Comment on “Contrast between Chinese and Western cultural values and its effects on English learning in China”Zhang’s (2024) article titled “The Influence of Traditional Moral and Cultural Differences between China and the West on English Language Learning” offers a comprehensive examination of the impact of cultural values on learning a second language. Zhang (2024) methodically explores how aspects such as Confucianism, collectivism, traditional family values, and the Chinese educational system influence the approach of Chinese learners to studying English as a foreign language, contrasting these with Western values such as individualism.
Zhang (2024) is particularly praiseworthy for its thorough exploration of how cultural differences are reflected in everyday language (Zhang, 2024). For instance, it highlights how phrases such as “Have you eaten?” are commonly used as polite greetings in China, though they may be misunderstood or considered inappropriate in Western societies. Moreover, differences in how elders are addressed and how personal names are used reveal deeper cultural norms related to hierarchy, respect, and social distance.
In addition, Zhang (2024) thoroughly discusses linguistic features such as grammar, vocabulary, and sentence structure, and how these are influenced by cultural cognition. The phenomenon of “Chinglish” is discussed as a product of cultural and linguistic interference, particularly in syntax and semantics. While Zhang (2024) views this largely as a challenge to be overcome, some scholars argue that Chinglish is a creative and acceptable linguistic adaptation as a pedagogical tool or the science or art of teaching.
With increasing cultural interaction between China and Western countries, English has become a compulsory subject. Although many Chinese students have good English skills, they still face major obstacles in oral communication. This difficulty is generally caused by the cultural differences between China and the Western world, which affect the way they express themselves. As the living background in China is very different from that in Western countries, students tend to stick to their own culture in the learning process and pay less attention to understanding foreign cultures. This has led to the emergence of a phenomenon known as Chinglish in English learning contexts. Therefore, overcoming this obstacle and improving the accuracy of English use is a major challenge faced by today’s students.
The fundamental differences between English and Mandarin grammar are evident, especially in terms of the use of tenses and the functions of words in sentences (parts of speech). In English, time is expressed through standard sentence structures and by changing verb forms. In contrast, Mandarin typically conveys tense through the use of specific adverbs or particles, rather than by changing verb forms. Moreover, in terms of vocabulary, an English word generally serves a single grammatical function within a sentence, whereas in Mandarin, a single word can perform multiple functions simultaneously. This structural mismatch often leads students to unconsciously apply Mandarin patterns when speaking or writing in English, ultimately negatively impacting their learning effectiveness (Aldawood; Almeshari, 2019).
However, while the article is rich in descriptive content, it sometimes lacks critical engagement with the broader pedagogical frameworks. For example, while issues of rote learning and hierarchical classroom structures are raised, the article does not recommend concrete reforms (Zhang, 2024). What seems to be missing is a stronger connection to established theories of second language acquisition, such as Vygotsky’s sociocultural theory or Krashen’s input hypothesis, which might provide deeper explanations for the findings.
The cultural differences between China and the West have a significant influence on teaching English language skills, especially oral, listening, and reading skills. For example, in teaching speaking, a big difference exists in the method of giving greetings, inviting, and giving praise. While Western speakers are more direct, specific, and appreciative of privacy, Chinese speakers tend to use ambiguous and polite expressions as a form of courtesy. In teaching listening, understanding the background of the culture of English-speaking countries is very important. The differences in customs, history, and social systems are factors that influence the effectiveness of understanding audio material. Likewise, in reading, obstacles mainly lie in the lack of understanding underlying cultural text, which influences interpretation of vocabulary, structuring sentences, and until the meaning of paragraphs.
In addition, teaching writing and translation is also influenced by culture. In writing, the structure, discourse, and grammar of English are linear and explicit, whereas in Chinese, they tend to be more flexible, often without subject or clear time markers. Thinking style. This creates a challenge in composing a written text that is cohesive and appropriate English standard. In the aspect of translation, challenges appear Because Language is not only a tool for communication but also a carrier of culture. If the translation is done without considering the cultural background, the meaning will be lost or even distorted. Therefore, understanding deep cultural differences becomes key for conveying meaning in a way accurate and effective in learning English across cultures.
Another underexplored dimension is the psychological impact of traditional values such as modesty, group harmony, and fear of losing “face.” These values have been shown to significantly impact oral performance in language classes. Western educational models often value critical thinking and open verbal participation, which can be stressful for learners who are struggling.
Zhang (2024) also correctly identifies how differences in value systems, such as collectivism versus individualism, affect students’ learning strategies and communication styles. The article shows that the collectivist emphasis in Chinese classrooms discourages self-expression and encourages silence, even when students know the answers (Zhang, 2024). This observation is consistent with findings from the intercultural education literature, which reports that students from high-context cultures tend to value harmony over confrontation and avoidance.
Furthermore, while Zhang (2024) touches on the importance of understanding the cultural context of English-speaking countries, its recommendations remain somewhat general. Advice such as “read more Western media” or “watch more English-language films” is helpful, but it does not address the deeper challenge of how to integrate intercultural competence into the formal curriculum. The development of “intercultural communication competence” is now widely regarded as an essential component of language education.
A more substantial critique lies in the tendency of articles to reinforce dichotomies such as East vs. West and collectivism vs. individualism without adequately exploring the hybridity and fluidity of cultural identities in today’s globalized world. Many students navigate multiple cultural frameworks daily. As globalization accelerates and more Chinese students pursue studies abroad or participate in transnational education, their cultural experiences are becoming increasingly complex and multifaceted. Moreover, it would have been helpful for Zhang (2024) to include empirical data or classroom observations to support their claims. While this article is rich in theoretical and anecdotal evidence, it lacks an empirical grounding. Including student interviews, surveys, or case studies would have provided greater credibility and practical relevance to the discussion. In conclusion, this article provides a valuable discussion on the importance of cultural awareness in English language learning. It raises critical issues and emphasizes that language learning is not only linguistic but also deeply cultural in nature. To enhance its academic rigor and practical relevance, this article would benefit from engagement with more contemporary theories of language acquisition, the inclusion of empirical data, and a nuanced view of hybrid cultural identity. Future research should explore this further.
REFERENCES
- ALDAWOOD, A. A.; ALMESHARI, F. Effects of learning culture on English-Language Learning for Saudi EFL Students. Arab World English J., v. 10, n. 3, p. 330-343, 2019.
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ZHANG, F. Contrast between Chinese and Western cultural values and its effects on English learning in China. Trans/Form/Ação: Unesp journal of philosophy, Marília, SP, v. 47, n. 4, p. e0240062, 2024. Available at: https://revistas.marilia.unesp.br/index.php/transformacao/article/view/14621
» https://revistas.marilia.unesp.br/index.php/transformacao/article/view/14621
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Data availability statement:
The dataset for this article is available in the SciELO Dataverse of the Trans/Form/Ação Journal, at the link: https://doi.org/10.1590/0101-3173.2025.v48.n5.e025132
The dataset for this article is available in the SciELO Dataverse of the Trans/Form/Ação Journal, at the link: https://doi.org/10.1590/0101-3173.2025.v48.n5.e025132
