| Culture teaching in FLT has been drawing foreign language educators' interests since its importance in FLT was recognized twenty years ago. Lots of researches have been made concerning its teaching objectives, contents, methods, assessments, etc. The most advanced one is the proposal of the self-actualized persons (Hu Wenzhong, 1996; Gao Yihong, 2001) or persons with creative spirits (Chen Shen, 2000) as the teaching objective.However, despite the prosperity of theoretical researches, the practice of culture teaching in foreign language departments in Chinese universities and colleges seems to be in an unsystematic and unsubstantial state, which directly brings negative effects on students' development of personality.With the intention of improving the current culture teaching practice in FLT, this thesis, based on an empirical study of the present culture teaching practice and the negative effects it brings, and based on Wilhelm von Humboldt's theory of the "ideal personality" and his proposition of "the humanistic education", expanding the previous concept of the "integrated personality", proposes the "ideal personality" (or harmoniously-developed personality) as the teaching objective, and the "humanistic model" as a suitable culture teaching model in FLT for foreign language majors, especially English majors. In the present author's view, foreign language majors, after several years' language and culture learning, should become ones with "ideal personality" (or harmoniously-developed personality) having command of extensive knowledge, cross-cultural communication skills, cross-cultural communication competence, and high ethnic, cultural and psychological quality. In the "humanistic model", she puts forth a complete culture teaching model, which consists of a relatively substantive culture teaching syllabus for FLT including the teaching objectives, contents, teaching principles and assessments, the layout of curriculum, and various teaching methods proposed.
|
PDF Full Text Request