Discussion On Introduction Of Territorial Language Culture In Teaching Of Chinese As A Foreign Language And Curriculum Provision Wu Area As An Example

With the increase of cultural exchange between China and foreign countries, more andmore foreigners desire to study Chinese, learn about Chinese cultures. However, the deepand profound Chinese culture along with the huge differences among different regions,there are cultural barricades in studying Chinese for the foreign learners as well asdifficulties teachers face due to the differences of regional cultures. Through investigationand interviews on the overseas students in Suzhou as a first-hand materials to know abouttheir study interest and mastery on the local language and culture, and based on theinterviews on the teachers and teaching courses, this paper aims to summarize generalways of leading a new lesson on language and culture through curriculum provision inteaching Wu culture with Wu language and culture as a case.In order to understand culture-teaching in the teaching of Chinese as a foreignlanguage, the author deduces the problems that the overseas students encounter in learningWu language and culture by analyzing the distribution of Wu cultures in different levelsand investigating cultural barricades the overseas students at different levels meet. Then,through analyzing teaching methods TCSL teachers use in cultural teaching to concludethree issues of teacher, student and curriculum provision in language and culture teaching.Based on these, the author comes up with objective teaching methods on Wu language andculture and add different curriculum provisions and teaching programs to it so as toimprove the efficiency of cultural teaching. This paper adopts questionnaire survey,literature review, case study and other research methods supported with cross-culturalteaching method to seek the most objective language and culture curriculum provision andways of leading cultures with Wu language and culture teaching as a case of regionalculture teaching. Cultural teaching is perversive in all the teaching programs. The last partis to explore the practical teaching and it provide some ways to teach regional cultures bycomparing and contrasting the listed three teaching methods. This paper arranges from practice, theory to practice, which can fully demonstrate the theoretical and practicalsignificance of the study.