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1、PaperpresentedattheJointAARE-NZARE1999ConferenceinMelbourne27thNovember–2ndDecember,1999 DiscourseandCultureofLearning--CommunicationChallenges MingshengLi(msheng@hotmail.com) GraduateSchoolofEducation,LaTrobeUniversityBundoora,VIC3083 DiscourseandCultureofLearning--C
2、ommunicationChallengesAbstractIthasbeenwidelyacknowledgedinlanguageacquisitionresearchthatculturallearningisaninseparablepartoflanguagelearning.However,insufficientattentionhasbeenpaidtothecultureofclassroomlearningwhichinvolvesbothteachers’andlearners’culturalvalues,beliefs,roles,exp
3、ectations,andconceptionsofteachingandlearning.Communicationchallengesbecomeobviouswhenteachingmethodologiesdevelopedinoneeducationalcontextareexportedtoanothereducationalcontext.Thispaperreportsonthefindingsfromacasestudyconductedin1997inthePeople’sRepublicofChinawherepedagogicalcommu
4、nicationconflictsbetweenEnglishnativespeakingteachersandChineseuniversityEnglishlanguagemajorsbecameacute.Thepaperfocusesontheproblematicarea--thediscourseofparticipationthatwashighlyvalued,promulgatedandpractisedbynativespeakersteachingEnglishinChina.Itwillpointoutsomeofthediscrepanc
5、iesbetweenthisdiscourseandtheChinesecultureoflearning.IntransplantingWesterneducationalmodelstoChineseclassrooms,participantsdidnotsufficientlyacknowledgetheculturaldistancebetweenthesemodelsandtheChineselocalsocio-culturalandeducationalrealities.Thediscourseofparticipationwasstrongly
6、resistedbyChinesestudentsandteachingbynativespeakersoftenfailedtoachievethedesiredresults.Inspiteofthe"good"intentionsonthepartofbothnativeteachersandChinesestudents,thereexistedavastgulfintheirperceptionsofwhatconstituted"good"teachingandlearning,ofwhatappropriaterolestheywerefittedi
7、n,andwhattheyexpectedofeachother.Thepaperarguesthatthegulf,thehiddensourceofthepedagogicalcommunicationproblems,canbebridgedthroughcreatingaculturalsynergyinwhichcommoninterestsaretobefoundandshared,sourcesofproblemsidentified,culturaldifferencesunderstoodandrespected,andlearningmaxim
8、allye
