Abstract-The teaching of culture teaching has been listed as one of the five goals in foreign language teaching and learning by the Standards for Foreign Language Learning in the new Century. However, the beliefs and attitudes of foreign language instructors towards the teaching of culture at the college-level remain unclear. The purpose of this study was to investigate language instructors' attitudes and beliefs towards teaching culture and the difficulties and barriers of teaching culture to college-level students. This qualitative case study explored the teaching of culture in Modern Language Department at a university through document mining, classroom observations, and interviews of language instructors who taught various foreign languages. Findings revealed two profound barriers, 1) instructors' beliefs and attitudes, and 2) the lack of professional development opportunities in learning strategies on weaving culture teaching, in foreign language classrooms at the college-level.Index Terms-teaching of culture, barriers, professional development, qualitative case study
Abstract-The purpose of this study was to examine the effectiveness of implementing culturally responsive teaching strategies in an adult ESL classroom. Prior research indicated that ESL students were not interested in instructions that ignore or isolate their home culture or targeted language culture. Three adult students from Asian countries with intentions to improve their English learning participated in the study. Using an ABAB design, students' participations in the class discussions were recorded and counted. The results showed that the implementation of culturally responsive teaching strategies increased the frequency of students' classroom participations. The instructions employing culturally responsive teaching strategies were more likely to increase students' involvement in communication and enhance their communication skills.
Abstract-In this qualitative study, the researchers examined the experience of a sample of language instructors in foreign language programs to identify the challenges they encountered and the strategies they applied in integrating culture into their daily teaching. The findings of this study indicated that in spite of confronting challenges in cultural teaching, language instructors have made individual efforts on culture teaching in their specific programs. The article concluded with possible implications for language teachers and suggestions for future studies.
Convolutional neural networks (CNNs) have demonstrated impressive performance and have been broadly applied in hyperspectral image (HSI) classification. However, two challenging problems still exist: the first challenge is that redundant information is averse to feature learning, which damages the classification performance; the second challenge is that most of the existing classification methods only focus on single-scale feature extraction, resulting in underutilization of information. To resolve the two preceding issues, this article proposes a multiscale cross interaction attention network (MCIANet) for HSI classification. First, an interaction attention module (IAM) is designed to highlight the distinguishability of HSI and dispel redundant information. Then, a multiscale cross feature extraction module (MCFEM) is constructed to detect spectral–spatial features at different scales, convolutional layers, and branches, which can increase the diversity of spectral–spatial features. Finally, we introduce global average pooling to compress multiscale spectral–spatial features and utilize two fully connection layers, two dropout layers to obtain the output classification results. Massive experiments on three benchmark datasets demonstrate the superiority of our presented method compared with the state-of-the-art methods.
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