The Study On The Strategies Of Teaching Chinese As A Foreign Language In The High Context Of China

Hall divides the culture into High Context (HC) and Low Context (LC) depending on the level ofthe dependence of verbal communication on the environment. The culture in the HC and LC has thedifferent method of communication and communicative strategies. Gudykunst have been arranged12kinds of culture in the world in accordance with the Hall’s criteria for the classification. Among them,China is the typical culture of HC, and the majority of the Western countries are classified as the LCculture.The difference of socio-economy, ideological foundation, education and the concept of traditionallanguage make China and the Western form two different context cultures. It shows the differentcognitive styles, the ways of thinking, communication strategies and linguistic discourse caused by theHC of China and the LC of the Western. However, we should know it is relative of the dipartition ofthe communication of China and the Western, like two points of a line. At the same time, the HC ofChina is to the LC of the Western conversion, and the West is gradually accepting the HC of China.The HC makes China form a spiral way of thinking and the cognitive method focusing on theharmony of the overall, and the LC makes the Western form a liner way of thinking and the cognitivemethod focusing on individual personality. Different cognitive styles and ways of thinking showdifferent characteristics of language, discourse and communicative strategies.The HC of China and the LC of Western are reflected in the Teaching Chinese as a ForeignLanguage (TCFL) demonstrated the impact on teaching object and teaching subject. Thecharacteristics of language and discourse of China and Western affect the object of TCFL (teachingforms and teaching content), and the communication strategies of China and Western have an impacton the subject of TCFL (the instructor and teaching object). In the classroom of TCFL, most ofteachers come from China and the students mostly are from the Western countries, and the teachingcontent is the Chinese owning cultural characteristics of HC, so it has an important impact to TCFL ofHC and LC. However, we find the HC and LC have not be given due emphasis by the teachers,students and HSK. In this paper, we combine the differences of language and discourse in HC and LC with the objectof TCFL to analyze the textbook of TCFL and simulation exercises of HSK, and combine thedifferences of communication method of HC and LC with the subject of TCFL to analyze theclassroom of TCFL. On the basis, we propose the teaching strategies in the classroom of the HC ofChina, hoping which can be used to the future TCFL.