A Study on Integrating Chinese Culture into ELT Classroom - Based on the Latest English Syllabuses in China

Li Xiaojun

doi:doi:10.11648/j.tecs.20220701.12

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A Study on Integrating Chinese Culture into ELT Classroom - Based on the Latest English Syllabuses in China

Li Xiaojun

Published in Teacher Education and Curriculum Studies (Volume 7, Issue 1)

Received: 22 December 2021 Accepted: 24 January 2022 Published: 16 February 2022

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Abstract

Chinese Culture Aphasia becomes a common problem in ELT Classroom in China. There are many reasons for this problem, but the core reason is that English teachers’ teaching mainly focuses on the one-way input of the target language culture. Therefore, the content of Chinese culture in English tests and English teaching are insufficient, which makes college teachers mindless in language teaching. Furthermore, colleges or universities do not have official syllabuses for integrating Chinese Culture into ELT Classroom, while compulsory education and high schools in China have latest English syllabuses which give some detailed requirements for instructing teachers how to integrate Chinese culture into ELT Classroom. This study selects the objectives about Chinese culture for students in the latest syllabuses to analyze, and find out that: 1) the latest syllabuses give specific requirements for students in different levels; 2) these latest syllabuses detail what Chinese culture students should master in different phases. After studying on the latest English syllabuses for compulsory education and high school education in China, the author propose some suggestions about integrating Chinese culture into ELT Classroom for English teachers who teach students majoring in English. Firstly, policy makers in colleges or universities should revise the old syllabus, detailing specific requirements for English teaching. Secondly, Chinese culture can be divided into three levels for English major students: preliminary level, vantage level and higher level, and students can learn Chinese culture from the easy to the difficult. Thirdly, English teachers can utilize the local traditional Chinese culture to arouse students’ interest in learning and promoting Chinese traditional culture. Fourthly, teachers should apply proper teaching methods to assist English language teaching effectively.

Published in	Teacher Education and Curriculum Studies (Volume 7, Issue 1)
DOI	10.11648/j.tecs.20220701.12
Page(s)	10-14
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

The Latest English Syllabuses, Chinese Culture, ELT Classroom, English Major Students

References

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[2]	Guiding Outline of Ideological and Political Construction of Higher Education Curriculum (2020). http://www.gov.cn/zhengce/zhengceku/2020-06/06/content_5517606.htm, 2020-5-28.
[3]	Wilkins, D. A. (1981). Notional Syllabus Revisited: a Further Reply. Applied Linguistics, 2 (1), 83-89.
[4]	Hymes, D. H. (1979). On Communicative Competence. Philadelphia: University of Pennsylvania Press, 65.
[5]	Cortazzi, M., & Jin, L. (1999). Cultural Mirrors, Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in Second Language Teaching and Learning. USA: Cambridge University Press.
[6]	Cong, C. (2000). “Aphasia of Chinese culture”: The limitation of English teaching. Guangming Daily, 10-19.
[7]	Peng hongli (2017). Research on Chinese Culture Aphasia in College English Teaching and Countermeasures. Sino-US English Teaching, 14 (7), 414-420.
[8]	Zhang Tao, Wang Shuai, Bai Xingle (2020). It is urgent to effectively solve the phenomenon of "Chinese cultural aphasia" in foreign language education. http://ex.cssn.cn/jyx/jyx_jydj/202007/t20200703_5151070.shtml, 2020-7-3.
[9]	Chen Xiaoqin (2019). On the Intensity of China's Culture Penetration into College English Teaching: An Analysis Based on Multi-Classified Variables. Journal of Changsha University of Science & Technology (Social Science). 34 (4), 107-113.
[10]	Pei Xishan (2021). Progress and Trends on Chinese Culture Integrated into Foreign Language Teaching: A CiteSpace-based Visualized Analysis. Shandong Foreign Language Teaching, 42 (3), 63-75.
[11]	Zhang Hong, Yu Rui (2020). Representation of Chinese culture in China’s College English textbooks. Foreign Language Education in China, 3 (3), 42-48.
[12]	Full-time Compulsory Education and Senior High Schools English Curriculum Standard (experimental) (2001). Beijing: Beijing Normal University press, 25-27.
[13]	Compulsory Education English Curriculum Standard (2011). Beijing: Beijing Normal University press, 20-24.
[14]	General Senior High Schools English Curriculum Standard (2020). Beijing: People Education Press, 31-33.
[15]	Zhao Yingji (2019). Statistical Visualized Analysis of Research Literature on Aphasia of Chinese Culture Based on CKNI Database. Journal of Chongqing Jiaotong University (Social Science Edition). 19 (5), 101-107.
[16]	Wu Lan (2020). Application of CLIL model in Chinese Cultural English Course. Foreign Language Education and Application. 6, 55-60.

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Li Xiaojun. (2022). A Study on Integrating Chinese Culture into ELT Classroom - Based on the Latest English Syllabuses in China. Teacher Education and Curriculum Studies, 7(1), 10-14. https://doi.org/10.11648/j.tecs.20220701.12

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Li Xiaojun. A Study on Integrating Chinese Culture into ELT Classroom - Based on the Latest English Syllabuses in China. Teach. Educ. Curric. Stud. 2022, 7(1), 10-14. doi: 10.11648/j.tecs.20220701.12

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AMA Style

Li Xiaojun. A Study on Integrating Chinese Culture into ELT Classroom - Based on the Latest English Syllabuses in China. Teach Educ Curric Stud. 2022;7(1):10-14. doi: 10.11648/j.tecs.20220701.12

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@article{10.11648/j.tecs.20220701.12,
  author = {Li Xiaojun},
  title = {A Study on Integrating Chinese Culture into ELT Classroom - Based on the Latest English Syllabuses in China},
  journal = {Teacher Education and Curriculum Studies},
  volume = {7},
  number = {1},
  pages = {10-14},
  doi = {10.11648/j.tecs.20220701.12},
  url = {https://doi.org/10.11648/j.tecs.20220701.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20220701.12},
  abstract = {Chinese Culture Aphasia becomes a common problem in ELT Classroom in China. There are many reasons for this problem, but the core reason is that English teachers’ teaching mainly focuses on the one-way input of the target language culture. Therefore, the content of Chinese culture in English tests and English teaching are insufficient, which makes college teachers mindless in language teaching. Furthermore, colleges or universities do not have official syllabuses for integrating Chinese Culture into ELT Classroom, while compulsory education and high schools in China have latest English syllabuses which give some detailed requirements for instructing teachers how to integrate Chinese culture into ELT Classroom. This study selects the objectives about Chinese culture for students in the latest syllabuses to analyze, and find out that: 1) the latest syllabuses give specific requirements for students in different levels; 2) these latest syllabuses detail what Chinese culture students should master in different phases. After studying on the latest English syllabuses for compulsory education and high school education in China, the author propose some suggestions about integrating Chinese culture into ELT Classroom for English teachers who teach students majoring in English. Firstly, policy makers in colleges or universities should revise the old syllabus, detailing specific requirements for English teaching. Secondly, Chinese culture can be divided into three levels for English major students: preliminary level, vantage level and higher level, and students can learn Chinese culture from the easy to the difficult. Thirdly, English teachers can utilize the local traditional Chinese culture to arouse students’ interest in learning and promoting Chinese traditional culture. Fourthly, teachers should apply proper teaching methods to assist English language teaching effectively.},
 year = {2022}
}

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TY  - JOUR
T1  - A Study on Integrating Chinese Culture into ELT Classroom - Based on the Latest English Syllabuses in China
AU  - Li Xiaojun
Y1  - 2022/02/16
PY  - 2022
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DO  - 10.11648/j.tecs.20220701.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 10
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PB  - Science Publishing Group
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UR  - https://doi.org/10.11648/j.tecs.20220701.12
AB  - Chinese Culture Aphasia becomes a common problem in ELT Classroom in China. There are many reasons for this problem, but the core reason is that English teachers’ teaching mainly focuses on the one-way input of the target language culture. Therefore, the content of Chinese culture in English tests and English teaching are insufficient, which makes college teachers mindless in language teaching. Furthermore, colleges or universities do not have official syllabuses for integrating Chinese Culture into ELT Classroom, while compulsory education and high schools in China have latest English syllabuses which give some detailed requirements for instructing teachers how to integrate Chinese culture into ELT Classroom. This study selects the objectives about Chinese culture for students in the latest syllabuses to analyze, and find out that: 1) the latest syllabuses give specific requirements for students in different levels; 2) these latest syllabuses detail what Chinese culture students should master in different phases. After studying on the latest English syllabuses for compulsory education and high school education in China, the author propose some suggestions about integrating Chinese culture into ELT Classroom for English teachers who teach students majoring in English. Firstly, policy makers in colleges or universities should revise the old syllabus, detailing specific requirements for English teaching. Secondly, Chinese culture can be divided into three levels for English major students: preliminary level, vantage level and higher level, and students can learn Chinese culture from the easy to the difficult. Thirdly, English teachers can utilize the local traditional Chinese culture to arouse students’ interest in learning and promoting Chinese traditional culture. Fourthly, teachers should apply proper teaching methods to assist English language teaching effectively.
VL  - 7
IS  - 1
ER  -

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Author Information

Li Xiaojun

Department of Foreign Language, Zhanjiang Preschool Education College, Zhanjiang, PR China

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Li Xiaojun. (2022). A Study on Integrating Chinese Culture into ELT Classroom - Based on the Latest English Syllabuses in China. Teacher Education and Curriculum Studies, 7(1), 10-14. https://doi.org/10.11648/j.tecs.20220701.12

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Li Xiaojun. A Study on Integrating Chinese Culture into ELT Classroom - Based on the Latest English Syllabuses in China. Teach. Educ. Curric. Stud. 2022, 7(1), 10-14. doi: 10.11648/j.tecs.20220701.12

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AMA Style

Li Xiaojun. A Study on Integrating Chinese Culture into ELT Classroom - Based on the Latest English Syllabuses in China. Teach Educ Curric Stud. 2022;7(1):10-14. doi: 10.11648/j.tecs.20220701.12

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@article{10.11648/j.tecs.20220701.12,
  author = {Li Xiaojun},
  title = {A Study on Integrating Chinese Culture into ELT Classroom - Based on the Latest English Syllabuses in China},
  journal = {Teacher Education and Curriculum Studies},
  volume = {7},
  number = {1},
  pages = {10-14},
  doi = {10.11648/j.tecs.20220701.12},
  url = {https://doi.org/10.11648/j.tecs.20220701.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20220701.12},
  abstract = {Chinese Culture Aphasia becomes a common problem in ELT Classroom in China. There are many reasons for this problem, but the core reason is that English teachers’ teaching mainly focuses on the one-way input of the target language culture. Therefore, the content of Chinese culture in English tests and English teaching are insufficient, which makes college teachers mindless in language teaching. Furthermore, colleges or universities do not have official syllabuses for integrating Chinese Culture into ELT Classroom, while compulsory education and high schools in China have latest English syllabuses which give some detailed requirements for instructing teachers how to integrate Chinese culture into ELT Classroom. This study selects the objectives about Chinese culture for students in the latest syllabuses to analyze, and find out that: 1) the latest syllabuses give specific requirements for students in different levels; 2) these latest syllabuses detail what Chinese culture students should master in different phases. After studying on the latest English syllabuses for compulsory education and high school education in China, the author propose some suggestions about integrating Chinese culture into ELT Classroom for English teachers who teach students majoring in English. Firstly, policy makers in colleges or universities should revise the old syllabus, detailing specific requirements for English teaching. Secondly, Chinese culture can be divided into three levels for English major students: preliminary level, vantage level and higher level, and students can learn Chinese culture from the easy to the difficult. Thirdly, English teachers can utilize the local traditional Chinese culture to arouse students’ interest in learning and promoting Chinese traditional culture. Fourthly, teachers should apply proper teaching methods to assist English language teaching effectively.},
 year = {2022}
}

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TY  - JOUR
T1  - A Study on Integrating Chinese Culture into ELT Classroom - Based on the Latest English Syllabuses in China
AU  - Li Xiaojun
Y1  - 2022/02/16
PY  - 2022
N1  - https://doi.org/10.11648/j.tecs.20220701.12
DO  - 10.11648/j.tecs.20220701.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 10
EP  - 14
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20220701.12
AB  - Chinese Culture Aphasia becomes a common problem in ELT Classroom in China. There are many reasons for this problem, but the core reason is that English teachers’ teaching mainly focuses on the one-way input of the target language culture. Therefore, the content of Chinese culture in English tests and English teaching are insufficient, which makes college teachers mindless in language teaching. Furthermore, colleges or universities do not have official syllabuses for integrating Chinese Culture into ELT Classroom, while compulsory education and high schools in China have latest English syllabuses which give some detailed requirements for instructing teachers how to integrate Chinese culture into ELT Classroom. This study selects the objectives about Chinese culture for students in the latest syllabuses to analyze, and find out that: 1) the latest syllabuses give specific requirements for students in different levels; 2) these latest syllabuses detail what Chinese culture students should master in different phases. After studying on the latest English syllabuses for compulsory education and high school education in China, the author propose some suggestions about integrating Chinese culture into ELT Classroom for English teachers who teach students majoring in English. Firstly, policy makers in colleges or universities should revise the old syllabus, detailing specific requirements for English teaching. Secondly, Chinese culture can be divided into three levels for English major students: preliminary level, vantage level and higher level, and students can learn Chinese culture from the easy to the difficult. Thirdly, English teachers can utilize the local traditional Chinese culture to arouse students’ interest in learning and promoting Chinese traditional culture. Fourthly, teachers should apply proper teaching methods to assist English language teaching effectively.
VL  - 7
IS  - 1
ER  -

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