Research On Cultural Diffusion In Teaching Chinese As A Foreign Language

With the flourishing on the world stage, China, as an ancient and mysterious orientcountry, is proving most controversial. People try to understand China in a variety ofways, and also find that cooperating with China will lead to business opportunitiesbecause the role which China plays in the world is more and more important.Consequently, a massive Chinese fever is bringing to pass and an increasing numberof people want to learn Chinese language and know China. As a member of teachingChinese as a foreign language, we should treat the teaching in a brand-newperspective when we face the huge enthusiasm from the learners. We must get out ofthe closed model what is echoing what the books say and create a new environmentwhich is fit for learning language as well as understanding culture for all learners withdifferent background.Teaching Chinese as a Foreign Language (here after TCFL) is language teaching, also,language and culture are interdependent, mutual promotional and restrictive which areinextricably linked, so that language teaching cannot depart from merging the cultureelements. Chinese language reflects the extensive and profound Chinese culture, likeChinese phonetics, vocabulary, grammar, and Chinese characters, which are all reflectthe essence of culture. Chinese language is not only a mean of communication, butalso a carrier and propagator of culture. Every piece of language knowledge deposits alarge amount of cultural connotation. This supplies strong theory support andemotional backbone to TCFL, and guarantee the necessity of culture diffusion inTCFL.The global Chinese culture fever enlightens us greatly. TCFL, as one way of cultureexport, should integrate culture elements to advance and enrich Chinese culture. It ishelpful for the communication between two different cultures when extendingChinese culture in the TCFL. Therefore, countries all over the world will have acorrect understanding of China in a more rational and more objective way. Also,China can establish a good image of nation.When we clearly know that the close relationship between language and culture, weshould permeate culture elements in teaching and should not regard the language as atool only. Through the questionnaires, some basic conditions and some suggestionsabout the TCFL, that will conduce to promotion in teaching. In the specific teachingimplementation stage, using performance culture pedagogy to help the students learnlanguage and feel culture, we should regard every opportunities of learning as aperformance on the stage. TCFL should create more experience and larger space todiscover, even not stuck in traditional model like teachers-textbooks-classroom.Not everyone can come to China to learn Chinese language, so that is important tobuild a well thought-not design circumstance about learning Chinese for learners inabroad Chinese classroom. Teachers should make the Chinese classroom to be ainspissate place which can reflect Chinese culture, therefore students will have more opportunities to experience culture and discover more cultural contents to find theirown realization of learning Chinese language.