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1、PaperpresentedattheJointAARE-NZARE1999ConferenceinMelbourne27thNovember–2ndDecember,1999 DiscourseandCultureofLearning--CommunicationChallenges MingshengLi(msheng@hotmail.com) GraduateSchoolofEducation,LaTrobeUniversityBundoora,VIC3083 Discour
2、seandCultureofLearning--CommunicationChallengesAbstractIthasbeenwidelyacknowledgedinlanguageacquisitionresearchthatculturallearningisaninseparablepartoflanguagelearning.However,insufficientattentionhasbeenpaidtothecultureofclassroomlearningwhichinvolvesbothtea
3、chers’andlearners’culturalvalues,beliefs,roles,expectations,andconceptionsofteachingandlearning.Communicationchallengesbecomeobviouswhenteachingmethodologiesdevelopedinoneeducationalcontextareexportedtoanothereducationalcontext.Thispaperreportsonthefindingsfro
4、macasestudyconductedin1997inthePeople’sRepublicofChinawherepedagogicalcommunicationconflictsbetweenEnglishnativespeakingteachersandChineseuniversityEnglishlanguagemajorsbecameacute.Thepaperfocusesontheproblematicarea--thediscourseofparticipationthatwashighlyva
5、lued,promulgatedandpractisedbynativespeakersteachingEnglishinChina.ItwillpointoutsomeofthediscrepanciesbetweenthisdiscourseandtheChinesecultureoflearning.IntransplantingWesterneducationalmodelstoChineseclassrooms,participantsdidnotsufficientlyacknowledgethecul
6、turaldistancebetweenthesemodelsandtheChineselocalsocio-culturalandeducationalrealities.ThediscourseofparticipationwasstronglyresistedbyChinesestudentsandteachingbynativespeakersoftenfailedtoachievethedesiredresults.Inspiteofthe"good"intentionsonthepartofbothna
7、tiveteachersandChinesestudents,thereexistedavastgulfintheirperceptionsofwhatconstituted"good"teachingandlearning,ofwhatappropriaterolestheywerefittedin,andwhattheyexpectedofeachother.Thepaperarguesthatthegulf,thehiddensourceofthepedagogicalcommunicationproblem
8、s,canbebridgedthroughcreatingaculturalsynergyinwhichcommoninterestsaretobefoundandshared,sourcesofproblemsidentified,culturaldifferencesunderstoodandrespected,andlearningmaximallye
