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Transcript of (文化研究 第2組)Final
- 1. Final ReportInstructor: Dr. Patricia Su Student:Irene 9622601 Trista 9622609
- Street Interview
- Term Paper
- Background of the Study
- Statement of the Problems
- Purposes of the Study
- Research Questions
- Procedure of study
- Our Reflections
3. Street InterviewInspired by Dr. Patricia Su Interviewees Dr. Y. K. RaoMrs. Geetha What we learned Gists of an interview Guts to interview people Guided natural conversation 4. Term Paper
- American teachers perceptions towardtheir Taiwanese students learning traits /beliefs /expectations in speaking class
5. Background of the Study Taiwanese students expectations about classroom participation have been shown tosignificantly influence their participation behaviorsin their English speaking classes . (Cortazzi & Jin, 1999; Lin, 2008) English Language Teaching in terms ofcultural conditions should be modifiedso as tohelp learners adapt themselves betterin their second language learning (SLL), especially in outside setting English speaking countries.(Khuwaileh 2000) 6. Statement of the Problems Many studies argue for the need of exploringthe mismatch betweenAsianstudentsattitudes/expectations about learning/teachingand their American teachers;however, Fewstudies focus onTaiwanese students little research further investigateshowAmerican teachers adjust or modifytheir teaching styles/strategies to deal with conflicts caused by cultural misunderstandings. 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 anyconflict caused by cultural misunderstandings between Taiwanese learners and their American teachers . 8. Research Questions What is theAmericanteachers 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. Literature Review Conflict of cultural identityis 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 theperceptions/beliefsof teachers and their studentsdo not always match( Zhenhui Rao,2000,p86) 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. Methodology Participants Instruments Procedures of the Study Data Analysis 12. Participants T he target participants of this study were2 male American teacherswho are teaching Englishin central Taiwan.Teacher Ahas taught Englishinhigh schoolin Taiwan forat least 3 years, whileTeacherBhas taught English in language centersin Taiwan above 5years. 13. Instruments InterviewsforAmericanteachers 14. Procedures of the Study Formal Study American Teacher A American TeacherB Interview and record Interview and record Analyze all interview data 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. Participants
- Teaching ExperienceParticipant AParticipant B
- USUniversity Language
- TaiwanSenior/ Junior High
- UkraineJunior High School
- Cram Schools inTaiwan
17. Interview Question 1
- What is theteachers expectationtoward Taiwanese students before they started teaching in Taiwan?
18. Table 1.Summary of the Contexts of Teachers ExpectationExpectation Participant A Participant B About teaching Assume Ss wouldlike to see teacher like him NothingAbout students Orderly Ss would like tolearn English Nothing 19. Interview Question 2
- What areTaiwanese students learning traits/ attitudestoward their English speaking course ?
20. Table 2. Summary of the Contexts of Students AttitudeStudents Attitude Participant A Discipline Junior high studentswere crazy Senior high studentswere okay. Motivation Less motivated due to too many tests Feedback Chinese teachers classstrict; perfect English Foreign teachers class- relaxing and peaceful- Bad English is better than no English. 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. Interview Question 3
- Didanyconflict shappen in the class due to cultural misunderstanding between Taiwanese students and their American teachers?
23. Table 3. Summary the Contexts of Conflicts Conflicts Participant AParticipant B Teachers Attitude First challenge thencompromise About Ts Requirement Chinese teachers requireperfect English . Foreign teachers encouragestudents hit around the word.About teaching Chinese teachers emphasize tests. Foreign teachers teachwithgames . Children never talk too much and they repeat a lot. 24. Table 3. Summary the Contexts of Conflicts
- ConflictsParticipant AParticipant B
- Difficulties in Students proficiency level,Young childrens discipline.
- Teachingnature, and discipline
- Culture Asian students are shy.Some adult students are
- American studentsothers clam up.
- are interactive.
25. Conceptual Map A Students Trait & AttitudeConflicts Culture Difference Teachers expectation 26. Conceptual Map B Teachers Expectation Students Trait & Attitude (no culture difference) Conflicts in Teaching difficulty 27. Conclusion
- Setting ESL or EFL?
- Culture difference talkative or reticent?
- Teachers quality concerns vs precaution
28. Our Reflection
- Irene s reflection:
- various cultures in depth; reach the world
- the hand-on experiences conducting and producing a full blown qualitative research paper (got terrifically wonderful hyper)
- Special thanks to Dr. Su as this course is so compact and she makes learning a pleasure.
- SAP: fair, helpful, amsap
- CYUT: school/ store/ prison
29. Our Reflection 2/2
- Trista s Reflections:
- How to prepare interview questions and
- test those questions are valid or not before
- doing the formal one.
- Fully interpretation is very important, but no
- intention to guide the interviewee is very
- crucial as well.
- Fu rther questions are needed if the
- interviewee cannot provide sufficient information.
30. Thank you for your listening.