A Study Of Chinese Culture Aphasia Of College Students In English Learning

Since the1980s, culture teaching in foreign language teaching has received more and moreattention. It is common sense that culture teaching should be placed emphasis on in the processof foreign language teaching. Therefore, numerous scholars do systematic investigations into theobjectives, principles, contents, and methods of culture teaching, thus promoting the hugedevelopment of culture teaching. However, culture teaching mainly refers to the target cultureteaching. English learners’ home culture teaching is totally neglected. With the rapiddevelopment of information globalization and economic globalization, the loss of native culturewill finally lead to the unbalanced intercultural communication, and it will be adverse to thespread of Chinese culture in the world.Since Professor Cong Cong raised the notion Chinese culture aphasia in the year2000, agreat many scholars have done systematic research on it and put forward countermeasures, butthere is still much to be desired. Previous studies mainly checked students’ capabilities oftranslating Chinese cultural vocabulary into English, but neglected the check of students’mastery of Chinese cultural knowledge. Previous studies aimed at checking students’ Chineseculture aphasia, but few people ever clearly defined Chinese culture. Previous studies exploredthe causes of Chinese culture aphasia from various aspects, but few people ever tried to find outthe possible reasons leading to Chinese culture aphasia from the perspective of psychology. Thethesis used Chinese Culture Outline published by foreign language teaching and research pressas a reference to test non-English majors and college English teachers’ mastery of Chineseculture knowledge, their capabilities of expressing Chinese culture in English, as well as theirexpectations of overcoming Chinese culture aphasia.It is clearly seen from the results of the investigation that college students are bad atexpressing Chinese culture in English. College English teachers also have some difficulty intranslating Chinese vocabulary into English. Many causes account for the widespread “Chineseculture aphasia” among college students, but students’ lacking of learning motivations to learnChinese cultural knowledge and English teachers’ lacking of cultural awareness are the importantcauses that cannot be ignored. In view of the present situation of Chinese culture teaching incollege English education, the author analyzed and summarized the results of the investigationand put forward principles that should be adhered to when incorporating Chinese culturalknowledge into college English classroom teaching, and pointed out the essence of Chineseculture should be selected as teaching points. In the author’s mind, effective strategies ofovercoming “Chinese culture aphasia” include compiling English teaching materials with abundant Chinese cultural knowledge, improving teachers’ comprehensive quality, developingstudents’ sense of responsibility of learning Chinese culture, incorporating Chinese culturalknowledge into English examinations, employing contrastive method when introducing Chineseculture in college English classroom teaching. Among all these strategies, the author especiallyemphasized the cultivation of students’ learning motivations to learn Chinese culture from theperspective of psychology, by which means their Chinese cultural literacy can be enhanced andtheir capabilities of expressing Chinese cultural knowledge can be improved.