Abstract
The study examines the effectiveness of different culture-oriented approaches to foster college English students’ awareness of cultural comparison in Chinese classrooms. A survey about college students’ status quo in English learning indicates that they are poor in western cultural knowledge, especially lack cultural comparative sense and ability. Therefore, based on the second language acquisition theory and the constructivism theory, the study aims at exploring some effective culture-oriented approaches to develop Chinese college English students’ cross-cultural communication ability. After a term’s experimental teaching in the author’s two classes, and data collection and analysis, it is concluded that the following approaches are effective: duty report, various classroom activities, self-access study, hosting the online instruction, etc.
Highlights
Under the guidance of Chinese Education Ministry, we have conducted whole scale reform in college English teaching since 2004 when College English Curriculum Requirements (For Trial Implementation) (CECR) was published
For Chinese College English teachers, they should teach how and what to say in English in a certain cross-cultural context, and adopt different approaches to develop their students’ awareness of cultural comparison, which is the essence of culture-oriented approach
After reading and analyzing the above academic literature concerning learning, especially second language acquisition, I decided to explore some culture-oriented approaches to improve the effectiveness of college English teaching in Chinese classrooms, and to foster the students’ awareness of cultural comparison
Summary
Under the guidance of Chinese Education Ministry, we have conducted whole scale reform in college English teaching since 2004 when College English Curriculum Requirements (For Trial Implementation) (CECR) was published. Many universities have tried to apply information technology and various effective teaching models and approaches to college English course, and made great achievements in developing students’ English proficiency in reading, writing, listening and speaking, etc. They know little about English culture, often feel embarrassed when communicating with native English speakers. According to CECR [1], and based on the second language acquisition theory and constructivism theory, the study aims at exploring some effective culture-oriented approaches to enrich Chinese college English students’ cultural comparative knowledge and develop their cross-cultural communication ability. My research questions are: 1) Will culture-oriented approaches contribute to the development of students’ cross-cultural communication ability? 2) How will culture-oriented approaches contribute to the development of students’ cross-cultural communication ability? 3) What is the pedagogical implication of culture-oriented approaches’ contribution to fostering students’ cross-cultural communication ability? My research questions are: 1) Will culture-oriented approaches contribute to the development of students’ cross-cultural communication ability? 2) How will culture-oriented approaches contribute to the development of students’ cross-cultural communication ability? 3) What is the pedagogical implication of culture-oriented approaches’ contribution to fostering students’ cross-cultural communication ability?
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