Theoretical Construction and Practical Design of Culture Course Instruction in Teaching Chinese as a Foreign Language From the Perspective of Intersubjectivity, Intertextuality and Interculturality

Abstract

Culture exists essentially as meaning, and an individual's understanding of culture is a process of constructing meaning on its own. Culture course instruction in Teaching Chinese as a Foreign Language can no longer be a purely direct lecture by the teacher, but must be a process of authentic participation and reflection by the students. As culture course instruction in Teaching Chinese as a Foreign Language is itself a communication activity, the evolution of communication research has gone through three stages: the Lasswell model, the fusion model and the community model. The evolution of these models has brought inspiration to the culture course instruction in Teaching Chinese as a Foreign Language: the importance of betweenness should be taken into account, and the culture course instruction in Teaching Chinese as a Foreign Language can draw on the community model of communication. This paper draws on the evolution of communication studies, and by sorting out the three existing theories of betweenness, namely “intersubjectivity”, “intertextuality” and “interculturality”, a more holistic theory of betweenness is formed. The theory of betweenness is used as a basis to analyze the elements and the space of the culture course instruction in Teaching Chinese as a Foreign Language, so as to construct a new theory of culture course instruction in Teaching Chinese as a Foreign Language: culture course instruction in Teaching Chinese as a Foreign Language under the perspective of betweenness should strive to maintain betweenness, let betweenness play its maximum role, and take the betweenness culture shared among subjects as the starting point of teaching and the community model of communication as the teaching method, so as to ultimately achieve a richer construction of meaning in the subjects themselves and among the subjects.