Attitude And Needs Of Chinese Cultural Knowledge

The study of teaching culture in teaching Chinese to speakers of languages hasbeen one of the most important aspects of TCSOL research and presented a lot ofexcellent work. It has recognized that, in the past researches, the attention to Chineseculture were due to subjective inmate cultural consciousness, and further study shouldbe carried out from students’ perspective and based on their felt needs.This research focused on international students’ attitude and needs of Chinesecultural knowledge. First, it reviewed the literature concerned second language cultureteaching and need analysis, which contributed in developing a questionnaire. Then, aninvestigation was performed and the data were collected and analyzed by SPSS whichshowed international students’ attitude and needs of Chinese cultural knowledge.The introduction part briefs the background, purposes, meaning and methods ofthis research.The first chapter reviews the researches about teaching culture and finds that paststudy put forward the concern of students’ needs, but lacked detailed description, thusobjective investigation should be done.The second chapter reviews second language culture teaching and need analysis,and discovers that, comparing with foreign research, our research rarely used statisticsanalysis in studying international students’ needs.The third chapter states the process of developing the questionnaire and theanalyzing methods. It also boils down the basic information collected from theinvestigation which helped to target the analysis on gender, language level and mothertongue.The forth chapter reveals international students’ attitude toward the followingquestions: when to introducing Chinese cultural knowledge, how to learn it, and howto gain cultural experience. It also analyzes the differences in attitude from the viewof gender, language level and mother tongue.The fifth chapter presents the results of cluster analysis and needs difference. The56items of Chinese cultural knowledge were grouped into seven categories by thecluster analysis. It also shows the needs level and general difference exist in eachcategory. Then, this article analyzes the differences exist within gender, languagelevel and mother tongue.The sixth chapter summarizes the results of this research, compares the needswith current study on textbook, and then, concludes with discussion on the meaning of this research in practical teaching.