A STUDY ON TEACHING CHINESE CULTURE IN HIGHER EDUCATION INSTITUTES IN SRI LANKA

Sammanie Upadya Kandambi

Abstract


“One belt one road initiative” concept caused to strengthening China – Sri Lanka bilateral relations considerably during last years and as a result of it a vast number of Sri Lankan students are motivated to learn Chinese language based on its significant impact on Contemporary Sri Lankan society. The purpose of learning foreign language is to learn to communicate in the target language. For foreign language educators, it’s quite important to know how to develop learner’s intercultural competency. In foreign language teaching (FLT) in Sri Lanka, the culture teaching is a problem countered by foreign language teachers in both higher and general education system. This paper focuses on an investigation carried out in Sri Lanka into Chinese language teachers’ and learners’ perception of teaching and learning culture in teaching Chinese as a foreign language (TCFL) classroom. Furthermore, it describes how teachers perceive culture and language teaching, their students’ attitudes towards the foreign cultures associated with the foreign language they are learning. The outcomes of this study will serve as a guide in designing Chinese culture teaching curricular including authentic intercultural competence teaching and learning in foreign language education, Sri Lanka.

 

Article visualizations:

Hit counter

DOI

Keywords


Chinese culture; foreign language; higher education institutes; Sri Lanka; teaching & learning

Full Text:

PDF

References


Alptekin, C. (2002). Toward intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64.

Alptekin, C. (2002). Towards intercultural communicative competence. ELT Journal, 56 (1), 57- 64.

Atay, D. (2005). Reflections on the cultural dimension of language teaching. Language and Intercultural Communication, 5(3, 4), 222-237.

Brooks, N. (1997). Teaching Culture in the Foreign Language Classroom in Heusinkveld, P. R. (Ed.) Pathways to Culture. Yarmouth, ME, Intercultural Press.

Byram, M. (1988). Foreign Language Education and Cultural Studies. Language, Culture and Curriculum, 1, 15-31.

Byram, M. (1989). Cultural Studies in Foreign Language Education. Clevedon, Philadelphia, Multilingual Matters.

Byram, M. (1989). Cultural studies in foreign language education. Clevedon, Avon: Multilingual Matters.

Byram, M. (1991). Teaching Culture and Language: Towards an Integrated Model, in Buttjes, D. & Byram, M. (Eds.), Mediating languages and cultures.

Byram, M. (Ed.). (1994). Culture and language learning in higher education. Clevedon, Avon: Multilingual Matters.

Chun, D. M. (2011). Developing intercultural Communicative Competence through Online exchanges. CALICO Journal, 28 (2), 1-28

Clevedon, Avon, England: Multilingual Matters. Byram, M., Esarte-Saries, V., & Taylor, S. (1991). Cultural Studies and Language Learning: A Research Report. Clevedon: Multilingual Matters.

Kahraman, A. (2016). Teachers’ and Learners’ Attitudes towards Culture and Culture Learning in a Turkish Context. Journal of Language and Linguistic Studies, 12(2), 01-12.

Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press. Kramsch, C. (1998, 2001). Language and Culture. Oxford: Oxford University Press.

Krasner, I. (1999). The role of culture in language teaching. Dialog on Language Instruction, 13 (1&2), 79-88.

Lei Ma. (2014). Problems discussions and strategy research on cross-culture foreign language teaching over national universities. Proceedings of 3rd international conference on science and social research: 997-1001.

Li Li, Jie Wang (2013). Research of the learning problems of contemporary university students. Proceedings of 3rd international conference on social sciences and society.(41:222-226.

Liu Xun (2013). Chinese as a Second language. Beijing Language and Culture University Press. Beijing China.

Neuner, G. (1997). The role of Sociocultural Competence in Foreign Language Teaching and Learning Language Teaching, 29, 234-239.

Risager, K. (2007). Language and Culture Pedagogy: From a National to a Transnational Paradigm. Clevdon, Multilingual Matters.

Robinson-Stuart, G. and Nocon, H. (1996). Second culture acquisition: Ethnography in the foreign language classroom. The Modern Language Journal 80 (4), 431–449.

Schulz, R. A. (2007). The challenge of assessing cultural understanding in the context of foreign language instruction. Foreign Language Annals, 40(1), 9-26.

Seelye, H. N. (1993). Teaching Culture: Strategies for Intercultural Communication Lincolnwood, Il, National Textbook Company.

Tang, Y. (2006). Beyond Behaviour: Goals of Cultural Learning in the Second Language Classroom. The Modern Language Journal, 90, 86-99.

Trivonovitch, G. J. (1980). Culture Learning and Culture Teaching. In Croft, K. (Ed.), Readings of English as a Second Language. Cambridge, Mass: Withrop Publishers. Inc.

Wierzbicka, A. (1986). Does language reflect culture? Evidence from Australian English Language in Society, 15, 349-373.

Willems, G. M. (1996) Foreign language study for intercultural communication Multicultural Teaching 14.3, 36-40.

Yang, X., & Chen, D., (2016). Two Barriers to Teaching Culture in Foreign Language Classroom. Theory and Practice in Language Studies, Vol. 6, No. 5, pp. 1128- 1135.

杨刚(2012),斯里兰卡汉语教学概况《世界汉语教学学会通讯》(03):20-21.

杨刚、朱珠(2015),汉语在古代斯里兰卡的传播《云南师范大学学报》 14(05).


Refbacks

  • There are currently no refbacks.


Copyright © 2015. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).