| Any language learning takes place in a certain cultural context. In a cultural setting, classroom behaviors are influenced by expectations, attitudes, values, and beliefs of both teachers and students. In addition, the teaching equipment and regulations for language learning also play an important role in the efficacy and achievement of class teaching and learning. Therefore, classroom is more a cultural than physical or geographical context. What is even more important is that it provides the cultural environment where learning is supposed to proceed. It is the cultural traits of the classroom that generate the term of classroom culture. Classroom culture refers to the interaction among teachers and students and surroundings as well as the fusion of values between teachers and students. Taiwan and Mainland China share similar English teaching and learning environment and background in terms of the same mother tongue and teaching English as a foreign language. Therefore, the ultimate goal of this study aims at exploring how to form a favorable and supportive classroom culture for college English teaching and learning. The present study makes an investigation of the overall situation of college English classroom culture among the non-English major freshmen both in Taiwan and mainland China by the means of questionnaire and interview. And then a comparative study on the college English classroom culture in the two areas is conducted, in a hope of providing practical suggestions to college English teaching in mainland China.In this study, questionnaire is applied as the research instrument, and the subjects are non-English major freshmen from Changhua University of Education in Taiwan and Guangxi Normal University in mainland China. Questionnaire of college English classroom culture is based on the definition and category of college classroom culture proposed by Wang Congman (2013). Eight dimensions are included in this questionnaire:cultural effect of class carrier, cultural effect of regulations, class subject culture, classroom behavior culture, class object culture, class identity, class morality and cultural awareness of class value. And the cronbach of the questionnaire is up to 0.910, which means the questionnaire is reliable.The three research questions addressed in the present study are:(1) What is the overall situation of college English classroom culture in Taiwan? (2) What is the overall situation of college English classroom culture in mainland China? (3) Is there any difference between Taiwan and mainland China in college English classroom culture?Through the study, results and findings have been achieved as follows:(1) The students in Taiwan consider that the overall condition of college English classroom culture is supportive to their college English learning. (2) The students in mainland China consider that the present situation of college English classroom culture needs to be improved in some aspects. (3) The differences of college English classroom culture in the two areas lie in the physical settings, the teaching focus, teaching methodologies, the relationship between teachers and students, teachers’ teaching attitude.Based on these findings, some applicable suggestions are put forward for teachers, freshmen and universities respectively to better college English classroom culture in the future. For teachers, they are supposed to diversify teaching methodologies in teaching practice, improve their professional quality, create a favorable classroom atmosphere and change their role in teaching activities. For students, they should develop cooperative learning, realize the ultimate goal of college English study and change their traditional view on teachers’ roles in class. For universities, the suggestions are that modern teaching equipment should be provided. Besides, specific classrooms for language teaching should be set up and the class size should be decreased. |
