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ZOU Yanqun
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DOI:10.17265/1539-8072/2026.01.001
Beijing International Studies University, Beijing, China
This paper undertakes a systematic combing of the development of research on integrating Chinese culture into foreign language education in China from the 1980s to 2025, dividing it into three stages: cultural attachment, cultural compensation, and cultural symbiosis, and reveals the logical shift of the research from the dominance of target language culture to the construction of the subjectivity of Chinese culture. Through quantitative and qualitative analysis of 435 CSSCI papers, three core themes are extracted: what to integrate, why to integrate, and how to integrate. This paper critically analyzes three pairs of contradictions: the imbalance between instrumentality and humanism, the separation of national narrative and individual expression, and the disconnection between traditional inheritance and modern transformation. It is proposed that future research should reconstruct the educational logic based on the Chinese context, integrate the national and individual dimensions, and build a dialogue mechanism between tradition and modernity, so as to provide theoretical and practical reference for the construction of a foreign language education system with Chinese characteristics.
Chinese culture, foreign language education, cultural integration
ZOU Yanqun. On the Evolutionary Logic of Chinese Culture’s Integration Into Foreign Language Education in China: A Bibliometric Study of CSSCI Source Journals (1980-2025). Sino-US English Teaching, Jan.-Feb. 2026, Vol. 23, No. 1-2, 1-9. doi:10.17265/1539-8072/2026.01.001
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