ABSTRACT This article examines cultural and intercultural views and beliefs about learning Chinese as a foreign language (CFL) made by two fifteen-year-old students. Data collected from classroom observations, stimulated recall, unstructured and semi-structured interviews show the students regularly reflecting on language and culture outside the classroom. Findings indicate that, despite this reflection, without opportunities for explicit intercultural reflection during class, students are unlikely to develop the skills, attitudes, and traits which make up intercultural competence. Using observation and interview data, opportunities for inclusion of intercultural comparison and reflection are analysed and used to develop an intercultural teaching plan which was trialled in the researcher’s own CFL classroom. A description and evaluation of this plan are provided and show that by adding a regular comparative, connective, and reflective dimension, incorporating students’ linguistic and cultural experiences students are able to decentre and develop critical awareness of themselves and of others.

中文翻译：

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对外汉语的跨文化教学法（CFL）

摘要 本文考察了两名 15 岁学生对学习对外汉语 (CFL) 的文化和跨文化观点和信念。从课堂观察、刺激回忆、非结构化和半结构化访谈中收集的数据显示，学生定期反思课堂外的语言和文化。调查结果表明，尽管有这种反思，如果没有在课堂上进行明确的跨文化反思的机会，学生就不太可能发展构成跨文化能力的技能、态度和特质。使用观察和访谈数据，分析纳入跨文化比较和反思的机会，并用于制定跨文化教学计划，并在研究人员自己的 CFL 课堂​​上试用。