Intercultural Teaching Approaches and Practices of Chinese Teachers in English Education: An Exploratory Mixed Methods Study

Autor/inn/en	Liao, Hongjing; Li, Yanju
Titel	Intercultural Teaching Approaches and Practices of Chinese Teachers in English Education: An Exploratory Mixed Methods Study
Quelle	In: Language Teaching Research, 27 (2023) 5, S.1293-1324 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liao, Hongjing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820971467
Schlagwörter	Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Foreign Countries; Cultural Awareness; Intercultural Communication; Undergraduate Students; Nonmajors; Feedback (Response); Student Attitudes; Teaching Styles; Learning Experience; Difficulty Level; Comparative Analysis; China (Beijing) + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Schülerverhalten; Lehrstil; Unterrichtsstil; Lernerfahrung; Schwierigkeitsgrad
Abstract	Integrating intercultural competence in foreign language classrooms has been emphasized in China, yet scant explicit guidance currently exists on how to teach intercultural competence in college English courses. This study aimed at comparing and contrasting intercultural pedagogical approaches used by instructors in English courses for non-English majors, as well as teaching feedback provided by students enrolled in such courses. This study applied a sequential exploratory mixed research design. Methods such as face-to-face interviews and teaching and learning related document analyses were utilized to collect data, and generated qualitative and quantitative data. Three-dimensional meta themes emerged in mixed analysis, categorizing pedagogical approaches and teaching styles of individual instructors. Student feedback revealed learning experiences and difficulties of the teaching approaches. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01