Professional Documents
Culture Documents
Review of Related Literature
Review of Related Literature
Organization of Society
Most teachers who teach Chinese Students for the first time will
think that Chinese Students are passive in the classroom. When the
teacher think that they are passive, they will not listen in the discussion.
Grammatical Errors
Apart from topic-prominence, the non-inflected nature of the
Chinese
Language also contributes to ICC problems for Chinese L2 learners
(Wong, 1988; Chang, 1987; Li & Thompson, 1990). Levinson (1983)
points out in Chinese and other language without true tenses the concept
of time is expressed by adverbs as well as other implicit and contextual
assumptions. Another factor which contributes to the difficulties of
Chinese L2 learners in learning tenses is the difference in the concept of
time of Chinese as compared to native speakers of English (Hinkel, 1992;
Guiora, 1983; Coppetiers, 1987; Levinson, 1983)
often
article
forget
when
to
speaking
place
or
the
writing
English.,
6. Confusing Prepositions - The correct use of prepositions
(e.g., in, at, on, to, into) is often difficult for nonnative English speakers to master.
7. Mixing up first and last names - In Chinese, people's last (family) names
are
names,
exact
reverse
of
English
conventions.
Chinese has 3 different version, it has Wu, Cantonese and Taiwanese and
Mandarin. That is why many Chinese have problems in English because they are
confused with pronunciation and spelling of English Words. They also find it
difficult in hearing the difference between l and r, and Southern Chinese have
difficulties also in l and n. Also in grammar, they had mistaken using verbs and
sometimes they didnt use verbs in a sentences.
In summary, sharing of knowledge and skills, comparative analysis of
cultures conducted by learners and teachers themselves, providing their
experiences through visits and activities, comparative analysis of the linguistics
aspects are effective means to develop Chinese learners intercultural
competence as well as to raise the tolerance of both learners and teachers
towards other cultures.
However, teachers should bear in mind that more contacts with other
cultures do not necessarily result in higher intercultural awareness. It is because
more contacts might reinforce negative stereotypes and discriminations. What is
important is that teachers should prepare learners with proper information,
attitudes and post-contact explanations in conducting activities and to raise their
interests towards the target culture.