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ERIC Number: ED351714
Record Type: Non-Journal
Publication Date: 1990
Pages: 16
Abstractor: N/A
Reference Count: N/A
Intercultural Communication Education in the People's Republic of China.
Schnell, Jim
As China continues to open to the outside world (economically, politically, and educationally), English language instruction and intercultural communication education in China has increased markedly to enhance international interaction with the United States and other countries. The Chinese approach differs from practices in the United States as intercultural communication education is promoted primarily through English teacher education programs. Students are taught not only the English language, they are taught about the cultures and ethnic groups who are native speakers of English. A written survey was administered to an English class consisting of 20 freshmen in the teacher education program at Northern Jiaotong University, Beijing. Results indicated that: (1) most students felt that their behavior will serve as an important role model for students; (2) less than half of the students selected teaching English as their first choice of occupations; and (3) 65% of the students agreed or strongly agreed that they sometimes understand the words an English speaker is using, but do not understand the main ideas or message. A variety of techniques are incorporated in coursework to meet the intercultural communication objective. Practitioners offer three primary approaches for achieving intercultural communication education: the experiential, behavioral, and informational approaches. Attributional training should be emphasized within the informational method. In meeting the goal of training large numbers of teachers to teach English to Chinese students, China is emphasizing intercultural communication education within their English teacher preparation programs. (Twenty-seven footnotes are included.) (RS)
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China