http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : 리계화(Gui Hua Li) (검색결과 2 건)
- 무료
- 기관 내 무료
- 유료
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Li, Gui hua(리계화),Dengting Boyanton(등정 보앤튼) 동북아시아문화학회 2021 동북아 문화연구 Vol.1 No.69
This comparative study investigated 64 Han Chinese and Korean Chinese undergraduates in China on their English ability to express Chinese culture and their perceptions of Chinese culture and of cultural integration in EFL teaching in China. Descriptive statistics and Mann Whitney U test were used for data analysis on the cultural test and questionnaire. Results revealed college students" deficiency in expressing Chinese culture in English, Han Chinese performing more competently than Korean Chinese in general whether in Chinese mainstream culture-loaded vocabulary, Chinese minority culture-loaded vocabulary or cultural writing. Chinese mainstream culture-loaded vocabulary might boost cultural writing to a certain extent. The students" perceptions of Chinese culture, in respect of knowledge, skills and motivation, indicated that Han Chinese students responded more positively than Korean Chinese both in Chinese mainstream culture and Chinese minority culture. The students" perceptions of the integration of Chinese culture in EFL classes showed that all students agreed that the cultural content in teachers‘ instruction and textbooks were still English-culture centered, without effectively integrating Chinese culture into EFL teaching, with Chinese minority culture ignored. In terms of the integration of Chinese culture in students" presentation in EFL classes, significantly more Korean Chinese selected minority culture, exactly their own culture, as their topic than Han Chinese. Based on these findings, suggestions were put forward for the improvement of students" English ability to express Chinese culture, effective cultural instruction and promotion of students" intercultural communication and their contribution to the unity of all ethnic groups, such as improvement of students" English ability, students" correct perception and awareness of Chinese culture. and conscious and effective integration of Chinese mainstream culture and minority culture in EFL teaching.
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KCI
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