國立虎尾科技大學 |

Teaching Culture in Chinese University EFL Classrooms : = Understanding Instructors' Perspectives and Pedagogical Decisions.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teaching Culture in Chinese University EFL Classrooms :/
其他題名:	Understanding Instructors' Perspectives and Pedagogical Decisions.
作者:	Li, Yichen.
面頁冊數:	1 online resource (226 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Foreign language education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355418170

Teaching Culture in Chinese University EFL Classrooms : = Understanding Instructors' Perspectives and Pedagogical Decisions.
Li, Yichen.

Teaching Culture in Chinese University EFL Classrooms :Understanding Instructors' Perspectives and Pedagogical Decisions. - 1 online resource (226 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

Foreign language education scholars from the West have agreed for a long time on the importance of including culture in foreign language classroom (Byram & Morgan, 1994; Fantini, 1997; Hall, 2002; Hymes, 1997; Kramsch, 1993; Seelye, 1993) and countries in the East have taken up this work, often without locally produced research. This dissertation study hopes to contribute to this gap by exploring the attitudes and practices that Chinese English as a foreign language (EFL) instructors have regarding culture integration, in a time after a top-down nation-wide policy, the College English Teaching Reform (2002), explicitly calls for such integration.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355418170Subjects--Topical Terms:

1148430
Foreign language education.
Index Terms--Genre/Form:

554714
Electronic books.

Teaching Culture in Chinese University EFL Classrooms : = Understanding Instructors' Perspectives and Pedagogical Decisions.
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500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
500 $a Adviser: Martha Bigelow.
502 $a Thesis (Ph.D.) $c University of Minnesota $d 2016.
504 $a Includes bibliographical references
520 $a Foreign language education scholars from the West have agreed for a long time on the importance of including culture in foreign language classroom (Byram & Morgan, 1994; Fantini, 1997; Hall, 2002; Hymes, 1997; Kramsch, 1993; Seelye, 1993) and countries in the East have taken up this work, often without locally produced research. This dissertation study hopes to contribute to this gap by exploring the attitudes and practices that Chinese English as a foreign language (EFL) instructors have regarding culture integration, in a time after a top-down nation-wide policy, the College English Teaching Reform (2002), explicitly calls for such integration.
520 $a Against this policy backdrop and in response to these empirical gaps, the present study examines how four Chinese EFL university instructors teach culture and why they teach it the way that they do. This qualitative multi-case study includes the analysis of classroom observations, stimulated recalls, and individual interviews with the key policy actors (instructors, the Dean of the School, and the primary policy-maker) using constructivist theories (Cannella & Reiff, 1994; Richardson, 1997; Steff & Gale, 1995). Findings show that although linguistic proficiency is still prioritized over culture learning in the instructors' teaching, a wide range of culture-related topics were included in the university level EFL classrooms. However, culture was usually regarded as facts and mainly introduced through teacher presentations with anecdotal information consisting of stories of the instructors' personal knowledge of the target culture as outsiders. The myriad of cultural perspectives, which exist behind these facts, were seldom discussed in instruction by the case study participants. This study also indicates that the instructors' curricular and instructional decisions were greatly informed by their attitudes toward culture teaching, pre-existing culture knowledge, and the pedagogical approaches they used. The Reform was not found to have a direct impact on instructors' pedagogical decisions.
520 $a Implications of this study include the need for the professionalization of EFL teaching and elevation of instructors' cultural knowledge as well as their pedagogical knowledge. For culture integration and Reform enactment to occur in the Chinese EFL context, there needs to be a multi-pronged and systemic approach involving all policy arbiters (Johnson & Johnson, 2014), including policy makers, teacher education programs, EFL program administrators, and instructors in the process of creation, interpretation, and appropriation of language education policies. This study argues for more sense-making of national Chinese policies by local actors such as instructors and program administrators.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Foreign language education. $3 1148430
650 4 $a Pedagogy. $3 1148703
650 4 $a Teacher education. $3 1148451
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a University of Minnesota. $b Education, Curriculum and Instruction. $3 1179992
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10191410 $z click for full text (PQDT)