[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600938-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-600938-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","china-through-the-lens-teaching-chinese-language-and-culture-through-film","China Through the Lens - Teaching Chinese Language and Culture Through Film","","Foreign language acquisition depends on building advanced target-language skills alongside real cultural understanding of the region and its people. The article presents principles for developing a fourth-year Chinese language and culture course using authentic film. Film-based instruction expands motivation, supports immersion in authentic language use, and strengthens cultural awareness by prompting research, comparison between familiar and unfamiliar contexts, critical thinking, and improved language proficiency.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/china-through-the-lens-teaching-chinese-language-and-culture-through-film/600938/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/china-through-the-lens-teaching-chinese-language-and-culture-through-film/600938.png","ImageObject",300,407,{"name":42,"@type":43},"mieayamfan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does advanced foreign language learning require more than language skills?","Question",{"text":63,"@type":64},"It requires cultural understanding of the region and its people, including historical, political, and societal factors that shape the country. The article argues that culture-focused learning strengthens motivation and awareness beyond textbook-only approaches.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does authentic film improve advanced Chinese language and cultural instruction?",{"text":68,"@type":64},"Authentic films provide vivid visual and verbal contextual cues, deeper cultural understanding, and broader vocabulary. They also increase listening comprehension and verbal communication through real language usage and cultural interactions.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the two main goals of advanced FL learning addressed through film?",{"text":72,"@type":64},"First, improving students’ reading, writing, listening, and speaking through exposure to authentic language. 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Hughes  \nUnited States Air Force Academy  \nAbstract  \nForeign language (FL) acquisition requires not only the development of target language skills, but also a cultural understanding of the region and its people. While this article addresses the development of an advanced Chinese language and culture course using film, the principles illustrated can be adapted for use in other advanced-level FL courses. Teaching language and culture using authentic film materials provides students with a variety of pedagogical learning opportunities. It not only encourages students to immerse themselves in the authentic language and culture of the area, but also motivates them to research the historical, political, and societal aspects of the period. This learning process stimulates critical thinking skills, requires students to compare and contrast the familiar with the unfamiliar, and enhances language and culture proficiencies through the use of the target language.  \nKey words: Language, Culture, Film, Instructional Methodologies, Motivation  \nBackground  \nForeign language (FL) acquisition requires not only the development of enhanced linguistic skills, but also a cultural understanding of the target language region. This includes a recognition of the historical, political, and societal issues that have influenced and shaped the country. Studies have shown that traditional textbook-centric advanced-level FL instructional methodologies may not be as effective in stimulating student language learning motivation or in enhancing their cultural awareness as other forms of media (Bien, 2011; Chen, A. M., 2009; Kitajima & Lyman-Hager, 1998; Sundquist, 2010) . As Kern (2008) suggests, traditional textbook-derived classroom activities tend to “validate students’ personal experience and provide language practice, but do little to expand students’ understanding of things outside of their own cultural world”(p. 369) .  \nTo overcome these perceived limitations, FL instructors may experiment with a variety of media, from music to literature to film. Through these resources, students maybe immersed in the language and culture of the target language region and in the values, perspectives, and motivations ofits people (Hughes & LeLoup, 2018; Zhang, L., 2011; Zhang, P., 2013) . This article introduces FL instructors to a creative alternative to textbook-only second language acquisition instructional methodologies.  \nFilm can be an effective instrument to reach a new generation of language learners (Bueno, 2009; Chen, A. M., 2009; Garn, 2012; Harrison, 2009; Sturm, 2012;  \nTeaching Chinese Language and Culture through Film 43  \nZhang, L., 2011). Since the advent of the Video Age, visual learning has come to be considered more conducive to the new generation of language learners (Altman, 1989) . Film not only provides students with authentic FL and foreign culture interactions, it also offers students a vivid visual introduction to cultural and historical backgrounds with which they may be unfamiliar (Bien, 2011; Bueno, 2009; Garn, 2012; Sturm, 2012; Sundquist, 2010). The visual and verbal contextual cues not only deepen their understanding of the culture, but also broaden their vocabulary and increase their listening comprehension and verbal communication skills (Bien, 2011) . Through the use of authentic target language films, students are provided with a multidimensional language teaching tool that infuses a distinct cultural and historical background into the language learning process (Garn, 2012; Zhang, L., 2011) . Furthermore, film introduces the students to a variety of language levels, regional dialects, and colloquialisms, and provides them with visual cues to augment the language comprehension process (Sturm, 2012) . Finally, the use of film in the classroom enables FL instructors to create an entertaining, fun, and captivating studentcentered learning environment","cbCaippaWrS9QnNY","https://ap.wps.com/l/cbCaippaWrS9QnNY","pdf",254486,15,"English","# Abstract\n# Background\n## Rationale for film in advanced FL learning\n# Film as an instructional tool\n## Twin goals: language skills and cultural awareness\n# Course design: “China through the lens”","[{\"question\":\"Why does advanced foreign language learning require more than language skills?\",\"answer\":\"It requires cultural understanding of the region and its people, including historical, political, and societal factors that shape the country. The article argues that culture-focused learning strengthens motivation and awareness beyond textbook-only approaches.\"},{\"question\":\"How does authentic film improve advanced Chinese language and cultural instruction?\",\"answer\":\"Authentic films provide vivid visual and verbal contextual cues, deeper cultural understanding, and broader vocabulary. They also increase listening comprehension and verbal communication through real language usage and cultural interactions.\"},{\"question\":\"What are the two main goals of advanced FL learning addressed through film?\",\"answer\":\"First, improving students’ reading, writing, listening, and speaking through exposure to authentic language. Second, enhancing cultural awareness by using films that depict social and political realities across historical eras.\"}]","China Through the Lens - Teaching Chinese Language and Culture Through Film | PDF",1792091669,38]