A Study On The Introduction Of Chinese Teaching In Korean Junior High School

The relationship between language and culture are inseparable. Therefore, Teaching Chinese as a Second/Foreign Language must contain and imported culture as an essential element. To truly master a language, it is not enough to only learn the basic elements, such as pronunciation, vocabulary and grammar, of the language system. Cultural content is everywhere. Being Chinese, we often overlook the culture part as we are immersed inside the culture. However, in every aspects of Teaching Chinese as a Foreign Language, for instance, listening, speaking, reading and writing, involve profound cultural meanings. Therefore, if you want to capable of using the language properly, it is necessary to grasp the cultural content of the corresponding language. In the initial stage of language learning, the proper import of cultural content, can stimulate learners’ interest, further enhance a more complete understanding of Chinese language and fulfill the teaching goals. As for now, even though the syllabus about voice, vocabulary, grammar has been introduced, the cultural aspects of the syllabus has not yet to come. A series of problems like unclear orientation of culture emphasize and ambiguity of teaching goals, will undoubtedly drawback the development of teaching Chinese as a foreign language. Therefore, it is imperative to develop the cultural syllabus in initial stage.Fundamentally, the ultimate goal of foreign language teaching is to develop learners’ communicative skills such that they can use Chinese decently in everyday life. To achieve this goal, we need to import culture in the process of language teaching. It is very beneficial and can play a positive role in promoting the teaching effect. Starting from the early eighties, studies on the cultural content of foreign language teaching was introduced, and gradually attracted more scholars’ attention. In recent years, importing the cultural content while teaching Chinese as a foreign language has become the widely accepted view. Importing the cultural in language teaching, is a further theoretical discussion on the relationship between language and culture, as well as a good exploration on which we should bring in and what are the principals and methodology for culture implant.This paper studies the the current status Chinese language teaching in South Korea. The main article consists of four parts. The first part introduces the purpose and significance of topics, related concepts in this article. In addition, we did an literature review on the current research on language teaching and cultural import. The second part contributes to the teaching of Chinese in current South Korean high school. We designed questionnaires and conducted statistical analysis to elaborated on how cultural import is done in the current stage. The third part contributes to a brief analysis on content of culture import on the entry level classes, and further proposes the better principals and methodologies for culture import. Finally, combined with the author’s own teaching experience in Korea, we made suitable and effective suggestions on the initial stage implementation of the Chinese language teaching and cultural import in Korea. Many findings are not only restricted to theoretical level, but also can be better applied to the actual teaching. Thus making the culture import more effective to implement in the primary stage, and the language teaching advances more smoothly.