INTEGRATING CHINESE CULTURAL ELEMENTS INTO BASIC CHINESE INSTRUCTION FOR ENGLISH-MAJOR STUDENTS AT THANH HOA UNIVERSITY OF CULTURE, SPORTS AND TOURISM

Abstract

This paper  presents findings on integrating Chinese cultural elements into basic Chinese instruction for English-major students at Thanh Hoa University of Culture, Sports and Tourism. Using a qualitative approach combining classroom observation, small-group interviews, and teaching logs, the study evaluates the effectiveness of embedding cultural components-such as greeting etiquette, address systems, customs, and shopping-into course content. Results indicate that cultural integration enhances learning motivation, improves vocabulary retention, and initially fosters intercultural communicative competence among non-specialist learners. Based on these outcomes, the paper  proposes a culturally integrated model for teaching basic Chinese suitable for small classes, limited contact hours, and the training conditions of local higher-education institutions.