A Culture-Oriented And Computer-Assisted Language Teaching Simulation Model

The importance of understanding target culture and developing cross-cultural communicative competence has been acknowledged in the foreign language teaching (FLT) circle. However, how to effectively incorporate the teaching of culture to FLT remains controversial.In this thesis, the present author attempts to construct a foreign language simulation model to answer the above question. This thesis begins with analyzing views of language and culture and the process of second culture acquisition (SCA) and based on the close relationship between language and culture, the author points out language teaching and culture teaching are indispensable components in FLT. Meanwhile the prominent status of language teaching in FLT can't be undermined. The process of SCA involves the integration of the target cultural elements into the native culture, which in turn forms an intercultural system.According to the above theories, the author attempts to construct a language teaching simulation model, which is target culture-oriented, students-centered and computer technology-assisted. In this model, with the aid of multi-media and Internet and based on students' linguistic skills and their interest, teachers create a simulated target culture environment to provide the optimum SLA condition. Then students are expected to fulfill the task in this environment through their independent study during which students will get as much autonomy as possible, while teachers only play roles of guides, designers, instructors, supervisors and evaluators. In this way, students will unconsciously obtain intercultural awareness and cross-cultural communicative competence.This model could stimulate students' great interest in learning language and strengthen their motivation when using the target language as a tool for communication in the simulated environment. Furthermore, the new relationship between students and teachers could relax students and reduce their anxiety.In addition, the author suggests some principles of implementing the model in FLT and conducts a case study to test the model. Suggestions for improving the model are provided based on the positive and negative results of teaching practice.