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A Graphic Approach to Teaching Communication-Concerned, Culture-General Constructs
Its Rationale, Design and Application
|Publisher:||國立臺灣師範大學英語文教學中心、Airiti Press Inc.|
Although culture has increasingly received more attention in the local English classroom, its instruction has largely been limited to such conventional topics as festivals, etiquette, and literary works. Interesting and informing as it is, culture instruction of this nature is restricted in scope, fails to put together a more comprehensive picture about the target culture, focuses only on the "what" but overlooks the "how so" element of a culture, and is often peripheral to the use of language or communication behaviors. To redress these problems, a graphic approach was conceived to impart deep culture, or cultural values and beliefs. In the current development of the approach, three communication-concerned, culture-general constructs-individualism-collectivism, high- and low-context culture, and power distance--were selected, of which the meanings are transformed into and represented by symbols and graphics to facilitate comprehension. Application of the approach at a one-time Language and Culture class of 39 senior high school students at an English camp showed that the approach was effective in modifying the learners' perceptions that cultural values and beliefs are abstruse and dull. The class attendants also confirmed that the approach could effectively help them retain their memories of the contents, assist them in analyzing language behaviors in different cultures, and prompt their interest to study cultures. Suggestions are then given about how the approach can be applied to students at a lower schooling level and how it can be further developed and tested for its teaching effects.
|Appears in Collections:||教師著作|
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