Teaching Culture in Chinese EFL Classroom

You-zhen HU

Abstract


The relationship between language and culture in foreign language teaching has been studied in China since 1980s, but there is still a big distance between the theoretical study and the EFL classroom. One of the consequences is that the EFL class becomes the various English exam-oriented classes. Many problems ensue in Chinese EFL classroom. That is why the appeal to the national reform on foreign language education has been urgently on the way. This paper is just the response to the reform in China. Based on the theoretical and practical achievements of this field, the analysis of questionnaire feedbacks of the college students and the author’s teaching experiences, this paper tries to focus on the classroom perspective and provide some new and effective culture teaching strategies for the EFL classroom, in hope of doing some contribution to the national reform on the college English education in China.
Keywords: culture teaching, EFL classroom, EFL teaching reform, teaching strategies
Résumé L’étude des relations entre la langue et la culture dans l’enseignement/apprentissage des langues étrangères en Chine date des années 80 du dernier siècle. Mais il existe un certain décalage entre la recherche et la pratique, donc l’enseignement de l’anglais universitaire est obligé de recourir à la réforme. A la lumière des fruits de recherches théoriques et pratiques de nombreuses années du monde des langues étrangères et à partir du résultat des enquêtes et de la pratique de l’enseignement de l’anglais universitaire, cet essai présente des tactiques et des approches concrètes sur la combinaison organique de l’enseignement de l’anglais et celui de la culture.
Mots-clés : introduction de la culture, EFL en classe, réforme de l’enseignement, tactiques de l’enseignement
摘 要 外語教學中語言與文化的關係研究在中國始於上世紀 80年代,但是理論研究與大學英語實踐教學始終存在一定的距離,從而導致大學英語教育不得不訴求改革。本文依據外語界多年來的理論和實踐研究成果,結合學生的問卷調查結果,從大學英語課堂教學實踐出發,就如何將英語教學與文化教學有機地銜接提出一些具體的教學策略和方法,希冀爲當前的大學英語教學改革盡綿薄之力。
關鍵詞:文化導入; EFL课堂;教学改革;教學策略

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DOI: http://dx.doi.org/10.3968%2Fj.ccc.1923670020060203.012

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