Transcript Andy..ppt

American Culture Learning
in the EFL Classroom: A
Case of University of
Technology in Taiwan
Andy Huang 9722603
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Contents
1. Introduction
2. Literature Review
3. Methodology
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1. Introduction

Research Background
Statements of Problem
Purposes of Research
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1. Introduction
Research Background
The importance of the Culture of
English speaking country has been
emphasize in ESL/EFL teaching over
and over again by researchers(Byram
& Morgan, 1994; Byram & Risager,
1999;Hinkel,1999; Hymes, 1996;
Kramsch, 1993; 1998 Savignon &
Sysoyev, 2002).
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1. Introduction
Research Background
King(2002) consider movie as a
useful resource for teaching. In
English language teaching, the
features include:
1.Present language as authentic
materials.
2.To learn from the natives and the
EIL speakers.
3.To provide enjoyable learning
experience.
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1. Introduction
Statements of Problem
Using American movies as a tool to
enhance ESL/EFL students’ American
culture learning has been widely
discussed for decades. However, few
studies focus on the EFL participants at a
university of technology.(Lin,2008)
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1. Introduction
Statements of Problem
Using American movies as a tool to
enhance ESL/EFL students’ American
culture learning has been widely
discussed for decades. However, few
studies focus on the EFL participants at a
university of technology. Most of all, not
much research specifically explores how
learning American movie dialogues can
elevate cultural knowledge and English
proficiency of EFL students (Lin,2008)
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1. Introduction
Purposes of Research
The study aims to explore
CYUT(Chaoyang University of
Technology) English major
freshmen’s attitudes/motivation
toward learning American movie
dialogues. In addition, this study
investigates how these participants
could augment their American culture
learning and English learning
attitudes/motivation by watching
American movies.
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2. Literature Review
The elements of Culture?
The elements of Culture(Gail Robinson,1985)
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2. Literature Review
Language + culture -> communication
flesh
blood
a living organism
swimming
skill
water
swimming
vehicle
traffic light
( Jiang,2000)
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transportation
2. Literature Review
Why to use Films in the Language
Classroom?
1.To increase learners’ motivation(Chiang
1997,Stempleski
1992,Stempleski&Tomalin2001,Su 1995,Lin 2002,
Ro 2009)
2. To offers the best way of showing language in
real-life situations(Lin 2002)
3. To show cultural features beyond the spoken
word-body language, facial expressions and
gestures(Lin 2002)
4.To show authentic materials in which native
speakers talk with natural speed in
communication(Lin 112001)
2. Literature Review
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3. Methodology
Participants: 30 CYUT AFL freshman
Time: two semester
Pretest/Posttest tool:
1. Toeic
2. Questionnaires- Attitudes/Motivation
toward English learning.(5 points Likert
scale)
3. Self-reported American cultural
knowledge improvement
4. Examinations of the American movie
course.(posttest only)
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3. Methodology
Pretest/Posttest tool:
5. One Interview with six volunteers
Data analysis tool: Spss 13
Teaching material:
1.Movies selected according to American
cultural features(i.e. Heroism, Racism,
American musical, etc.)
2.Hangouts made by instructors.
3.Additional clips and Music Videos related.
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3. Methodology
Research Questions
1.What kind of English learning
attitudes/motivation do the Ss have after
attending the American movie course?
2.What are the academic grade of the Ss?
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3. Methodology
Research Questions
3.What are the Ss’ attitudes/motivation
toward the course after attending the
American movie course?
4.Are there changes appear on the Ss’ Toeic
score after attending the course?
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3. Methodology
Research Questions
5.What is the relationship among those
variables of the Ss: the Toeic score,
attitude/motivation toward the American
course, self-reported American cultural
knowledge improvement?
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3. Methodology
Teaching Procedure
for each lesson
Movie
watching(1hr)
Teaching(30mins)
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Presentations
from the
Students on
cultural
issues(30mins)
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