The Integration of Traditional Chinese Culture into the English Grammar Course in Regular Higher Education: A Practical Case Study

Shuai Song

doi:10.54691/bs8pea58

Authors

Shuai Song

DOI:

https://doi.org/10.54691/bs8pea58

Keywords:

English Grammar Course, Ideological and Political Education, Intercultural Competence, Regular Higher Education, Traditional Chinese Culture.

Abstract

In the interconnected global society today, the significance of integrating traditional Chinese culture into English grammar education cannot be overstated, but it is often ignored in the practical teaching and theoretical research. Hence, this study aims to explore this integration in regular higher education to promote ideological and political education and their intercultural competence. Research questions include how traditional Chinese culture is practically integrated into the English grammar course in regular higher education and whether this integration is effectively achieved as well as what suggestions can be proposed for the future English grammar course and research.

Considering this, a practical case study in the context of Xianda College of Economics and Humanities, Shanghai International Studies University in China is employed to address these questions. Twenty-nine first-year English majors, both females and males, voluntarily participate as research subjects. The specific research methods mainly involve a two-round questionnaire survey and a one-round interview. One of the conclusion is that traditional Chinese culture can be practically integrated into the English grammar course in regular education by the the strategy of “4-R”, namely “Revise Teaching Goals and Objectives, Refine Teaching Content, Revitalize Teaching Methods and Reform Teaching Evaluation”. This study focuses on adopting Chinese ancient poetry, Chinese opera, Chinese architecture, and Chinese festival customs as the main materials for traditional Chinese culture related to grammar points in this course. Moreover, based on the participants’ feedback from the second-round questionnaire survey and one-round interview, it is effectively carried out and attains the quality goals in the overall teaching syllabus to a large extent. Another conclusion is that some suggestions from students and the teacher are provided for the future English grammar course and relevant research.

Downloads

Download data is not yet available.

References

[1] F. Du: Excellent traditional Chinese culture and cultural self-confidence, Exploration, (2017)No.2, p.163-168.

[2] Z. Li: Outcome-oriented teaching design, Chinese Journal of University Teaching, (2015)No.3 , p.32-39.

[3] F. Li, H, Fu: Study on college English teaching based on the concept of ideological and political education in all courses, Creative Education, Vol.11(2020)No.7, p.997-1007.

[4] J. Gregg, S. Saha: Losing culture on the way to competence: the use and misuse of culture in medical education, Academic Medicine, Vol.81(2006)No.6, p.542-547.

[5] R. Galisson: From Language to Culture through Words (CLE International, France 1991).

[6] F. C. Brøgger: Culture, Language, Text: Culture Studies within the Study of English as a Foreign Language (Scandinavian University Press, Norway 1992).

[7] C. Roberts, M. Byram, A. Barro, S. Jordan, B. Street: Language Learners as Ethnographers (Multilingual Matters, UK 2001).

[8] H. D. Brown: Principles of Language Learning and Teaching (5th ed.) (Pearson Education, USA 2007).

[9] T. Q. Tran, H. V. Dang: Culture teaching in English language teaching: Teachers’ beliefs and their classroom practices, Korea TESOL Journal, Vol.11(2014)No.1, p.207-223.

[10] C. Kramsch: Culture in foreign language teaching, Iranian Journal of Language Teaching Research, Vol.1(2013), No.1, p.57-78.

[11] S. I. K. Gonen, S. Saglam: Teaching culture in the FL classroom: Teachers’ perspectives, IJGE: International Journal of Global Education, Vol.1(2012)No.3, p.26-46.

[12] M. Canale, M. Swain: Theoretical bases of communicative approaches to second language teaching and testing, Applied Linguistics, Vol.1(1980)No.3, p.1-47.

[13] T. Kumayas, F. Lengkoan: The challenges of teaching grammar at the university level: Learning from the experience of English lecturer, Journal of English Culture, Language, Literature and Education, Vol.11(2023)No.1, p.98-105.

[14] P. L. Hampp, T. A. Kumayas, F. Lengkoan: Synthesizing Grammar and Structure Problems Faced by Indonesian TOEFL Participants, Journal Pendidikan Bahasa Inggris Undiksha, Vol.9(2021)No.1, p.64-68.

[15] H. Jin: The significance of Chinese culture in English teaching, Curriculum, Teaching Material, and Method, Vol.33(2023)No.08, p.77-82.

[16] R. Zhang: The issue of the absence of native culture in college English teaching and coping strategies, Knowledge Library, Vol.40(2024)No.14, p.107-110.

[17] L. Zhao: Research on the integration and presentation of Chinese culture in English textbooks: A practical discussion based on Reading Course, Higher Education Journal, Vol.10(2024)No.26, p.79-82+89.

[18] J. Zhong, X. Ye: A practical study on integrating Chinese culture into English speaking teaching under the concept of output-oriented approach, Journal of Zhejiang Gongmao Vocational and Technical College, Vol.24(2024)No.01, p.26-30.

[19] G. Cui: The infiltration of Chinese culture in college English teaching, China University Teaching, (2009)No.03, p.86-89.

[20] Y. Lu: Practical research on the integration of Chinese excellent culture into college English courses under the POA concept, Popular Literature and Art, (2024)No.17, p.184-187.

[21] F. Wang: Exploring the integration of excellent traditional Chinese culture into college English teaching: A perspective from CET-4 paragraph translation questions, Journal of Xinjiang Police College, Vol.44(2024)No.2, p.74-80.

[22] Y. Jin: A study on the cultivation of cultural confidence in English audio-visual speaking courses based on POA theory, Teaching of Forestry Region, (2024)No.09, p.76-79.

[23] Y. Li: Research on integrating Chinese culture into high school English classroom teaching, Gaokao, (2023)No.12, p.15-17.

[24] H. Qin: A preliminary exploration of integrating Chinese culture into high school English grammar teaching model: Taking the teaching of “non-finite verbs as adverbials” as an example, Middle School Teaching Reference, (2022)No.19, p.25-27.

[25] C. Shen: Integration of vocational English teaching and Chinese culture based on teaching content, Journal of Wuhan Institute of Metallurgy Management Cadres, Vol.30(2020)No.04, p.75-78.

[26] M. Wang: The introduction of grammar communicative activities and Chinese cultural elements in English major grammar teaching, Journal of Multimedia and Network Teaching in China (Early Issue), (2018)No.08, p.136-137.

[27] Z. Zhang: A New English Grammar Coursebook (Student's book) (6th ed.) (Shanghai Foreign Language Education Press, China 2017).

[28] X. Song: A study on the teaching model of college English speaking under the OBE concept, Journal of Heihe University, Vol.8(2017)No.9, p.135-136.

[29] Q. Lei: The application of heuristic teaching in English teaching, Journal of Southwest Agricultural University (Social Science Edition), Vol.7(2009)No.3, p.190-192.

[30] Y. Wang, X. Song, T. Zhang: Exploring the teaching model combining online and offline, Journal of North China University of Water Resources and Electric Power (Social Science Edition), Vol.35(2019)No.03, p.39-42.

[31] Y. Wu: An analysis of the application of cooperative learning in college English classroom teaching, Science Education and Culture (Upper Monthly Issue), (2007)No.19, p.63-64.