A Study on Effective Paths and Effects of Integrating Chinese Culture into College English Teaching

Abstract

The one-way input of target-language culture by college English teaching leads to expressive obstruction and content deficiency about interpreting indigenous cultural topics which implies a latent structure gap between cultivating language competence and developing cultural cognition. We explore the intrinsic mechanism, effective path, and assessment framework for integrating Chinese culture into college English teaching based upon the interaction between language acquisition and cultural cognition. Indigenous cultural resources play two roles as providing cognitive schema and cross-cultural references in second-language instruction while effectiveness of its integration is affected by factors from three levels including learner, pedagogical implementation, and environment. Pathway construction includes three synergistic aspects such as curriculum content expansion, classroom infiltration strategies, and extracurricular experiential design whereas assessment system incorporates three types of indicators (linguistic output, cognitive development, and affective attitude) which argues that effectiveness of integrated teaching relies on a closed-loop connection among curriculum design, classroom implementation, and feedback adjustment, gradual revision of strategies and systematic accumulation of teaching resources are the fundamental way towards sustainable optimization.