Abstract
As language and culture are interdependent dual unity, they can't be separated from each other。 However, it is a common practice in a large number of Chinese universities that the second language teaching only attaches importance to the acquisition of the target language without sufficient and systematical introduction to its cultural background; or though it also shows its concerns about culture, the culture awareness is only one-way ---the target culture is emphasized, but the native culture is absent. This paper analyzes the ties of language acquisition and culture awareness. In the meanwhile, it reveals the relevant problems brought about by the separation of language and culture in Foreign language teaching in Chinese universities. In the end, the paper proposes some solutions to the problem from both the perspective of the second language administration level and instructors. It points out that on the basis that the level of administration pays close attention to the matter and sets up policies to ensure the two-way culture education in the second language teaching, the instructors can attempt to realize the two-way culture education in the second language teaching by means of both Classroom and Extra-curricular activities as explicit and implicit education fields. What's more, the comparison between the target and the native culture is an emphasis in the two-way culture education. By doing so, the second language learners (Chinese college students) can be expected to acquire the second language properly.
Author Information
Shihong Liu, Nanjing University of Aeronautics and Astronautics, China
Paper Information
Conference: ACE2013
Stream: Education
This paper is part of the ACE2013 Conference Proceedings (View)
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To cite this article:
Liu S. (2014) Culture Education in College Foreign Language Teaching ISSN: 2186-5892 – The Asian Conference on Education 2013 – Official Conference Proceedings https://doi.org/10.22492/2186-5892.20130341
To link to this article: https://doi.org/10.22492/2186-5892.20130341
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