ERIC Number: ED253074
Record Type: RIE
Publication Date: 1984-Nov
Reference Count: 0
The Impact of Cultural Differences on Teaching Chinese as a Second Language.
Some means of attaining an optimal strategy of teaching Chinese as a second language through pragmatic, communicative orientations in which culture plays an essential role are outlined, based on learning theories and evidence of the role of cultural differences in facilitating or obstructing second language learning. Studies of the significance of culture in shaping personality are reviewed, and it is concluded that culture learning has to do with the shaping of an agreeable, understanding personality needed for efficient learning of a foreign language. The need for affective behavior on the part of the foreign language teacher, and the need to reconcile cultural differences for learning Chinese as a second language, are emphasized and illustrated. It is proposed that teacher training, material adaptation and development, development of empathy for culture conflict in students, and efforts at student orientation and counseling all play a significant part in developing teacher awareness of methods and strategies for teaching students of diverse linguistic and cultural backgrounds. A program at the Mandarin Training Center of Taiwan Normal University consisting of workshops and seminars by scholars from different disciplines and research projects focusing on these issues is discussed, and some anecdotal evidence of the success of this approach is given. (MSE)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Chinese Language Teaching Association/American Council on the Teaching of Foreign Languages (Chicago, IL, November 16-18, 1984). Sections of the document may be marginally reproducible because of light type.