Learning Experiences and Interest in Leaning the Chinese Culture

Ching Hung Hsiao

Department of Modern Languages and Literatures
State University of New York, Oswego

This paper investigates students' learning experiences and their interest in learning about Chinese culture in a college setting. Three sets of statistical analysis were conducted to examine the research hypotheses. The results indicated that students’ involvement in various kinds of coursework and informal social networks that include Chinese and Chinese-American students correlates positively with the aforementioned interest. Students’ experiences of exploring the diversity of China-related issues, of realizing their own and others' distinguishing views, and encountering features of different cultural characteristics do enhance their interest in learning the Chinese culture in such a way as to be reflected in their disposition toward personal exploration and discussion of issues relating to China. Simply being aware of the currently offered Chinese language courses and the study abroad program in China, and of campus events and resources relating to China, does not have a significant influence on their interest in learning about Chinese culture. An interdisciplinary approach that integrates China- and Chinese culture-related materials with other subjects provides students with constant and continuous cultural learning, and thus enhances their cultural knowledge and interest. A curriculum that avoids a narrow focus on cultural differences and promotes examination of students' own attitudes and interests enhances their willingness to discover and engage with cultural practices. A complex reciprocal interaction between students and the learning contexts must be taken into consideration when designing a curriculum that is concerned with the enhancement of such interest.