Running head: CHINESE CULTURE 1

Chinese Culture

Name

Institution
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Chinese Culture

Cultural values possess a significant control on human social behaviours. To become

culturally competent, it is of great significance for any person to know the major cultural

components in the aimed culture and hence carry out his or herself by such cultures. As the

result, the purpose of this section is to identify the gaps in the literature about Chinese culture.

Therefore the recommendation of the research is going to be guided by the following

questions:

First, what are the basic elements or rather components in the Chinese cultural system?

Secondly, in what ways is the cultural value being manifested and eventually managed in the

context of social behaviour.

Thirdly, what are the factors that act as obstacles between Chinese and another cultural group

internationally?

The fourth question is how Discipline, individualization, and creativity implemented in Chinese

schools are.

Considering question one, the thesis describes the nature of Chinese culture and the elements

of their cultural value system with the main aim to identify the vastness of the culture across

the international arena. With regards to the analysis of the literature in the Chinese culture, this

question proposes a language program in connection with the integration of cultural themes
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and values in Chinese language classes which have not been there in many countries to

enhance the spread of this culture (Lu, Chang, Yan & Lin, 2016). About the theory of the first

culture acquisition as well as the performance-based language program, intercultural

competence is proposed to help recognise the analysis and the components of Chinese culture.

It is worthwhile to put into effect the study of this culture at the university and college levels

because it not only gives personal and institutional benefits but it as well gives out peculiar

opportunities to study the origin, existence, and development of Chinese culture. A qualitative

research method will be applied where correlation methodology will be used. The purpose will

be to find out the relationship that prevails between Chinese culture and other outside culture.

Hence, parts of given culture will be compared to one another when descriptive designs will

have been developed and validated. The expected result will be to reveal the gap that exists in

the works of literature which points out that there is a significant correlation among the

elements of Chinese culture.

About the second question, most literature has identified the language as one of the reasons

which have made the Chinese citizens in taking the initiative to form the friendship in the

international institutions such schools and places of work (Mack, 2015). Chinese citizens being

from highly context culture, they depict a high rate of involvement as well as cohesiveness with

one another. as a result, they tend to show commitment in a accomplishing the succession of

actions, due to that Chinese citizen are very vigilant in starting any relationship with foreigners.

They do not often acknowledge somebody as a friend as freely as other cultures such as

Americans. Besides, it is recommended that language scholars are supposed to consider the
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option of applying finding of this research to other eastern cultures. Chinese culture has been

studied by most researchers previously. For instance, Mack (2015) discovered that Asian

countries entirely score highly in the aspect of collectivism hence are categorised as high

context culture by Lu, Chang, Yan & Lin (2016). Quantitative research method will be applied

whereby grounded theory will be used to determine the cultural description components that

exist in Chinese social situation. Every single data will be compared with each and every data

available so as to discover the social procedures that characterise the phenomenon under

Chinese cultural study. To this effect, a theory of the cultural behaviour of the Chinese culture

will be yielded which will put emphasis on the omitted part of the research that describes the

Chinese way of life from the perspective of the Chinese individuals or group member rather

than assumption from the various publication which does not give first-hand information.

To answer question three, the research carried out qualitative research by analysing some

interviews of selected participants about their cultural experience. The factors that the

interviewees are expected to address are; cultural differences, prior cultural experience,

frequent contact with people from any different culture and finally needs and human form

within Chinese culture. Talking of cultural variation, by use of Quasi - experimental methods

more f comparison groups will be added in the research. For instance, other cultural groups

from America, Europe, and Asia will be interviewed by phone, face to face interview and some

will be given a questionnaire to feel. After that, the subject groups will not be availed or

exposed to an independent variable. In this case, these groups will not be randomly selected or

rather they will be systematically selected and put in groups in which they will be required to
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answer this research question. More still the respondents will be required to state how possible

for people from America or Europe can be attracted to Chinese culture. The most review has

not specified gender type of culture in the Chinese context. As noted by Chen, Xinyin, et

al.(2016) the cross-sex cultural study could be complicated. With the ambiguity regarding

romantic which brings uncertainty during the study? Future researchers should study culture

cultural existence and development of cross -gender among in Chinese culture. Studies should

as well analyze how culture has impacted on gender development in Chinese society as a

whole.

Answering question four a quantitative research method will be applied in studying of

learning and schooling in the rural parts of China. It will be based on the fieldwork on Chinese

schools in the rural areas. According to (Wu, 2016) from the metropolitan Shanghai to the

remote villages of parents and guardians use their money and worship gods in the hope and

belief that at least one child should make it through in education. Thus, government and the

communist society should build more schools that will ensure that Chinese morality and

individualization is taught, and this will not only facilitate the acceleration of the prospects a

better understood and admired culture but bring honor to the whole Chinese fraternity.

Reference
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Chen, Xinyin, et al. (2016)."Social Sensitivity and Adjustment in Chinese and Canadian

Children." Child development

Lu, H. K., Chang, K. C., Yan, M. J., & Lin, P. C. (2016). Organizational innovation for

continuing education in higher education in Taiwan: The case of the Chinese Culture

University. International Journal of Continuing Education and Lifelong Learning, 8(2),

128.

Mack, J. W. (2015). Power, Collectivism, and the Failure of the 1911 Revolution: A Cultural

Analysis.

Wu, Jinting. (2016). "Educational discipline, ritual governing, and Chinese exemplary society:

Why China’s curriculum reform remains a difficult task." Policy Futures in Education

1478210316645248.