On Cultural Position Of TCFL

With the enhancing of comprehensive national strength, more and more foreign language learner have been enchanted by the instrumental function and cultural fascination of Chinese, then causing the trend of rush of studying in Chinese universities. However, cultural position of the Teaching of Chinese as a Foreign Language (TCFL), which hides under the "Chinese Fashion", has also drawn much more attention.Currently, in practice TCFL constantly chooses traditional cultural positions, which is Language-oriented and Communication skill-oriented. Both of the instrumental cultural position are prone to bring about two problems that are reversion of language and culture and deviation of cultural value goal, and in practical teaching course produce three faults as followings:the inequality of cultural proportion in the curriculum; the neglect of cultural consciousness in the active teaching process and contradiction between cultural position of TCFL and educational policies.The deviation of traditional cultural position obviously originates from the incorrect acquisition of cultural value appealing in TCFL, while the authentic one should be multicultural understanding with the basis of pluralized cultural-coexistence and with the purpose of respecting diversity and difference. Therefore, the article is a academic attempt that view multicultural understanding as the cultural position of TCEL.This article is divided into three parts.The first part is the preface. In this part, the author will talk about the reason of writing this article, review research background in china and abroad and introduce the meaning and methods of the thesis.The second part is the main body. It includes four chapters.Chapter one is the relation between culture and language of TCFL. On the basis of defining relative definitions, introducing the relation between culture and language as well as Chinese culture and language, this chapter explores the relation between culture and language of TCFL.Chapter two is analysis of status quo. After analyzing social background of TCFL, this chapter thoroughly describes current situation of TCFL and summarizes three problems, through curriculum-designing, text-compiling, test-devising, teacher's qualities, teaching process and educational policies.Chapter three is the analysis of problems. This chapter analyzes problems of TCFL in stable curriculum, active teaching activities and educational policies towards the present situation of cultural position of TCFL. Chapter four is the analysis of cause. On the basis of the before analyzing, this chapter concludes three reasons causing present situation.Chapter five is the assumption of cultural position of TCFL. Combining the description before, the author proposes that multicultural understanding should be the cultural position, explains the definition of multicultural understanding, and suggest the principles and practical methods of carrying out it.Part three is conclusion.