A cross-cultural perspective on teaching Chinese as a second language: strategies for balancing linguistic knowledge and cultural connotation transmission in a globalized context

This study explores the interaction mechanism between language training and cultural transmission in Chinese second language teaching in the context of globalization. This paper analyzes the phenomenon of classroom cultural conflicts from an intercultural perspective, and proposes the teaching strategy to equip the teaching of language knowledge and the cultivation of cultural cognition. Based on the quantitative data of more than 300 learners and the qualitative materials of classroom observation and teacher interviews, the study revealed a significant positive correlation between cultural aptitude and language achievement (r = 0.48). Classes with a culturally responsive approach saw a 27% increase in student engagement and a 34% decrease in cultural misreading. For example, after integrating calligraphy experience into Chinese character teaching, students' font memory accuracy increased by 19%. The research results provide an empirical basis for Chinese international educational institutions, and suggest adding intercultural teaching design modules into teacher training and developing a three-dimensional curriculum system including cultural scenario simulation.