Teaching Culture in Taiwan's EFL Classroom

Tseng, Chi-Jung; Chao, Chuan-Ta

doi:10.1016/j.sbspro.2012.06.910

Cited by 6 publications

(5 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This finding is in line with Tseng & Cha [7], they argue that it is suggested for the English teachers to use cultural information that is always present through everyday lives, expose the students to the foreign media such as reading books and magazines, watching some movies or television programs and using the internet. Additionally, Karam also examined that The Slice-of-Life Strategy is useful in the language classroom [6].…”

Section: Resultssupporting

confidence: 83%

See 1 more Smart Citation

The Teacher’s Strategies in Teaching English in Appropriating the Foreign Cultural Contents to Teach English within EFL Context in Jambi

Nirana¹,

Anwar²

2022

Proceedings of the 3rd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2021)

View full text Add to dashboard Cite

The competency of teachers in teaching English is necessary to determine the success of the students in learning foreign language. In teaching English, the teacher may not separate the language and the culture in order to make the students comprehend the use of the language as a whole. Nevertheless, many language teachers only focus on teaching the students four skills in English, they are writing, reading, listening and speaking. They ignore the importance of teaching cultural contents in their classroom. Meanwhile, the foreign cultural contents material is needed for the students to avoid the cultural gaps or to avoid the culture shock, and make students more tolerant of other people's cultures. This research is conducted with the aim to analyse the teacher's strategies in appropriating the foreign cultural contents to teach English within EFL context in Jambi. This research belongs to qualitative research. The data were taken from the result of interview. The researcher interviewed 6 English teachers who have more than 15 years of teaching experience. The textbook that the researcher used as the reference in doing this research is "Speak Out" that is written by Clare & Wilson and published by Pearson Education. The finding of this research showed that there were three strategies in teaching foreign cultural contents, they were comparing approach, introducing culture as identity and technology in teaching culture.

show abstract

Section: Resultssupporting

confidence: 83%

“…In addition, internationalization is necessary in integrating the culture teaching in the classroom [7]. Culture teaching is also important to attract the students' interest in learning foreign language.…”

Section: Introductionmentioning

confidence: 99%

The Teacher’s Strategies in Teaching English in Appropriating the Foreign Cultural Contents to Teach English within EFL Context in Jambi

Nirana¹,

Anwar²

2022

Proceedings of the 3rd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2021)

View full text Add to dashboard Cite

show abstract

“…In addition, the majority of these student participants recognized the increasing significance of the English language resulting from Thailand's joining the ASEAN Economic Community (AEC) in 2015. More than a few of them suggested the teaching of cultures of the English language be implemented in their EFL content (Bayyurt, 2006;Bouton, 1999;Guest, 2002;Lessard-Clouston, 1996;McKay, 2000;Prodromou, 1992;Scollon, 1999;Tseng & Chao, 2012). Furthermore, these student participants criticized how administrative systems (e.g., teacher recruitment, student entry requirements, and collaboration policies, among many others) affected their learning and called for a change in the administrative systems (Boyd, 2006;Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2004;Seashore Louis, Dretzke, & Wahlstrom, 2010).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Practical Curriculum Inquiry: Students' Voices of their EFL Curriculum and Instruction

Hongboontri¹

2014

AJTE

View full text Add to dashboard Cite

show abstract

“…Cakir in Wahyuni (2019) stated that the module or textbooks' language should also provide the cultural elements that the foreign learners can reach the idea of a certain situation or topic appropriately by using the target language communication compared to their source culture. In reality, the Western culture as the target culture for Indonesia's learners is quite different from their own culture (Eastern culture) (Tseng & Chao, 2012). In Indonesia, the people usually eat porridge, lontong, yellow rice or even soto for their breakfast time.…”

Section: Cultural Contentmentioning

confidence: 99%

Evaluation of Cultural Content on English Module of 9th Grade Students Published by Indonesia’s Government during the Covid-19 Pandemic

Damayanti

2024

icote

View full text Add to dashboard Cite

The Covid-19 Pandemic affects all sectors in every side of the world. The education side is also becoming one of the most affected areas due to this situation. Indonesia’s government made a regulation for conducting distance learning almost in the past two years. By creating this regulation, they also made a module for the teachers and students with the aim of facilitating the education field so it could achieve the materials planned in the general syllabus of Indonesia’s curriculum even though they have to do distance learning. The cultural content is usually found in the English module or textbooks. Culture as one of the national identities should be taught to the students as young as they are. There are three categories of cultural content as follows: source culture, target culture, and international target culture. The descriptive qualitative method will be used in this study since it is aimed to classify and evaluate the cultural content found in the English module used by the 9th grade students in Indonesia and discuss the most appropriate culture that should be taught to junior high school students when it comes to the education in the digital age. The findings of this study show that most cultural categories occurred is from the target culture that is the US and UK culture followed by the source culture. Then, the most cultural elements found in the English module are in a form of product, person, and practice in a line. There is no perspective element found in this study. Since the aim of learning by using this module is for mastering the target language (English), it is acceptable when the target culture is easier to find compared to the source or international target culture. The need of module evaluation here hopefully can help the teachers to select the appropriate sources for the teaching and learning materials in the English classroom, especially in junior high school.

show abstract

Teaching Culture in Taiwan's EFL Classroom

Cited by 6 publications

References 4 publications

The Teacher’s Strategies in Teaching English in Appropriating the Foreign Cultural Contents to Teach English within EFL Context in Jambi

The Teacher’s Strategies in Teaching English in Appropriating the Foreign Cultural Contents to Teach English within EFL Context in Jambi

Practical Curriculum Inquiry: Students' Voices of their EFL Curriculum and Instruction

Evaluation of Cultural Content on English Module of 9th Grade Students Published by Indonesia’s Government during the Covid-19 Pandemic

Contact Info

Product

Resources

About