The Research On The Cultural Experience Of Intensive Chinese Programs In China

It is widely acknowledged that language learning can not be seperated from culture learning. If language learners intend to acquire good Communication Competence, they are required to learn both language forms and the target culture. But when it comes to the contents and methods of culture teaching, people don't agree with each other. Since 1980s, scholars in Teaching Chinese as a Second Language had conducted series discussions and debates about culture teaching, which were good to culture teaching practices. However, past researches had given priority to cultural factors contained in language and very few people had concerned about specialized cultural curriculum or teaching practices. Besides, former researches were usually focused on classroom teaching, instead of the whole teaching environment. In addition to these, past researches covered a lot of National Culture, without adequate attention to the Subculture.Based on this situation of study, we translate the Cultural Experience Theory and the Experiential Learning Cycle proposed by Patrick R. Moran, and put these theories into Chinese Culture Teaching practice. Combined with Hidden Curriculum Theory, we describe and analyse the Cultural Experience of Extensive Chinese Programs in order to find the characters and teaching requests. In this way, we can induce the philosophy of these programs.In this dissertation, there are four chapters.The first chapter summrizes the theories of Cultural Experience and Experiential Learning Cycle.In the second chapter, we describe the ingredients of Cultural Experience in CIEE and analyse the effects of Experiential Learning Cycle.The third chapter interprets the characters and teaching requests of Cultural Experience.The last chapter explores the philosophy of Cultural Experience and make suggestions to culture teaching in the field of Teaching Chinese as a Second Language.