Academic journal article English Language Teaching

Absence of National Culture in Foreign Language Teaching and Intercultural Communication Competence Training of College Students in China Frontier Minority Areas

Academic journal article English Language Teaching

Absence of National Culture in Foreign Language Teaching and Intercultural Communication Competence Training of College Students in China Frontier Minority Areas

Article excerpt

Abstract

The absence of Chinese culture in foreign language teaching has a strong impact on the exchange between different cultures, and is also an obstacle to intercultural communication competence training. In general, English teaching level in China frontier minority areas is far behind that in developed areas, and shows its own teaching and cultural characteristics. In this paper, the composition of intercultural communication competence, the absence of foreign language teaching culture of college students in China frontier minority areas and the strategy of improving intercultural communication competence of college students were discussed. The characteristics of intercultural communication competence of college students in China frontier minority areas and the law of their intercultural communication competence training were then investigated in depth.

Keywords: absence of national culture, intercultural communication competence, training

1. Introduction

"Chinese culture aphasia" was first proposed by Professor Cong Cong of Nanjing University in his article "Chinese Culture Aphasia: Defects of English Teaching in China" published in Guangming Daily in 2000. He argued that the absence of Chinese culture in foreign language teaching, i.e. "Chinese culture aphasia", greatly influenced the exchange between different cultures and became an obstacle to intercultural communication. His opinions caught the attention of educational circles, and many scholars in foreign language teaching conducted empirical studies on this phenomenon. Zhang (2007) expressed her ideas in Intercultural Foreign Language Teaching, i.e. the unidirectional import of western culture was unable to meet the social demand for foreign language talents, the English expression of Chinese culture had not been taken into account in cultural teaching of foreign language teaching, and the current resources including teachers, teaching materials and teaching methods were incapable of meeting the demand of cultural learning; therefore, it was no wonder that "aphasia" occurred. In Chinese Culture in College English Teaching published by Zhang Weimin and Zhu Hongmei, test methods were used to prove that most participants could not express their national culture fluently. Wei (2009), in his Review of Absence of Chinese Culture in Foreign Language Teaching, investigated the current situation, cause, hazard and solutions regarding absence of Chinese culture in foreign language teaching, and believed that it is necessary to strengthen the awareness of students of native language culture and improve their intercultural communication competence; in addition, foreign language teaching should not only focus on the import of target language culture, but also enhance the inheritance and spread of native language culture, so as to promote national culture and spread international culture. The above studies show that Chinese culture aphasia in foreign language teaching has formed an obstacle to intercultural communication competence training. In this paper, the composition of intercultural communication competence, the current situation regarding absence of foreign language teaching culture of college students in frontier minority areas and the strategy of improving intercultural communication competence of college students were discussed.

2. Composition of Intercultural Communication Competence

Foreign scholars have discussed intercultural communication competence. Kim (1991) and Gudykunst (1992) believed that intercultural communication competence includes the adaptability in aspects such as cognition, emotion, and behavior. Fantini (1995) divided intercultural communication competence into five elements and described it in many ways to help educators know its connotation, in which knowledge, positive attitudes, skills and awareness are the core of intercultural communication competence. Zhang (2007), based on research results of other scholars including Samovar and Porter (1995); and Byram (1997), proposed a framework of intercultural communication competence including attitude, knowledge and behavior. …

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