The Study Of Culture Importing In The Primary Stage Of The Chinese Language Teaching And Classroom Teaching

Language is the carrier of culture, it’s a tool for people to convey ideas. Cultural influence and restrictthe verbal communication, Language and culture are inseparable. We learn a language is generally for twopurposes: one is for the need of practicality communication，the other is attracting by the culture behind thehost language. Basing on the purpose of the second learning objectives, Language teaching can not simplyimparting knowledge, And must be constructed on the basis of culture. Especially for the teaching inChinese as a foreign language which is on the basis of culture.Importing the concept of culture introducing to the teaching profession of teaching Chinese as aforeign language is a gradual development of the process. In the past, Cultural teaching had been treated asa separate part from the language teaching. In the eighties of the last century, with the increasing number oflearners who is learning Chinese as a second language, Teaching Chinese as a Foreign Language isbooming around the world. Scholars have begun to re-examine the meaning of the culture to the language.In1980, Xiong huawen Zhu zijun first posting paper on the importance of social and cultural factors onlanguage learning. Domestic attention and discussion on the language and culture teaching is expansion inChina. In the last three decades, a large number of paper on teaching methodology of teaching Chinese as aForeign Language. Cultural importing, Cultural integration, Cultural Explanation, have been proposed oneafter another.Some scholars made their points from the perspective of applied linguistics, Zhao jinming think that:Teaching Chinese as a Foreign Language is base on linguistic ontology, take the other disciplines asauxiliary. In the actual teaching situation, in recent decades, Chinese ontology used in teaching practice isthe mainstream. TCFL now still based on linguistic theory, the study of Cultural importing and the handlingof cultural factors is being studied from this angle.From both the booming of teaching Chinese as a foreign language and the global "Chinese hot",wewould find that most of the students which from different countries are not just learning Chinese as asecond language. They get interesting in this language just because they attracted by splendid culture ofChina. Therefore, as teachers of this area, we must not treat our lessons as teaching a second language. Weshould put the perspective of culture in our study, and take the view of intercultural communication in our daily teaching activities.The concept of culture in teaching Chinese as a foreign language is not the usual meaning of theChinese culture, it just a part of it. It is a concept from language teaching. It refers to the part of the culturewhich is close to the language teaching. Foreigners must master it to make a further step in languagestudying. This part must be an obstacle in daily communication. In order to distinguish from the specialcultural teaching, we called it cultural factors teaching. In current teaching activities, the narrow sense ofculture teaching and the Cultural Factors teaching is different conception. In the initial stage of teachingChinese as a foreign language, we only teaching cultural factor in the class to assisted language learning.Considering on the students’ learning ability and their cognitive abilities, how to teaching this part andmaking it beneficial to the language teaching is which we have to think about constantly.