Final Report Final Report

Instructor: Dr. Patricia SuInstructor: Dr. Patricia Su

Student:Irene 9622601Student:Irene 9622601

Trista 9622609Trista 9622609

Contents Contents Street Interview Street Interview

Term PaperTerm Paper

Background of the StudyBackground of the Study

Statement of the ProblemsStatement of the Problems

Purposes of the StudyPurposes of the Study

Research QuestionsResearch Questions

Procedure of study Procedure of study

Data analysisData analysis

Our ReflectionsOur Reflections

Street Interview Street Interview

Inspired byInspired by Dr. Patricia SuDr. Patricia Su

IntervieweesInterviewees Dr. Y. K. Rao Dr. Y. K. Rao

Mrs. GeethaMrs. Geetha

What we What we learnedlearned

Gists of an interviewGists of an interview

Guts to interview peopleGuts to interview people

Guided natural Guided natural conversationconversation

Term Paper Term Paper

Topic:Topic:

American teachers’ perceptions American teachers’ perceptions toward their Taiwanese toward their Taiwanese students’ learning traits students’ learning traits /beliefs /expectations in /beliefs /expectations in speaking classspeaking class

Background of the StudyBackground of the Study Taiwanese studentsTaiwanese students’’ expectations about expectations about

classroom participation have been shown to classroom participation have been shown to significantly influence their participation significantly influence their participation behaviorsbehaviors in their English speaking classes . in their English speaking classes .

(Cortazzi & Jin, 1999; Lin, 2008)(Cortazzi & Jin, 1999; Lin, 2008)

English Language Teaching in terms of English Language Teaching in terms of cultural conditions should be modifiedcultural conditions should be modified so as so as to to help learners adapt themselves betterhelp learners adapt themselves better in in their second language learning (SLL), their second language learning (SLL), especially in outside setting especially in outside setting ––English English speaking countries. speaking countries.

(Khuwaileh (Khuwaileh 2000) 2000)

Statement of the Statement of the ProblemsProblems

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.

Purposes of the StudyPurposes of the Study To investigate American teachersTo investigate American teachers’’

perceptions toward Taiwanese studentsperceptions toward Taiwanese students’’ learning attitudes toward their English learning attitudes toward their English speaking classes, and also their American speaking classes, and also their American teachersteachers’’ teaching beliefs toward speaking teaching beliefs toward speaking classes . classes .

To explore is there any conflict caused by To explore is there any conflict caused by cultural misunderstandings between cultural misunderstandings between Taiwanese learners and their American Taiwanese learners and their American teachers.teachers.

Research QuestionsResearch QuestionsWhat 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?

Literature ReviewLiterature Review

““Conflict of cultural identityConflict of cultural identity is pivotal in the is pivotal in the

success or failure of language learningsuccess or failure of language learning””. .

(Norton-peirce , 1995; Luke , 2000, 1996; Gunderson , 2000; Mc (Norton-peirce , 1995; Luke , 2000, 1996; Gunderson , 2000; Mc

Carthy et al, 2003; Pennycook, 1999; Harklau, 2000) Carthy et al, 2003; Pennycook, 1999; Harklau, 2000)

Recent research studies have shown that Recent research studies have shown that

the the perceptions/beliefsperceptions/beliefs of teachers and their of teachers and their

students students do not always match do not always match ( Zhenhui ( Zhenhui

Rao,2000,p86)Rao,2000,p86)

Literature ReviewLiterature Review

Some studies explored the cultural differences Some studies explored the cultural differences

between Asian culture and American culture; how between Asian culture and American culture; how

these different cultures develop different these different cultures develop different

learning/teaching styles and affect the language learning/teaching styles and affect the language

learning/teaching learning/teaching

(Cortazzi & Jin, 1999; Savigonon & Wang, 2003; Song, 1994; Watkin & Biggs, (Cortazzi & Jin, 1999; Savigonon & Wang, 2003; Song, 1994; Watkin & Biggs,

2001; Lin, 2008).2001; Lin, 2008).

MethodologyMethodology

ParticipantsParticipants

InstrumentsInstruments

Procedures of the StudyProcedures of the Study

Data AnalysisData Analysis

ParticipantsParticipants

The 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 .

InstrumentsInstruments

Interviews for American teachers

Procedures of the StudyProcedures of the Study

Formal Study

American Teacher A American Teacher B

Interview and record Interview and record

Analyze all interview data

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 AnalysisData Analysis

Participants

Teaching Experience Participant A Participant B

US University Language ☆Program

Taiwan Senior/ Junior High ☆School

Ukraine Junior High School ☆

Cram Schools in Taiwan ☆

Interview Question 1

What is the teachers’ expectation toward Taiwanese students before they started teaching in Taiwan?

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

Interview Question 2

What are Taiwanese students’ learning traits/ attitudes toward their English speaking course?

Table 2. Summary of the Contexts of Students’ Attitude Table 2. Summary of the Contexts of Students’ Attitude

Students’ Attitude Participant ADiscipline □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.

Table 2. Summary of the Contexts of Students’ AttitudeTable 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 avoidcontacting with theteacher.

Interview Question 3

Did any conflicts happen in the class due to cultural misunderstanding between Taiwanese students and their American teachers?

Table 3. Summary the Contexts of ConflictsTable 3. Summary the Contexts of ConflictsConflicts 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.

Table 3. Summary the Contexts of ConflictsTable 3. Summary the Contexts of Conflicts

Conflicts Participant A Participant B

Difficulties in □Students’ proficiency level, □ Young children’s discipline.

Teaching nature, and discipline

Culture □Asian students are shy. □ Some adult students are

talkative,

□American students others clam up.

are interactive.

Conceptual Map AConceptual Map A

Students’ Trait & Attitude

ConflictsCulture Difference

Teacher’s expectation

Conceptual Map BConceptual Map B

Teacher’s

Expectation

Students’ Trait & Attitude(no culture difference)

Conflicts in Teaching difficulty

Conclusion

Setting – ESL or EFL? Culture difference – talkative or

reticent? Teachers’ quality – concerns vs

precaution

Our Reflection Our Reflection ½½

IreneIrene’’s reflection: s reflection: various cultures in depth; reach the worldvarious cultures in depth; reach the world

the hand-on experiences conducting and the hand-on experiences conducting and producing a full blown qualitative research producing a full blown qualitative research paper (got terrifically wonderful hyper)paper (got terrifically wonderful hyper)

Special thanks to Dr. Su asSpecial thanks to Dr. Su as this course is so this course is so compact and she makes learning a pleasure. compact and she makes learning a pleasure.

SAP: fair, helpful, amsapSAP: fair, helpful, amsap CYUT: school/ store/ prisonCYUT: school/ store/ prison

Our Reflection 2/2Our Reflection 2/2 TristaTrista’’s Reflections: s Reflections:

How to prepare interview questions and How to prepare interview questions and test those questions are valid or not beforetest those questions are valid or not before doing the formal one.doing the formal one.

Fully interpretation is very important, but no Fully interpretation is very important, but no intention to guide the interviewee is veryintention to guide the interviewee is very crucial as well.crucial as well.

Further questions are needed if theFurther questions are needed if the interviewee cannot provide sufficient interviewee cannot provide sufficient

information. information.

Thank you Thank you for your for your listening.listening.