Designing a Culture-based College English Reading Class for the Development of Cultural Literacy
0
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
This study is aimed at revitalizing the English reading class for college learners to develop the cultural literacy. The study recruits 50 college students and asks them to participate in culturally responsive English reading for 15weeks. At first, the study evaluated the currently used English coursebooks to measure the appropriateness for teaching culture and suggested supplementary reading materials to extend the culture-based reading. With a set of quasi-experimental instruction, the college English reading class was executed with three stages of culture teaching, which included the cultural input,interaction and language output. In the input stage, culture-based reading was explored by silent and oral readings. In the interaction stage, small group discussion was encouraged to confirm what they read. In the output stage,individually, participants took the intercultural notes, which allowed learners to grasp the unstated implications from the reading. To ascertain the effectiveness of a culture-based reading class, the study asked the participants to complete pre-and post-surveys for the semi-Stephen Multi-group Acculturation and Willingness to Communicate. In the results, the study found the significant increases in participants’ willingness to communicate in English due to the culturally-enriched English reading instructions.
Abstract
This study is aimed at revitalizing the English reading class for college learners to develop the cultural literacy. The study recruits 50 college students and asks them to participate in culturally responsive English reading for 15weeks. At first, the study evaluated the currently used English coursebooks to measure the appropriateness for teaching culture and suggested supplementary reading materials to extend the culture-based reading. With a set of quasi-experimental instruction, the college English reading class was executed with three stages of culture teaching, which included the cultural input,interaction and language output. In the input stage, culture-based reading was explored by silent and oral readings. In the interaction stage, small group discussion was encouraged to confirm what they read. In the output stage,individually, participants took the intercultural notes, which allowed learners to grasp the unstated implications from the reading. To ascertain the effectiveness of a culture-based reading class, the study asked the participants to complete pre-and post-surveys for the semi-Stephen Multi-group Acculturation and Willingness to Communicate. In the results, the study found the significant increases in participants’ willingness to communicate in English due to the culturally-enriched English reading instructions.
참고문헌 (25)
- ACTFL (America Council of the Teaching of the Foreign Language)., "ACTFL proficiency guidelines: speaking", ACTFL Inc, ~ (1996)
- Berry, J. W., "Acculturation and adaptation, In Handbook of cross-cultural psychology. Vol. 3. Social behavior and applications", pp.291~326 (1997), Allyn & Bacon
- Bessmertnyi, A., "Teaching cultural literacy to foreign-language students", English Forum, 32(1), pp.24~27 (1994)
- Byram, M., "Culture and language learning: Teaching, research and scholarship", Lang. Teach, 37, pp.149~168 (2004)
- Crawford-Lange, L. M., "Integrating language and culture : How to do it", Teaching Foreign Language, 26(4), pp.258~266 (1987)
- Chang, Hyung-ji., "The culture-based textbook design and instruction for Korean EFL children", 박사, pp.2007
- Galloway, B., "A design for the improvement of the teaching of culture in foreign language classrooms" (1992), ACTFL proposal
- Grabe, W., "Teaching and researching reading" (2002), Pearson Education Longman
- Hadley, A. O., "Teaching language in context" (2001), Heinle & Heinle Thomson Learning
- Hirsch. E. D., "Cultural literacy: What every American needs to know" (1987), Random House
- Kramsch, C., "Context and culture in language teaching" (1993), Oxford University Press
- Kramsch, C., "Language and culture" (1998), Oxford University Press
- Krashen, S., "The power of reading" (1993), CO, Libraries Unlimited
- Lafayette, R., "Integrating the teaching of culture into the foreign language classroom, In Toward the new integration of language and culture", pp.47~62 (1988), The Northeast Conference
- Li, Hai-lian., "Willingness to communicate and oral performance of Korean EFL students", The Journal of English Education, 30, pp.94~110 (2005)
- McKay, S. M., "Literacy and literacies, In Sociolinguistics and language teaching", pp.421~446 (1996), Cambridge University Press
- Moran, P. R., "Teaching culture: Perspectives in practice" (2001), Heinle & Heinle
- Naqeeb, H., "Promoting cultural literacy in the EFL classroom", Global Advanced Research Journal of Educational Research and Reviews, 1(4), pp.41~46 (2012)
- Richards, J., "Longman dictionary of language teaching & applied linguistics" (1992), Longman
- Skopinskaja, L., "Incorporating intercultural communicative competence in language teacher education" (2003), Council of European Publishing
- Stephenson, M., "Development and validation of the Stephenson multi-group acculturation scale", Psychological Assessment, 12(1), pp.77~88 (2000)
- Seelye, N., "Culture in foreign language classroom" (1968), Northern Illinois University Press
- Seelye, N., "Teaching culture" (1984), National Textbook Co
- Sercu, L., "Acquiring intercultural communicative competence from textbooks" (2000), Lueven University Press
- Tomalin, B., "Cultural awareness" (1993), Oxford University Press