Senior Phase Of Foreign Language Teaching Survey Of National Cultural Implications

The language of a nation reflects its cultural characteristics and rich connotation. Teaching Chinese as a second language takes the mission of cultural spread, with its ultimate aim to cultivate the foreign students'cross-cultural communication ability. It is important in the process of teaching Chinese to cover the relevant cultural factors in the field of language teaching.Vocabulary is the most heavily-loaded part in language system and its teaching has been the key point in teaching Chinese as a second language. National Cultural Words with cultural colors and its teaching should become vital in research with relevent cultural theories, especially during intermediate and advanced level. However, according to the research on foreign students' acquisition to National Cultural Words, and the coverage of National Cultural Words in textbooks, and the teaching process of National Cultural Words, the present teaching is far from satisfactory. The shortcomings are as follows:(1) From the feedback, foreign students' understanding of National Cultural Words varies a lot from the accurate meaning. Because they hardly have a good knowledge of National Cultural Connotation, even no idea about it at all, it is not surprising that they have difficulty in learning. That's why they seldom use these words in daily communication.(2) Although the textbook covers part of the National Cultural Words, but in most cases only the conceptional meaning is reflected while the profound connotation is neglected. Even when it is mentioned, there are misunderstandings in translation. They are more often than not literally translated without revealing its deep cultural items. Moreover, the after-class exercise is not enough for practice.(3) Not enough attention has been paid to the teaching of National Cultural Words. The syllabus has not specified the requirements yet. Due to the limited content of National Cultural Words in textbook, the teachers are doing rather random in class without system, which makes the teaching scattered.Based on the findings and the previous achievements, the author made a smooth combination of lexicology, comparative linguistics, cultural linguistics, and cross-cultural communications and thus recommends restating the status of the teaching of the National Cultural Words in teaching Chinese as a foreign language. The following suggestions will be made from the perspective of revising the textbook and improving the teaching methods.(1) Focusing on the translation problems, the author will present examples to illustrate how to convey the deep cultural connotation of National Cultural Words. Discussion will be made on how to update the existing contents in textbook editing and how to perfect the after-class exercise.(2) During the process of teaching, it is important to emphasize the levels, including the learners'Chinese and native language background level, and the level of National Cultural Words itself. Various teaching methods will be introduced:combining context when explaining the meaning of the National Cultural Words, comparative teaching, and discussion on specific situations. Also multimedia and videos will be a great help. The author strongly believes that students'horizon will be broadened through the elaboration of traditional festivals and custom. Students will be guided to do more reading and practice.The author does hope this investigation will contribute to the future teaching of National Cultural Connotation.