A Diary Study of University EFL Learners' Intercultural Learning through Foreign Films

Autor/in	Chao, Tzu-Chia
Titel	A Diary Study of University EFL Learners' Intercultural Learning through Foreign Films
Quelle	In: Language, Culture and Curriculum, 26 (2013) 3, S.247-265 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2013.833936
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Learning; Teaching Methods; Films; Diaries; College Students; Learning Experience; Intercultural Communication; Cultural Awareness; Foreign Countries; Student Attitudes; Content Analysis; Observation; Behavior Patterns; Instructional Effectiveness; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Film; Diary; Tagebuch; Collegestudent; Lernerfahrung; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Ausland; Schülerverhalten; Inhaltsanalyse; Beobachtung; Unterrichtserfolg
Abstract	With the global spread and use of English, Teaching English to Speakers of Other Languages (TESOL) professionals have become increasingly interested in intercultural learning. Comparatively few studies have been published, however, on the use of films in intercultural learning within the context of English as a foreign language (EFL) curricula in Asia. The present study explored the perceptions of 52 university EFL students in Taiwan who were enrolled in an intercultural course that integrated foreign films as an instructional tool. Based on an analysis of the content of learner diaries, the study traces the development of intercultural competence as a result of learning experiences provided on the course. These consisted of dynamic processes of observation, exploration and interpretation of the attitudes and behaviours of people from various cultural or linguistic backgrounds in the specific circumstances represented in the films. The findings show that many participants appreciated the course, and that they made real progress in developing intercultural motivation, attitudes, knowledge and awareness. The study suggests that relevant language education institutions should emphasise intercultural learning in their EFL curricula and that they should consider the potential of foreign films in particular in promoting such learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10