A Literature Survey of Conceptions of the Role of Culture in Foreign Language Education in China (1980-2014)

Autor/inn/en	Qian, Lihua; Garner, Mark
Titel	A Literature Survey of Conceptions of the Role of Culture in Foreign Language Education in China (1980-2014)
Quelle	In: Intercultural Education, 30 (2019) 2, S.159-179 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2018.1538041
Schlagwörter	Second Language Learning; Second Language Instruction; Cultural Awareness; English (Second Language); Course Descriptions; Intercultural Communication; Foreign Countries; Educational History; Communicative Competence (Languages); Teaching Methods; Educational Theories; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Cultural identity; Kulturelle Identität; English as second language; English; Second Language; Englisch als Zweitsprache; Kursstrukturplan; Interkulturelle Kommunikation; Ausland; History of education; Bildungsgeschichte; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie
Abstract	The nature of culture and its place in foreign-language teaching (FLT) have been explored at considerable length in Western scholarly literature. These topics have also received the attention of FLT scholars in China, which, with its vast educational system and increasing involvement on the international stage, has the potential to provide an instructive contribution to the debate. The Chinese literature is, however, largely unknown outside the Mandarin-speaking world. We therefore conducted an extensive survey of the relevant literature in China, from its inception in 1980 through 2014. Our aim is to provide a relatively comprehensive overview of the main themes and research perspectives, and the development and current state of culture teaching and intercultural communication studies in that country. This paper presents the main findings of that survey, against the background of the history of Chinese EFL syllabi. The survey indicates that culture is principally perceived from an anthropological or sociological perspective as the way of life. Culture learning is predominantly viewed as static knowledge of products, practices and perspectives rather than a dynamic process of meaning making. There has been a gradual transition in pedagogical theory and practice from the transmission of knowledge about culture and cultures to the development of intercultural communicative competence. Some innovative and empirically based ideas have been proposed, but our findings suggest that the question of culture teaching in FLT has not yet been explored in a thorough-going and systematic manner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01