(文化研究 第2組)Final Report.Ppt..R

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(文化研究 第2組)Final Report.Ppt..R

  1. 1. Final Report Instructor: Dr. Patricia Su Student:Irene 9622601 Trista 9622609
  2. 2. Contents <ul><li>Street Interview </li></ul><ul><li>Term Paper </li></ul><ul><ul><li>Background of the Study </li></ul></ul><ul><ul><li>Statement of the Problems </li></ul></ul><ul><ul><li>Purposes of the Study </li></ul></ul><ul><ul><li>Research Questions </li></ul></ul><ul><ul><li>Procedure of study </li></ul></ul><ul><ul><li>Data analysis </li></ul></ul><ul><ul><li>Our Reflections </li></ul></ul>
  3. 3. Street Interview Inspired by Dr. Patricia Su Interviewees Dr. Y. K. Rao Mrs. Geetha What we learned Gists of an interview Guts to interview people Guided natural conversation
  4. 4. Term Paper <ul><li>Topic: </li></ul><ul><li>American teachers’ perceptions toward their Taiwanese students’ learning traits /beliefs /expectations in speaking class </li></ul>
  5. 5. Background of the Study Taiwanese students ’ expectations about classroom participation have been shown to significantly influence their participation behaviors in their English speaking classes . (Cortazzi & Jin, 1999; Lin, 2008) English Language Teaching in terms of cultural conditions should be modified so as to help learners adapt themselves better in their second language learning (SLL), especially in outside setting – English speaking countries. (Khuwaileh 2000)
  6. 6. Statement of the Problems Many studies argue for the need of exploring the mismatch between Asian students’ attitudes/expectations about learning/teaching and their American teachers’; however, Few studies focus on Taiwanese students little research further investigates how American teachers adjust or modify their teaching styles/strategies to deal with conflicts caused by cultural misunderstandings.
  7. 7. Purposes of the Study To investigate American teachers ’ perceptions toward Taiwanese students ’ learning attitudes toward their English speaking classes, and also their American teachers ’ teaching beliefs toward speaking classes . To explore is there any conflict caused by cultural misunderstandings between Taiwanese learners and their American teachers .
  8. 8. Research Questions What is the American teachers’ expectation toward Taiwanese students before they started teaching in Taiwan? What are Taiwanese students’ learning traits/ attitudes toward their English speaking course? Is there any conflict happened in the class due to cultural misunderstanding between Taiwanese students and their American teachers?
  9. 9. Literature Review “ Conflict of cultural identity is pivotal in the success or failure of language learning ” . (Norton-peirce , 1995; Luke , 2000, 1996; Gunderson , 2000; Mc Carthy et al, 2003; Pennycook, 1999; Harklau, 2000) Recent research studies have shown that the perceptions/beliefs of teachers and their students do not always match ( Zhenhui Rao,2000,p86)
  10. 10. Literature Review Some studies explored the cultural differences between Asian culture and American culture; how these different cultures develop different learning/teaching styles and affect the language learning/teaching (Cortazzi & Jin, 1999; Savigonon & Wang, 2003; Song, 1994; Watkin & Biggs, 2001; Lin, 2008).
  11. 11. Methodology Participants Instruments Procedures of the Study Data Analysis
  12. 12. Participants T he target participants of this study were 2 male American teachers who are teaching English in central Taiwan. Teacher A has taught English in high school in Taiwan for at least 3 years , while Teacher B has taught English in language centers in Taiwan above 5 years .
  13. 13. Instruments Interviews for American teachers
  14. 14. Procedures of the Study Formal Study American Teacher A American Teacher B Interview and record Interview and record Analyze all interview data
  15. 15. I n the study, for the part of the interview, all the data was analyzed deeply and grounded into several categories based on the shared features. Data Analysis
  16. 16. Participants <ul><li>Teaching Experience Participant A Participant B </li></ul><ul><li>US University Language ☆ </li></ul><ul><li>Program </li></ul><ul><li>Taiwan Senior/ Junior High ☆ </li></ul><ul><li>School </li></ul><ul><li>Ukraine Junior High School ☆ </li></ul><ul><li>Cram Schools in Taiwan ☆ </li></ul>
  17. 17. Interview Question 1 <ul><li>What is the teachers’ expectation toward Taiwanese students before they started teaching in Taiwan? </li></ul>
  18. 18. Table 1.Summary of the Contexts of Teachers ’ Expectation Expectation Participant A Participant B About teaching □ Assume Ss would like to see teacher like him □ Nothing About students □ Orderly □ Ss would like to learn English □ Nothing
  19. 19. Interview Question 2 <ul><li>What are Taiwanese students’ learning traits/ attitudes toward their English speaking course ? </li></ul>
  20. 20. Table 2. Summary of the Contexts of Students’ Attitude Students’ Attitude Participant A Discipline □ Junior high students were crazy □ Senior high students were okay. Motivation □ Less motivated due to too many tests Feedback □ Chinese teachers’ class – strict; perfect English □ Foreign teachers’ class - relaxing and peaceful - Bad English is better than no English.
  21. 21. Table 2. Summary of the Contexts of Students’ Attitude Students’ Attitude Participant A Participant B Traits □ shy and reticent □ Asian students and Ukraine students are similar. □ Ss from Twn or from US are similar. Ss are not particularly active. (No culture difference.) Learning Style □ Taiwanese students are shy and passive. □ U.S. students avoid contacting with the teacher.
  22. 22. Interview Question 3 <ul><li>Did any conflict s happen in the class due to cultural misunderstanding between Taiwanese students and their American teachers? </li></ul>
  23. 23. Table 3. Summary the Contexts of Conflicts Conflicts Participant A Participant B Teacher’s Attitude □ First challenge then compromise About Ts’ Requirement □ Chinese teachers require perfect English . □ Foreign teachers encourage students hit around the word. About teaching □ Chinese teachers emphasize tests. □ Foreign teachers teach with games . □ Children never talk too much and they repeat a lot.
  24. 24. Table 3. Summary the Contexts of Conflicts <ul><li>Conflicts Participant A Participant B </li></ul><ul><li>Difficulties in □ Students’ proficiency level, □ Young children’s discipline. </li></ul><ul><li>Teaching nature, and discipline </li></ul><ul><li>Culture □ Asian students are shy. □ Some adult students are </li></ul><ul><li>talkative, </li></ul><ul><li>□ American students others clam up. </li></ul><ul><li>are interactive. </li></ul>
  25. 25. Conceptual Map A Students’ Trait & Attitude Conflicts Culture Difference Teacher’s expectation
  26. 26. Conceptual Map B Teacher’s Expectation Students’ Trait & Attitude (no culture difference) Conflicts in Teaching difficulty
  27. 27. Conclusion <ul><li>Setting – ESL or EFL? </li></ul><ul><li>Culture difference – talkative or reticent? </li></ul><ul><li>Teachers’ quality – concerns vs precaution </li></ul>
  28. 28. Our Reflection ½ <ul><li>Irene ’ s reflection: </li></ul><ul><ul><li>various cultures in depth; reach the world </li></ul></ul><ul><ul><li>the hand-on experiences conducting and producing a full blown qualitative research paper (got terrifically wonderful hyper) </li></ul></ul><ul><ul><li>Special thanks to Dr. Su as this course is so compact and she makes learning a pleasure. </li></ul></ul><ul><ul><li>SAP: fair, helpful, amsap </li></ul></ul><ul><li>CYUT: school/ store/ prison </li></ul>
  29. 29. Our Reflection 2/2 <ul><li>Trista ’ s Reflections: </li></ul><ul><ul><li>How to prepare interview questions and </li></ul></ul><ul><li>test those questions are valid or not before </li></ul><ul><li>doing the formal one. </li></ul><ul><ul><li>Fully interpretation is very important, but no </li></ul></ul><ul><li>intention to guide the interviewee is very </li></ul><ul><li>crucial as well. </li></ul><ul><ul><li>Fu rther questions are needed if the </li></ul></ul><ul><li>interviewee cannot provide sufficient information. </li></ul>
  30. 30. Thank you for your listening.

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