The Research On A Pedagogical Model Of Teaching Chinese Culture In English From Intercultural Perspective

Under the guidance of "going out" cultural policy,college students,as bilingual talents,are responsible for promoting Chinese culture.Researchers,scholars and experts in Foreign language education in China have fully realized that language and culture are inseparable and have put intercultural communication in a vital position.The promotion of Chinese culture is one of the "two-way" directions of intercultural communication.Additionally,it is also a problem that needs to be paid special attention to in English teaching.As an intermediary connecting students with the world,English teaching is also committed to making students adapt to the needs of China's social development and international exchanges.Based on studies of contemporary college students' abilities to express Chinese culture in English launched by experts and scholars at home and abroad,a questionnaire is designed on the basis of the characteristics of cultural learning and Horwitz's "Language Learning Belief Inventory"(BALLI).It was found that there were many highlighted problems in the teaching of Chinese culture-related knowledge,for example:1.The separation of cultural learning and English learning.2.The weak learning initiative of pertinent knowledge.3.The coexistence of positive attitudes toward promoting Chinese culture and the incompetence of its implementation.Besides,this study has conducted English tests of Chinese culture,the results show that students' English expression skill of Chinese culture is relatively low.Therefore,based on the ADDIE teaching model,this study designs teaching procedures according to the emotional-cognitive-behavioral framework of intercultural communication.The whole teaching model is divided into five steps: Analysis-Design-Development-Implementation-Evaluation.Firstly,investigating and analysis of the learning needs and learning expectations before teaching.Secondly,teaching design.Determining the teaching objectives,teaching themes,teaching contents and creating appropriate teaching events to find matching teaching methods.Thirdly,the analysis of teaching-material resources as well as the collection and adaptation of extracurricular teaching resources.Fourthly,implementation,the real teaching experiment.Fifthly,curriculum evaluation including material evaluation,process evaluation,learners' evaluation and the achievement test.In addition,a sixth step-Reflection is added to put forward feasible solutions after reflecting on the problems in the process of overall teaching design and implementation.The conclusions are as follows:1.Emotional aspect: Students' recognition of learning English expressions of Chinese culture has been improved and their initiative in learning relevant knowledge has been promoted.2.Cognitive aspect: Students' Chinese cultural vocabulary has been enlarged and their ability of English expression of Chinese culture has been improved.3.Behavioral aspect: Students can realize the importance of cultivating the ability to promote Chinese culture while the intercultural skills still need to be further practiced and tested.This study is devoted to exploring the possible efforts in English teaching to promote Chinese culture,hoping to play a certain role in improving the quality of English teaching and promoting Chinese culture and also trying to provide operable models and methods for the study of English teaching design.