The effects of cultural knowledge on Iranian EFL students reading comprehension across male and female learners

Shirzadi, Danial

doi:10.5897/jlc2014.0271

Cited by 3 publications

(2 citation statements)

References 13 publications

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“…The findings demonstrated that participants who received cultural training in English performed higher on the reading post-test (Mashudi et al, 2022). In addition, the results demonstrated that there was no statistically significant difference between males and females regarding the usage of text familiarity and cultural schemas (Mashudi et al, 2022;Shirzadi, 2015). Using this context, learning Spanish also has similar mechanism.…”

Section: Familiarity and Similarities Between Languagesmentioning

confidence: 88%

“…This was also observed in different languages, even those that are not closely related (i.e., Dutch and English, Chinese and English). One major contributor was the cultural background that a learner has (Shirzadi, 2015) that aids phonological awareness. This indicates that language learning requires integrating into the culture of target language to optimize the learning processes.…”

Section: Question 2 How Can Chavacano Speakers Learn the Spanish Lang...mentioning

confidence: 99%

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Emotional connection and ease of learning the Spanish language among young adult Chavacano speakers

Nabo,

Ebrole

2023

FLS

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Chavacano was the product of early Spanish colonization. It was able to adapt to the dynamic of the Philippine culture for centuries. Then, it later became a separate language spoken mostly in Cavite and Zamboanga Peninsula. This study was exploratory research that contextualize the ease of learning Spanish language based on linguistic, cultural, and emotional domains. Eight students who are native Chavacano speakers in Zamboanga City were interviewed for the study. The findings indicated that the close resemblance of lexical and phonological components of Chavacano to Spanish influenced the learning of the native speakers. Cognates played an essential role in cognition and interpreting basic words from Spanish to simpler ideas in Chavacano. Cognition guessing was determined to be a major contributor to language learning for orthographies. For native Chavacano speakers, cognition guessing was a mechanism for language learning in Spanish where learners happened to deduce the meaning of a word by comparing it to a language they know. Additionally, social-cultural relatedness between Chavacano and Spanish mediated the learning in certain manner. Learners were able to emotionally relate themselves to the culture of their target language which in turn influenced language transfer. Such mechanism was firstly observed in learning the second language but later also applied in bilingualism and foreign languages. This study established theoretical connection of ease of learning the Spanish language through phonology, lexical similarities, and its sociocultural resemblance to Chavacano.

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Section: Familiarity and Similarities Between Languagesmentioning

confidence: 88%

Section: Question 2 How Can Chavacano Speakers Learn the Spanish Lang...mentioning

confidence: 99%

Emotional connection and ease of learning the Spanish language among young adult Chavacano speakers

Nabo,

Ebrole

2023

FLS

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Plugging the Gap: Supporting Primary School Teachers to Create Culturally Appropriate English Language Teaching (ELT) Materials

Rich

Weekes

Jardani

et al. 2019

Innovation in Language Learning and Teaching

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The affordance of culturally-based texts and EFL Arab college students’ gain in communication skill: A mixed method study

Alhabbash¹,

Alsheikh²,

Mohammedi³

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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The purpose of this mixed-method study was two-fold. The first purpose was to investigate the role of using culturally-based materials on contributing to the advancement of oral communication of five EFL Arab college students through a six-week program. The second purpose was to explore the college students' views and experiences of using culturally-based materials. The study results revealed a noticeable, incremental gain in communication skills by using culturally-based materials. Additionally, the tactful pedagogical strategies that were used enhanced this incremental gain in oral communication. Moreover, college students viewed the use of culturally-based materials as relevant and pertinent to their lived experiences and gave them a sense of enchantment and euphoria. They also viewed their experience as a weaving process by which they connected their prior knowledge with new knowledge or their social and pragmatic knowledge with their academic language, which enabled them to extend and build communication edifices. The study incorporates some recommendations and implications.

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The effects of cultural knowledge on Iranian EFL students reading comprehension across male and female learners

Cited by 3 publications

References 13 publications

Emotional connection and ease of learning the Spanish language among young adult Chavacano speakers

Emotional connection and ease of learning the Spanish language among young adult Chavacano speakers

Plugging the Gap: Supporting Primary School Teachers to Create Culturally Appropriate English Language Teaching (ELT) Materials

The affordance of culturally-based texts and EFL Arab college students’ gain in communication skill: A mixed method study

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