A Study On The Concentrated Chinese Cultural Teaching Abroad

Langrage is the carrier of culture. Teaching Chinese as a second language is not only a kind of language teaching, but also a kind of cultural teaching. It is believed that cultural teaching must be integrated with language teaching in the whole teaching process in order to make it successful. The primary stage of language learning is also the key period for cultural teaching. Now there is abundant research on the cultural teaching at the primary stage of language learning. It is commonly agreed that at the primary stage, the cultural teaching should be conducted together with the teaching of language elements. The addition of cultural contents goes with the raising of the learner’s language level. And all the cultural teaching should serve for the only purpose, that is, to improve the learner’s ability of using the language to communicate and do social exchange. However, the author’s practical teaching experience in ELTE Confucius Institute (at the subordinate teaching center of Nyiregyhaza), Hungary is on the contrary of this point of view. At the primary language level, the cultural teaching concerns on the concentrate teaching of cultural knowledge with the using of an intermediary language (English). The cultural teaching doesn’t necessarily go with the language teaching. This pattern of teaching is not encouraged by most scholars. The research in this field is also quite minor. But in the process of real overseas teaching, the demands for this kind of course do exist. The author is doing study on the concentrated cultural teaching, conducting investigations and referring to her own practical experiences.The author tries to find out the current situation of the concentrated cultural teaching in the primary-level class of Nyiregyhaza teaching center of ELTE Confucius Institute in Hungary. The author uses the researching methods of literature reading, interviewing, questionnaire analyzing and in-class case study. The author analysis the characteristics of local cultural teaching, and will find out the problems existing and put forward suggestions, which can provide reference for the future Chinese cultural teaching in this region.The thesis can be divided into five chapters. Chapter One briefly introduces the origin of this study, the related background knowledge and the methods of the study. Chapter Two introduces the current Chinese teaching situation in the Nyiregyhaza teaching center, including the in-class case study. Chapter Three is about the design of the investigation and the interview, and as following introduces the results. Chapter Four is a reflection of the author’s practical teaching experience. Chapter Five gives the conclusion as well as suggestions for the current concentrated cultural teaching.