Tesis: "Foreign culture and language education"

1

Wilhelmson, Mika. "What Culture? : Cultural representations in English as a foreign language textbooks". Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19884.

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Teaching the cultural aspect of foreign language education is a complex and sometimes difficult task, especially since English has become an international language used in different settings and contexts throughout the world. Building on the idea that the spread of the English language and its international status in the world has made English an important school subject to develop students’ cross-cultural and intercultural awareness, this paper has studied what research reveals about the influence this has had on cultural representations in English as a Foreign Language (EFL) textbooks. Findings from a systematic literature review that analyzed four different international studies on the topic are presented. The study showed that EFL textbooks often present stereotypical and overgeneralized representations of culture and that the cultural aspect of EFL education is not adequately addressed since focus tends to lean towards language proficiency. Results also indicated that though steps are made to include cultural representations from different international contexts, the target culture of countries where English is the first language remains dominant in EFL textbooks. The findings are discussed in correlation with the Swedish national curriculum and syllabus.

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2

Qian, Lihua. "Conceptions of the role of culture in foreign language education in China". Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=179539.

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Interest in foreign language, in particular English, education in China has grown considerably in the past three decades, not only in terms of linguistic aspects, but also, more recently, its cultural dimension. The recent syllabuses for non-English and English majors have placed emphasis, to varying extents, on the development of students’ cultural knowledge and/or intercultural communicative competence. The purpose of the research reported in this dissertation is to provide a panoramic picture and a characterisation of the conceptions of culture and its role in English language teaching and learning in China. The research was designed as two discrete, but related, studies: a survey of academic publications; and a field study. The survey aimed at providing a systematic account of the main themes and emphases of writings about culture teaching and intercultural communication studies. Its aim was to discover the research interests, beliefs about culture and the role of culture in foreign language, mainly English, education, and culture teaching techniques. The field study employed semi-structured interviews and non-participant classroom observations to investigate Chinese university EFL teachers’ conceptions of culture and beliefs about culture teaching, and their instructional practices in the classroom. The findings from the studies indicate that the writers and the teachers shared a similar, fairly circumscribed, range of conceptions about culture and culture teaching. Culture is viewed principally as one’s way of life; the role of teaching culture in language learning as presenting factual information relating to products, practices and perspectives. Culture teaching is regarded as important and necessary in foreign language teaching, and its goal as the development of knowledge about cultures and awareness of other cultures. The main culture teaching techniques used in education are introduction, comparison and culture, and student projects Nonetheless, teachers were found to have little acquaintance with culture theory and to lack pedagogical training in culture teaching. They rely predominantly on their own, personal and largely limited, knowledge about and experience of other cultures and tend to focus on the development of students’ language proficiency without sustained cultural input. Despite the rapidly expanding scholarly literature on these topics, it appears to have very limited influence on actual foreign language teaching in universities. On the basis of these findings, a tentative model for cultural education in FLT in China is proposed, comprising (1) developing teachers’ beliefs about and knowledge of culture and culture learning; (2) strengthening comparative cultural studies and cultural pedagogically-oriented research, especially by teachers themselves; (3) developing expertise in culture-related pedagogical practice; (4) extending opportunities for both teachers and learners to gain immersion experiences in other cultures.

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3

Vasquez, Julian A. "A Case Study of Conflicting Narratives of Language and Culture in a Foreign Language Teacher Education Program". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316464618.

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4

Alana, Alejandra B. ""El pensamiento crítico y la cultura en los programas de lenguas extranjeras"". Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1278434172.

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5

Culpepper, Marlene Cabrera. "Teaching Culture in Foreign Language Classrooms of International Baccalaureate". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/2117.

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There is an increasing number of International Baccalaureate programs in the United States that require instruction in an additional language to prepare culturally responsive global citizens, but there is little research on how the teaching of culture is addressed in elementary additional language programs. This study was guided by Vygotsky's and Dewey's social constructivism and investigated how the teaching of culture is integrated in additional foreign language classrooms in the State of Georgia's International Baccalaureate Primary Years Programs (IB PYP). It also investigated how personal, professional, or organizational factors such as values, beliefs, teacher training, or time constraints impact the integration of culture and language. This qualitative multiple-case comparative study examined the experiences of 3 teachers in Georgia who taught in K-5 additional language classrooms, using curriculum maps, student work samples, lesson plans, and semi-structured interviews as the data sources. Data were analyzed using Atlas.ti software and coded using constant comparative methods; the inductive qualitative content analysis included open coding, axial coding, and selective coding. The study findings showed that a variety of factors impacted program goals including the attitudes of school community, teacher isolation, philosophy, Georgia Standards, and practices of the IB PYP. Findings are applicable to additional language teachers for further discussion on the current state of elementary language programs in Georgia's IB PYP and for informing choices on program design. This study contributes to social change by expanding the body of professional literature in the field of foreign language education and on the issues that affect teachers in additional language classrooms in the IB PYP.

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6

Yang, Jia. "Toward a Pedagogy of Conventional Expressions in Chinese Culture". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397695945.

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7

Kontra, Edit Hegybíró. "The need for a culture-sensitive approach to teacher education in English as a foreign language". Thesis, University of South Wales, 1998. https://pure.southwales.ac.uk/en/studentthesis/the-need-for-a-culturesensitive-approach-to-teacher-education-in-english-as-a-foreign-language(8bb92694-fcca-4ea6-ace7-4f11e03d1b0a).html.

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The aim of this Portfolio is to provide insight into some characteristics of I lungarian learners of English, and to use this as evidence in pointing out the need for a change in current teacher education practices in the preparation of English teachers. The Portfolio comprises two projects. Project `A, ' Ihingal-ia» t ieivs about Native Eiiglislr , Sppeakiiig Insiniclors, explores the positive and negative experiences of Hungarian learners with native English speaking instructors. With the help of qualitative research and analysis the learners' needs and expectations are highlighted. Project `B, ' The L inguaage Leariii, ig SIralegie Used by Ilungariarl Learners of English, investigates the learning strategies of I lungariann learners and their general approach to learning. From the qualitative analysis of the data particular features emerge which have not been documented in the literature before. The research results point out those features of the learner which prevailing teacher education models do not prepare novice teachers for. The portfolio is based on I lungarian experience but an international relevance is also demonstrated. The two projects are each placed in the wider context of teaching English as a foreign language (EFL), and thus they provide evidence that besides preserving some universally valid elements of teacher education models, it is necessary to find ways of catering for particular local needs. Instead of imposing the values and beliefs represented by Anglo-American teacher education approaches, textbooks or methods, there are local, context-specific features which have to also be taken account of. At a time when English is primarily used for international communication, teachers can only be prepared in a training program which, instead of the present Anglo-American cultural dominance, adopts an intercultural approach. The final section of the portfolio outlines the possible elements of such a culture-sensitive teacher education model for teaching English as a foreign language.

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DiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards". Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.

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9

Cresswell, Angela. "Culture Learning in Spanish Companion Book Websites: An Analysis of Tasks". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002733.

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10

Cornelius, Crista Lynn. "Preparing Teachers of Chinese as a Foreign Language for Emerging Education Markets". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593563885576991.

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11

Segida, Larisa. "I-Migrations in cultures and languages". CD Baby, 2012. http://hdl.handle.net/1993/23224.

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In the theoretical and epistemological frameworks of Vygotsky’s cognitive theory and French intellectuals’ written legacy (Cixous, Deleuze, Derrida, Foucault, Kristeva, and Lyotard), the research explores philosophical, psychological, and educational migrations of a second language (L2) learner among cultures and languages in her comprehension and further nativization of an L2 through her comprehension and nativization of the culture of the language. The role of Canadian culture in Canada’s second/additional language education (SLE) is the research focus. In this research, the concept of Canadian culture is interpreted narrowly as literature, music, arts, and history of its people, and broadly as creations of its people. The dissertation consists of 3 parts: Pre-Theory, Theory, and Post-Theory. The Pre-Theory part is built according to the conventional thesis design: introduction, theoretical framework, literature review, research question, methodology, credibility, and significance. Narrative inquiry (Connelly & Clandinin, 2006) as the initial methodology of the research unfolds in innovative ways as literary-philosophical essays in the Theory part, and later as a music-poetry work in the Post-Theory part. The Theory part is a conceptual philosophy-arts piece of writing that develops based on the principle “writing as a method of knowing”. The Post-Theory part is the researcher’s music-poetry work “I-Migrations: Psychedelic Story” that is a practical epitome of her research theory. Based on her own way of learning English, first, as a foreign language (FL) in Russia, and then as an L2 in Canada, the researcher theoretically substantiates her postulate of the underestimated role of Canadian culture, in terms of literature, music, arts, and history in Canada’s SLE and proposes to make Canadian culture an integral part of Canada’s SLE curricula. This research fulfils the gaps in the literature on an older L2 learner’s experience across a lifetime and the inclusion of arts and culture alongside of language learning in SLE. Keywords: second language, second language culture, writing, second language writing, second language education

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12

Cavan, Joanna Stoughton. "A cross-cultural narrative inquiry into language, culture, and identity development of three high school female immigrant stduents and their mainstream schooling experience in Atlanta, Georgia". Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/spring2006/joanna%5Fc%5Fdawson/cavan%5Fjoanna%5Fs%5F200601%5Fedd.pdf.

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Thesis (Ed. D.)--Georgia Southern University, 2006.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 243-273).

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13

Mueller, Caroline. "The piecing of identity : an autobiographical investigation of culture and values in language education". Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31125.

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This study will explore my own perception of my personal and professional roles as a language teacher in Nunavik and in Japan. In this qualitative study, I attempt to understand the negotiation of language and culture both in and out of the classroom. Using the autobiographical narrative method, I investigate questions about language and identity through my own personal lens and voice. My inquiry comprises two elements; it examines and interprets key episodes in my life as a learner and teacher, and as a researcher, I link these topics to theoretical and empirical knowledge. My narrative begins with the early years of my life as a Francophone immersed in an English neighbourhood in Montreal, grounding it in the particular experiences of my own learning and teaching. The study also includes a comparative analysis of my teaching experiences in Northern Quebec and in Japan. The journals I kept throughout my teaching assignments provide material for analysis which contributes a unique perspective to the body of literature addressing the relationship between culture, values, language and identity. I close the discussion with recommendations for the improvement of second language teaching and teacher development in intercultural contexts.

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14

Alana, Alejandra B. "El Pensamiento Crítico y la Cultura en los Programas de Lenguas Extranjeras". Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1278434172.

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15

Vinall, Kimberly Sue. "The Tensions of Globalization in the Contact Zone| The Case of Two Intermediate University-level Spanish Language and Culture Classrooms on the U.S./Mexico Border". Thesis, University of California, Berkeley, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10086145.

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This dissertation centrally explores understandings of foreign/second language and culture learning and its potential to prepare learners to participate in a globalized world. More specifically, this study explores the potential of a dynamic or complexity orientation to understand how beliefs, attitudes, and perceptions towards language and culture learning are constructed and negotiated in the relationship between learners and instructors, as complex social beings, and the learning site, as “contestatory discursive site” (Mckay & Wong, 1996).

The site of this ethnographic study can be understood as interconnected contact zones. These contact zones are two Spanish language and Latino cultures classrooms situated at a university in San Diego on the border between the United States and Mexico. Primary participants include two third-semester university level Spanish instructors, Yesenia and Vicente, and their respective students.

I collected data in two learning spaces: the language learning classrooms and the sites where students from Yesenia’s class completed community-service learning (CSL) projects; all of these latter CSL sites involved the students’ engagement with local immigrant populations. In both spaces, I employed qualitative methodology with an ethnographic focus, which involved participant observation, extensive field notes, audio- and video-recordings of classes, and collecting class-related textual artifacts and pedagogical materials. I applied discourse analysis to explore classroom interactions, teaching materials, and interviews with a focal group of students from each class, the instructors, the department chair, and personnel related to the CSL program, including staff, site coordinators, community leaders, and community participants.

My analysis suggests that the two language and culture classrooms not only reflect the larger tensions of globalization, but also produce new tensions. The instructors and the learners have differing perceptions of language and culture and the importance of their learning. These understandings are constructed in relationship to their positionings within the classroom, the university, the community, and the local context. The two instructors struggle with their conflicted positioning within the power structure of the university and in the broader relationship between the United States and Latin America, particularly as they are both Mexican immigrants. They also grapple with the instrumental approach that is imposed through the textbook in which learners accumulate grammatical forms and vocabulary while culture is consumed through superficial representations of “Otherness”, presented as imagined tourists visits and the accumulation of geographical and historical information.

In the first classroom, Yesenia accepts the instrumental approach, encouraging the accumulation of largely decontextualized language forms, and she participates in the construction of what I call a tourist gaze on Latin America, believing that it will facilitate learners’ appreciation of her cultural heritage. In the second classroom, Vicente rejects the instrumental approach: he wants to facilitate language and culture learning through critically understanding, reflecting on, and proposing alternatives to the social, economic, and political realities of the contact zone. In both classrooms, however, learners resent these pedagogical choices, their resistance revealing tensions in their own understandings and goals. Learners express a desire to develop cultural awareness so that they can care about the realities of Latin America yet doing so uncomfortably implicates them in larger global relationships in which they must confront their privileged positionings. This process was particularly evident in their CSL experiences in which “putting a face on it” reproduced problematic binaries, such as that of “us” and “them” and “server” and “served”, and in the process reinforced larger power structures and reproduced privilege. Even though the learners want to engage in more than superficial communication they also recognize the limited role of their language and culture learning in their current lives, namely to successfully complete the language requirement, to engage in tourism, and to compete in the global marketplace.

The findings of this study suggest ever increasing tensions between understandings of learning language and culture in the classroom in contrast to the potentiality of this learning as applied outside of the classroom. In both classrooms, the learners and the instructors demonstrate an awareness of the conflicting attitudes, beliefs, and perceptions that they bring to the classroom and how these interact with the teaching materials as well as the local context, yet they do not engage in critical reflection on these understandings. Doing so would require engaging with the central question of power, and how their language and culture learning experiences (re)produce social structures both in and outside of the classroom. In this regard, one of the central limitations of the dynamic or complexity orientation (Wesely, 2012) that I have employed is that it does not centrally interrogate this question of power.

This study points to the need for future research in field of second language acquisition. (Abstract shortened by UMI.)

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16

Wang, Yuqing. "Bicultural identity and emergent/developmental reading strategies in English as a foreign language in Taiwan". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2689.

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17

Lee, Ya-Chi. "Promoting creative English teaching using Chinese culture for elementary schooling in Taiwan". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2952.

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To make English an interesting subject for elementary school students, teachers need to know what material attracts students, how to motivate students, and how to release students' creativity. Therefore, This project incorporates the concepts of multiple intelligences, motivation, culture and language, and development of creativity to provide a model for promoting creative English teaching in the elementary schools of Taiwan. In addition, the content of the unit, based on Chinese culture and the comparison of Chinese and American cultures, is an innovative curriculum designed to motivate students to learn English.

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18

Yan, Yinghong. "Culture Teaching in the Chinese High School Education Context: A Study of Teachers' Attitudes and Beliefs". Thesis, Griffith University, 2012. http://hdl.handle.net/10072/367019.

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Developing learners’ intercultural awareness and their communicative competence has been an important and acknowledged goal of foreign language education. To achieve this goal, the integration of culture teaching has become important for researchers and practitioners in the field of foreign language education. Understanding of the concept of culture, the approach to culture teaching and the cultural content of the curriculum varies across different social environments. This study looks at culture teaching in the current context of English teaching in Chinese high schools, exploring teachers’ attitudes and beliefs about culture teaching in the Chinese educational context. The impetus for locating this research focus in teacher attitudes and beliefs comes from reforms to current Chinese school education that started in 2001. The central appeal of this reform, and what differentiates it from previous reforms, is that it shifts attention to humanities-based education across school subjects. The reform in relation to English teaching was launched with the promulgation of the National High School English Curriculum Standard (MoE, 2001, the Standard used in this thesis). Developing students’ intercultural awareness and cultivating in them a healthy global view is explicitly stated in the Standard as one of the ultimate goals of school English education. Therefore, the cultural dimension is clearly stated as one of the explicit teaching content areas instead of being a hidden aspect of the curriculum as it was in previous curricula. The aim of the investigation of this study is to answer two research questions: “To what extent are teachers’ attitudes and beliefs about culture teaching congruent with the relevant objectives presented in the Standard?” and “To what extent can the cultural objectives stated in the Standard be achieved within the current Chinese educational environment?”
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Languages and Linguistics
Arts, Education and Law
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19

Awad, Ghada M. "MOTIVATION, PERSISTENCE, AND CROSS-CULTURAL AWARENESS: A STUDY OF COLLEGE STUDENTS LEARNING FOREIGN LANGUAGES". University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1542036826465842.

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20

Jin, Chenxing. "WeChat as a Medium to Socialize into Chinese Culture: The Persistence of Explicit Hierarchy". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1471860969.

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Li, Lei. "Mediational English-as-a-foreign-language teaching that supports independent reading". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2659.

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This study synthesizes theoretical concepts and proposes relevant curricula that can improve students' English reading ability. It especially emphasizes how to integrate these reading strategies in an EFL environment, so EFL learners can absorb real reading methods and enhance their reading abilities for practical use.

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Damnet, Anamai. "Enhancing acquisition of intercultural nonverbal competence : Thai English as a foreign language learners and the use of contemporary English language films". full-text, 2008. http://eprints.vu.edu.au/2023/1/damnet.pdf.

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This study investigates aspects of the teaching and learning of intercultural nonverbal competence by university students majoring in English in Thailand and starts from the position that intercultural nonverbal competence is an important, but neglected area within English language teaching for international communication. Five aspects of nonverbal communication where there are pronounced differences between Thai and native English norms are investigated: facial expressions, eye contact and gaze, bodily communication, kinesics (touching), and vocalic communication. The study employs a range of qualitative and quantitative approaches in conducting classroom research on the learning and teaching of nonverbal communication within university EFL speaking and listening skills classes. Seventy-three second year undergraduate students majoring in English were randomly assigned to and participated in one of two different teaching interventions both of which involved the use of the same four American and Australian contemporary films. The experimental intervention involved explicit teaching of nonverbal communication and the other more traditional one provided exposure to the same native speaker interactions in the same four films, but with classroom activities focused on linguistic and pragmatic features arising from the films. Adopting a quasi-experimental pre and posttest design the study includes three phases of data collection: (1) pre teaching assessment, (2) teaching phase, and (3) post teaching assessment. The pre and post teaching assessments cover students’ attitudes towards, understanding of and ability to employ nonverbal communication when communicating in English in intercultural contexts. The post teaching assessment covers these same areas together with additional qualitative data collection about students’ experiences of participation in the study. Data analyses include use of analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) and within group t-tests. The study reveals that in comparison with students from the control group students from the experimental group who had participated in the explicit teaching of nonverbal communication had: (a) more positive attitudes towards nonverbal communication of English native speakers, (b) a higher level of understanding of nonverbal communication of English native speakers (c) a higher level of ability to apply nonverbal channels in communication appropriately in role playing interaction with an English native speaker, and, in addition, (d) most students from both groups felt positive about the opportunities that practising role plays and viewing contemporary English language films provided for them to enhance their intercultural acquisition of nonverbal competence in communicating in English with native speakers. Qualitative data supported the quantitative findings and also indicated that students in the experimental group had achieved a deeper and more explicit understanding of the role of nonverbal communication in interactions in English, whilst also demonstrating a strong sense of what might be acceptable in an English language context with English native speakers and what is acceptable with fellow Thais. Furthermore, the results highlight that it is not essential for nonnative speakers to stay/study abroad in English as native language speaking countries in order to improve their communicative and intercultural nonverbal competences to levels approximating that of native speakers. Films and role play, when used appropriately, may provide effective native speaker modeling and opportunities for practice.

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Woo, Jung-Im. "Culture teaching in EFL through computer/critical thinking". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1677.

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The purpose of this project is to develop computer-assisted language learning (CALL) lesson plans using the Internet and to offer an example for academic senior high school teachers in South Korea of exemplary treatment of cultural topics that promote critical thinking and incorporate crosscultural understanding based on cooperative learning.

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Alfayyadh, Hisham M. "The Feedback Culture in Translator Education: A Comparative Exploration of Two Distinct University Translation Programs". Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1460669418.

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Abu, Jalalah Fatma Ali. "The cultural dimension of teaching English as a foreign language in an Arab Gulf State". Thesis, Durham University, 1993. http://etheses.dur.ac.uk/1559/.

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Dison, Arona. "Crossing boundaries: facilitating conceptual development in relation to culture in an English for academic purposes course". Rhodes University, 1998. http://hdl.handle.net/10962/d1002627.

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This research was undertaken as the first cycle of an action research project. The aim was to develop a course within the English Language 1 for Academic Purposes (ELAP) course at Rhodes University, which would facilitate the conceptual development of students in relation to the topic of Culture. The implementation of the course was researched, using students' writing, interviews, staff meeting discussions and video-taping of certain classes. Ten students volunteered to 'be researched'. The types of initial 'commonsense' understandings of culture held by students are outlined and the conceptual development which they underwent in relation to Culture is examined. Students' perceptions of the approaches to learning required in ELAP and the Culture course in particular are explored. The involvement of the ELAP tutors in the course and in the research was a learning experience for them, and this became-another focus of the research. The findings of the research support the argument for using challenging subject matter in English for Academic Purposes (EAP) courses, provided that the learning process is carefully scaffolded. An underlying assumption is that ways of thinking and learning in university courses need to be explicitly taught to students and the study concludes that lecturers of mainstream courses could also learn from the findings of research such as this. The study also shows the potential power of participatory action research to involve practitioners in research and enhance their understandings of aspects of their practice. Finally, it notes the need to value subtle developments in students and to see them as being part of a longer term process.

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Shum, Ho-ma Ada. "Perceptions of school culture : NETS vis-à-vis students /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23373489.

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Kentner, Melissa A. "Successful teachers of Spanish who commit to the teaching of cultures two qualitative case studies /". Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1110209882.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xiii, 299 p. Includes bibliographical references (p. 281-299). Available online via OhioLINK's ETD Center

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Luft, Stephen D. "Japanese Language Learners' 2019; Out-Of-Class Study: Form-Focus and Meaning-Focus in a Program that Uses the Performed Culture Approach". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388397080.

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Kaminaka, Kunie. "Multiple strategies for vocabulary development in English as a foreign language in Japan". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1488.

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Badur, Gulistan Palmer James C. Padavil George. "International students' perspectives on their cross-cultural adjustment to American higher education". Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087861.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed November 29, 2005. Dissertation Committee: James C. Palmer, George Padavil (co-chairs), Amelia D. Adkins, William Semlak. Includes bibliographical references (leaves 189-195) and abstract. Also available in print.

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Madyarov, Irshat. "Contradictions in a Distance Content-Based English as a Foreign Language Course: Activity Theoretical Perspective". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002672.

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33

Damnet, Anamai. "Enhancing acquisition of intercultural nonverbal competence : Thai English as a foreign language learners and the use of contemporary English language films". Thesis, full-text, 2008. https://vuir.vu.edu.au/2023/.

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This study investigates aspects of the teaching and learning of intercultural nonverbal competence by university students majoring in English in Thailand and starts from the position that intercultural nonverbal competence is an important, but neglected area within English language teaching for international communication. Five aspects of nonverbal communication where there are pronounced differences between Thai and native English norms are investigated: facial expressions, eye contact and gaze, bodily communication, kinesics (touching), and vocalic communication. The study employs a range of qualitative and quantitative approaches in conducting classroom research on the learning and teaching of nonverbal communication within university EFL speaking and listening skills classes. Seventy-three second year undergraduate students majoring in English were randomly assigned to and participated in one of two different teaching interventions both of which involved the use of the same four American and Australian contemporary films. The experimental intervention involved explicit teaching of nonverbal communication and the other more traditional one provided exposure to the same native speaker interactions in the same four films, but with classroom activities focused on linguistic and pragmatic features arising from the films. Adopting a quasi-experimental pre and posttest design the study includes three phases of data collection: (1) pre teaching assessment, (2) teaching phase, and (3) post teaching assessment. The pre and post teaching assessments cover students’ attitudes towards, understanding of and ability to employ nonverbal communication when communicating in English in intercultural contexts. The post teaching assessment covers these same areas together with additional qualitative data collection about students’ experiences of participation in the study. Data analyses include use of analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) and within group t-tests. The study reveals that in comparison with students from the control group students from the experimental group who had participated in the explicit teaching of nonverbal communication had: (a) more positive attitudes towards nonverbal communication of English native speakers, (b) a higher level of understanding of nonverbal communication of English native speakers (c) a higher level of ability to apply nonverbal channels in communication appropriately in role playing interaction with an English native speaker, and, in addition, (d) most students from both groups felt positive about the opportunities that practising role plays and viewing contemporary English language films provided for them to enhance their intercultural acquisition of nonverbal competence in communicating in English with native speakers. Qualitative data supported the quantitative findings and also indicated that students in the experimental group had achieved a deeper and more explicit understanding of the role of nonverbal communication in interactions in English, whilst also demonstrating a strong sense of what might be acceptable in an English language context with English native speakers and what is acceptable with fellow Thais. Furthermore, the results highlight that it is not essential for nonnative speakers to stay/study abroad in English as native language speaking countries in order to improve their communicative and intercultural nonverbal competences to levels approximating that of native speakers. Films and role play, when used appropriately, may provide effective native speaker modeling and opportunities for practice.

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34

Guan, Eng Ho. "Exploring the socio-cultural structure of formal ESL instruction in classroom talk : a case study of a secondary school in Brunei /". Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phg913.pdf.

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35

Cosburn, Ericha. "An exploration of the interaction between English language learning orientation and motivation among marketing students at an FET college". Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003418.

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Student motivation in FET colleges in South Africa is generally considered to be underresearched. Seyfried (1998, p. 54) contends that "motivations of participants still receive too little attention in the planning of vocational programmes". In an attempt to explore how motivational variables interact with English language leaming, this mixed-method study focused on FET marketing students studying English as part of their three-year vocational qualification. In the first phase, three focus group discussions were conducted with students from the three levels in the programme - a total of 16 students. These interviews were transcribed and coded according to a theoretical model that was adapted from Domyei's Extended Framework of Motivation (1998). In the second phase, 195 questionnaires were distributed, of which 142 were used in the final analysis. The results of these were indexed according to the theoretical model. Initial data processing enabled the creation of two analytical models for use in data analysis - one to analyse focus group data and the other to analyse questionnaire data. The study found a link between instrumentality, integrativeness, identity and perceived motivational orientations. It was also clear that orientation did not automatically translate into motivation. Another link was found between self-worth, self-efficacy and goal orientation. Perceived L2 competence, self-concept and identity also interacted strongly: participants who saw themselves as most alienated from their culture, also saw themselves as more competent in the L2, than their peers who identified more closely with their own culture. A predictable link was found between linguistic self-confidence, willingness to communicate [WTC] and language use anxiety. What made this finding interesting was that participants seemed to fear being judged by native English speakers to a greater extent than being judged by their peers. Finally some factors emerged as detracting from motivation, while others played a contributing role. While this is to be expected, it was interesting to note which factors fell into which category.

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36

Roberts, Steven Fredolph. "The Mediation of U.S. American Culture in the ESL Classroom". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4786.

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The concept of cultural mediation is one that all ESL teachers must deal with as an inherent part of their employment. Yet, relatively little of the current literature has examined how teachers actually perceive this aspect of their work once they have left the teacher preparation program behind. This question provided the main rationale for the present study. The current study, an adaptation of DeFoe (1986), examined the mediation of U.S. American culture in the ESL classroom by means of a written survey of 42 teachers from ten community colleges, both in the Portland/Vancouver metropolitan area and from around the state of Oregon. The four research questions of the present study sought to find a relationship between four independent variables--the kind of ESL that is taught, overseas exposure, cultural self-characterization, and explicit instruction in intercultural communication theory and practice--and how ESL teachers perceive their roles as each of these concern the four dependent variables of the study: being an example, explaining U.S. American culture, teaching interculturally, and listening and helping as a friend. A non-parametric Kruskal-Wallis analysis of the data revealed that none of the research questions achieved statistical significance. However, some of the findings did suggest several interesting relationships. The variable of cultural self-characterization did approach significance in relation to the dependent variable of explaining American culture. This, in connection with some of the findings for the respondent demographic data, appeared to indicate for this group of teachers that cultural self-perception may have exercised an influence on their explain of American culture. Second, intercultural communication theory and practice exposure seemed more of an aid to the respondents of this study in teaching about culture specific issues, as opposed to teaching about culture general issues. This would appear to raise a question as to how easily the theory and practice learned in the intercultural communication classroom translates to the ESL context.

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37

Shih, Ching-Yi. "A study of the interlanguage of apology by Taiwanese English-Language learners". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2793.

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This thesis presents a study of the interlanguage of the speech act of apology by Taiwanese learners of English. It compares the way Taiwanese learners apoologize in English and how they apologize in Mandarin Chinese, as well as how native speakers of American English apologize.

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38

Liu, Ying. "Understanding Readership: American Students’ Perceptions of Evidence in Chinese Persuasive Composition". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1420501650.

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39

Wang, Jianfen. "An Ecology of Literacy: A Context-based Inter-disciplinary Curriculum for Chinese as a Foreign Language". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461251633.

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40

Mirza, Hala. "Stories about Culture, Education, and Literacy of Immigrant Graduate Students and Their Familes". Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062873/.

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Every year many immigrant families become members of United States communities. Among these are international graduate students whose lives and identities, as well as those of their families, are changed as they negotiate between cultures and experiences. In this study, three Saudi graduate students share their stories about culture, education and literacy. This research employs narrative inquiry to answer the following question: What stories do Saudi immigrant students tell regarding their educational beliefs and experiences, as well as the experiences of their children in the U.S. and in Saudi Arabia? The participants' interview texts are the main data source. The three-dimensional narrative inquiry spaces of temporality, sociality, and place help identify the funds of knowledge in place throughout these narratives. Data analysis uses funds of knowledge as a theoretical lens to make visible the critical events in each narrative. These events point to themes that support the creation of a third space in which the participants negotiate being in two cultures as well as their storying across time to understand their own experiences. Themes of facing challenges, problem solving, adaptation, and decision-making connect these stories and support the discussion of findings within the personal, practical, and social justifications for this narrative inquiry. The participants' negotiation of being in two cultures as revealed here serves as a resource for educators in understanding the instructional needs of immigrant families. The findings also have the potential to contribute to changing existing misconceptions about this minority group and other immigrant groups. In a rapidly growing global community as the United States, such narratives provide insights that invite personal understandings and connections among diverse people.

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41

Gokce, Sevgi. "Attitudes And Motivational Intensity Of Foreign Language Learners At Vocational High Schools: A Comparative Study". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609935/index.pdf.

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This study was conducted to examine the attitudes and motivational intensity of 10th grade vocational high school students and to explore whether there is any significant difference between Anatolian high school and high school sections of vocational high schools and whether there is any significant gender difference in terms of attitudes toward learning English, attitudes toward the Anglo-Saxon culture and motivational intensity. Learners from three vocational high schools in Bozü
yü
k, Bilecik participated in the study. According to quantitative data analysis results, a significant difference was found between Anatolian high school and high school sections of vocational high schools in terms of attitudes and motivational intensity. Students at high school sections were observed to have more positive attitudes and more motivational intensity than students at Anatolian high school sections do. Furthermore, a statistically significant difference was found between female and V male students. Female students tend to have more positive attitudes and more motivational intensity than male students do. Related to the level of the participants&rsquo
attitudes and motivational intensity, quantitative data analysis results indicate that vocational high school students&rsquo
attitudes toward learning English, attitudes toward the Anglo-Saxon culture and motivational intensity are above the average level. Qualitative data analysis of the open-ended responses confirm the participants&rsquo
almost positive attitudes toward learning English
however, it also points out that almost half of the participants were found to have negative attitudes toward expending personal effort to learn the Anglo-Saxon culture and over half of their openended responses did not show any sign of motivational intensity.

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42

Zhang, Vivian. "Cultural Studies in the Mandarin-English Dual Immersion Classroom: A Case Study". Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1071.

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This thesis uses a Mandarin-English dual immersion program at a Southern California public elementary school as a case study to examine how culture is taught and learned in the dual immersion setting. Based on classroom observations and interviews with students, staff, and parents, this thesis argues that concepts of “China” and “Chinese culture” are conveyed, constructed, and negotiated by students as well as teachers, both implicitly and explicitly.

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43

Shi, Qingquan. "Achieving interaction in listening and speaking within a Chinese cultural context". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2080.

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The purpose of this project is to develop heuristics and guidelines for English teachers to design appropriate courses. The exploration begins with a review of relevant literature in order to provide principles to comprise a pedagogical model. Based on that model, an instructional unit is presented that incorporates the model in a real-world context.

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44

Dubell, Andrea. "Les Effets de la mondialisation sur la langue et la culture francaises dans le contexte des affaires et de la publiciteEffects of Globalization on French Language and Culture in the Context of Business and Advertising". Ohio University Honors Tutorial College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1449519811.

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45

Liu, Chi-Chieh. "Business English for special purposes as a negotiated, strategic competence". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1867.

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46

Weiny, Lori Arlene. "An approach to teaching English composition in Micronesian cultures". CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/510.

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47

Zhao, Juanjuan. "Understanding Chinese Language Teachers’ Experiences Teaching in U.S. Classrooms: A Sociocultural Perspective". University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1460730421.

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48

Ahwireng, Doreen. "Internationalization of Higher Education: A Comparative Case Study of Two U.S Universities". Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459330623.

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49

Quirighetti, Carla. "An examination of what it means to learn a foreign language in French and English secondary education : an ethnographic case study of contrasting socio-cultural contexts". Thesis, University of Kent, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297602.

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50

Lu, Vivian Yann-Ling. "The Socio-cultural Content Analysis of English as a Foreign Language Textbooks Used in Junior High School in Taiwan, Republic of China". PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5171.

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The English textbooks evaluated are used to prepare students for the competitive high school entrance examinations in Taiwan, thus students spend a great deal of time studying them. Though the textbooks were stated to be designed for language and cultural learning purposes, it seems no study exists that examines to what degree there is clear articulation between the government's stated culture learning goal and actual textbook content. Therefore, this study examines to what degree the textbooks allow students to reach said goal, that is, "to increase culture awareness of the societies and cultures of foreign countries and our own" (Junior High English Language Curriculum 1985, p.l). This study intends to answer five major questions: (1) what is the scope of the cultures presented?; (2) what sub-cultures represent Chinese and foreign cultures?; (3) what is the nature of inter and intracultural interactions between characters?; ( 4) what level( s) of culture do the textbooks deal with?; (5) how is the socio-cultural information presented? Hernandez's dissertation (1986) was followed in developing this study: the coding system was developed to correspond to the five questions above, and content analysis was the study method used. Data was gathered from two textbooks. Research revealed that the textbooks did not reflect the stated cultural study goal. The textbooks provided a narrow spectrum of socio-cultural elements, presenting the American culture as the only representative of foreign cultures. Both American and Chinese socio-cultural elements were portrayed on the surface level. Little interaction existed between Chinese and American cultures, with relationships confined to primarily acquaintances, and the issues discussed limited to daily life and trivial issues. The readings emphasized surface level culture with few attempts at linking more overt behavioral and cultural features. Most of the readings discussed information from a historical view, and the post-reading questions presented in the textbooks focused on a factual nature.

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Tesis sobre el tema "Foreign culture and language education"

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