Teaching "Cross-Cultural Communication" through Content Based Instruction: Curriculum Design and Learning Outcome from EFL Learners' Perspectives

Autor/in	Tseng, Chia-Ti Heather
Titel	Teaching "Cross-Cultural Communication" through Content Based Instruction: Curriculum Design and Learning Outcome from EFL Learners' Perspectives
Quelle	In: English Language Teaching, 10 (2017) 4, S.22-34 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Instruction; Cultural Awareness; Cross Cultural Training; Intercultural Communication; Student Attitudes; Program Effectiveness; Critical Thinking; Majors (Students); Video Technology; Films; Group Discussion; Cooperative Learning; Language Skills; Questionnaires; Peer Evaluation; Semi Structured Interviews; Feedback (Response); Foreign Countries; Teaching Methods; College Students; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Cultural identity; Kulturelle Identität; Interkulturelle Orientierung; Interkulturelle Kommunikation; Schülerverhalten; Kritisches Denken; Film; Gruppendiskussion; Kooperatives Lernen; Language skill; Sprachkompetenz; Fragebogen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent
Abstract	This study aims to investigate EFL learners' perspectives for the effectiveness of content-based instruction in a cross-cultural communication course. The main objectives of this study are three-folds: (1) to examine students' perspectives regarding the effectiveness of content learning; (2) to examine students' perspectives regarding the effectiveness of language learning; and (3) to examine students' perspectives regarding the effectiveness of cooperative learning and development of critical thinking. Sixty non-English major EFL students from a university in Northern Taiwan participated in this study. A variety of tasks such as readings of a variety of authentic texts, viewing movie and video clips, discussing in groups, and accomplishing a group project were employed to have students actively explore the subject content and concurrently work on their language skills. Students were also required to evaluate their peers' final group project with provided evaluation criteria. Questionnaires and semi-structured interviews were conducted to explore what students were able to learn from this course and the challenges they have encountered. The results from students' feedback revealed their positive gains in the areas of content knowledge as well as the enhanced language skills. Some perceived difficulties among students such as inability to fully comprehend the input or to produce effective output were reported and the pedagogical solutions were suggested. Other benefits such as constructive cooperative learning, enhanced critical thinking, and boosted confidence in the target language use were also reported by the learners. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01