports an empirical study aiming to identify hidden Chinese culture concerning behavioral culture and suppressed culture. The research was conducted with a group of Chinese and American students attending a graduate-level course in an American university, with a focus on their interpersonal interactions. Data were collected by means of participant observation, video and audio recording class sessions, interviewing students, as well as collecting some students' culture journals. Analysis was conducted on the students' language use including their verbal and nonverbal behaviors. The findings include: 1) the hierarchical concept has a great influence on Chinese social communication; 2) the principle of "favors must be paid back" is fundamental for maintaining a good relationship among Chinese; 3) some Chinese follow dual interactive patterns with foreigners and Chinese; 4) some Chinese seem to have a higher tolerance for a small personal space and interpersonal distance; 5) making personal pleasure tour on one's business trip is a normal expectation among many Chinese. Some implications are drawn from the study for Chinese culture training.
Author: Jinfa Cai
Publisher: IAP
ISBN: 1617350664
Category : Education
Languages : en
Pages : 368
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Book Description
The book is linked to the annual theme of the 2008 CAERDA International Conference with contributing authors serving as keynote speakers, invited panelists, paper presenters, as well as specialists and educators in the field. The book provides a most comprehensive description of and a theoretically wellinformed and a scholarly cogent account of teaching and learning Chinese in general and in the United States in particular. It examines a wide range of important issues in Chinese teaching and learning: current state in teaching Chinese as a Second Language (TCSL) in the United States, US national standards for learning foreign languages K-12, policy making about how to meet the growing demand for Chinese language and cultural education with regard to a national coordination of efforts, professional teacher training in terms of the quantity and quality of Chinese language teachers at all levels, promotion of early language learning, characteristics of Chinese pedagogy, aspects of Chinese linguistics, methods and methodology in teaching TCSL, techniques and technology in Chinese language education, curriculum and instruction in TCSL, cultural aspects of teaching Chinese as a Second Language, issues in Chinese pedagogy, development of Chinese as a Heritage Language (HL) and the issue of cultural identity for bilingual/multilingual learners (particularly bilingual/multilingual children), testing and evaluation in TCSL, Chinese literacy and reading, approaches to instruction and program design, etc.
Author: Lixian Jin
Publisher: Springer
ISBN: 1137296348
Category : Education
Languages : en
Pages : 636
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Book Description
This edited book examines cultures of learning from the perspectives of education, applied linguistics and language learning. The concept can be used to explore socio-cultural features of language learning and use contexts in educational institutions, and cultural practices of pedagogic activities and classroom interaction.
