Teaching “Cross-cultural Communication” through Content Based Instruction: Curriculum Design and Learning Outcome from EFL Learners’ Perspectives

This study aims to investigate EFL learners’ perspectives for the effectiveness of content-based instruction in a cross-cultural communication course. The main objectives of this study are three-folds: (1) to examine students’ perspectives regarding the effectiveness of content learning; (2) to examine students’ perspectives regarding the effectiveness of language learning; and (3) to examine students’ perspectives regarding the effectiveness of cooperative learning and development of critical thinking. Sixty non-English major EFL students from a university in Northern Taiwan participated in this study. A variety of tasks such as readings of a variety of authentic texts, viewing movie and video clips, discussing in groups, and accomplishing a group project were employed to have students actively explore the subject content and concurrently work on their language skills. Students were also required to evaluate their peers’ final group project with provided evaluation criteria. Questionnaires and semi-structured interviews were conducted to explore what students were able to learn from this course and the challenges they have encountered. The results from students’ feedback revealed their positive gains in the areas of content knowledge as well as the enhanced language skills. Some perceived difficulties among students such as inability to fully comprehend the input or to produce effective output were reported and the pedagogical solutions were suggested. Other benefits such as constructive cooperative learning, enhanced critical thinking, and boosted confidence in the target language use were also reported by the learners.

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EFL Learners’ Use of the Modals of Possibility in Cross-Cultural Communication: A Corpus-Based Account

The New Korean Journal of English Lnaguage & Literature ◽

10.25151/nkje.2012.54.1.012 ◽

2012 ◽

Vol 54 (1) ◽

pp. 223-241

Author(s):

민수정

Keyword(s):

Cross Cultural ◽

Cultural Communication ◽

Efl Learners ◽

Cross Cultural Communication

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Study on Cross-Cultural Communication and Cooperative Learning in Web Environment

Advanced Materials Research ◽

10.4028/www.scientific.net/amr.468-471.2812 ◽

2012 ◽

Vol 468-471 ◽

pp. 2812-2815

Author(s):

Jia Jun Liu ◽

Feng Yun Li ◽

Li Li Ren

Keyword(s):

Cooperative Learning ◽

Learning Environment ◽

Language Learning ◽

Cultural Awareness ◽

Cross Cultural ◽

Cultural Communication ◽

Affective Factors ◽

Cross Cultural Communication ◽

Web Environment ◽

The Web

[Aim] The thesis is mainly about the great impact of cross-cultural communication and cooperative learning in web environment on students’ foreign language level, cultural awareness, affective factors, cooperation ability and independent ability. [Methods] We carry out practical activities of cross-cultural communication and cooperative learning by means of experimental teaching, video conference, E-mail inside and outside the class and giving priority to computer aided international cultural exchange form, as en elective course. [Result] Most students are positive about cross-cultural communication and cooperative learning under web environment in developing students’ cooperation ability, independent ability, affective factors and cultural awareness(M=4.059, SD=0.732). Subjects who are convinced to totally convinced that web learning environment greatly enhanced their cooperation ability and independent ability account for 92.4% and 78.2%; subjects who greatly approve that the web environment does good to learning account for 72.4%; students who agree the web environment could improve developing positive emotion in learning account for 88.8%; and also 84.1% of subjects believe that the web environment can improve their cultural awareness in language learning. [Conclusion] Cross-cultural communication and cooperative learning in web environment offer an ideal learning environment, increase opportunities to output or input, improve their cultural awareness in language learning, encourage and support affective factors beneficial to language learning and develop consciousness and ability of self-studying and cooperation.

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Connotation as a Communicative Lacuna

Scientific Research and Development Modern Communication Studies ◽

10.12737/article_5c5a8b6cd51568.46638039 ◽

2019 ◽

Vol 8 (1) ◽

pp. 31-35

Author(s):

Н. Кислицына ◽

N. Kislicyna

Keyword(s):

Cross Cultural ◽

Theory And Practice ◽

Target Language ◽

Sociocultural Factors ◽

Cultural Communication ◽

Connotative Meaning ◽

Cross Cultural Communication ◽

Meaning Structure ◽

Contrastive Linguistics ◽

The One

The anthropocentric character of connotation and its dependence on sociocultural factors cause the universal and specific characteristics of this phenomenon which, on the one hand, make the cross-cultural communication possible, and on the other hand, can create communicative noises. Such noises or «gaps» in the process of communication when the recipient is unable to participate adequately in the process of communication because he/she is unaware of connotative meaning of a language unit we define as a connotative lacuna. It is supposed that viewing connotation within the theory of lacunology as an element of meaning which is inherent to a certain language unit in a source language and is absent within the meaning structure of its translation equivalent in the target language, thus provoking a communicative dissonance, is significant for the theory of cross-cultural communication as well as for such disciplines as theory and practice of translation, comparative and contrastive linguistics. The study of connotation within a lacunology as a system of knowledge on national and cultural specifics of a linguistic society provides an opportunity to view it holistically as it is known that such fuzzy entities remain on the periphery of researchers` interest, representing a risky zone for scientific adventures.

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TRANSLATION LANGUAGE: THE MAJOR FORCE IN SHAPING MODERN LATVIAN

Vertimo studijos ◽

10.15388/vertstud.2009.2.10603 ◽

2017 ◽

Vol 2 (2) ◽

pp. 54 ◽

Cited By ~ 1

Author(s):

Andrejs Veisbergs

Keyword(s):

Language Change ◽

Cross Cultural ◽

Target Language ◽

Cultural Imperialism ◽

Modern World ◽

Cultural Communication ◽

Translation Theory ◽

Cross Cultural Communication ◽

New Concepts ◽

Traditional Approaches

Cross-cultural communication affects not only the translations per se, but also target culture and thinking in general. Globalization, migration, tourism, student exchanges, international trade and business, and first of all the openness of media brings numerous new concepts and terms into languages. Yet, the direct lexical impact is only part of the process; there is also a broad effect on target language composition/corpus, conventions, norms and even deep structures. Most ‘original’ texts today carry many of the same traits as translations. Interference has long ceased to be characteristic of translated texts only. Translations in many languages constitute more than half of the texts that an average citizen ‘consumes’. We cannot speak anymore of a clear dichotomy of ‘translation language’ versus the real language – there is no isolation in the modern world. One can view this asymmetrical phenomenon as a deplorable interference, as linguistic and cultural imperialism or as a general standardization of languages with a consequent potential loss of cultural uniqueness. Yet it can hardly be affected, as language change is inevitable, and in the modern world translation functions as a major vehicle of change. It also calls for a review of some of the traditional approaches to translation theory issues within the framework of the new globalized, international and multilingual communication.

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Analysis and Translation Strategies of Public Signs from the Perspective of Pragmatics

Learning & Education ◽

10.18282/l-e.v9i2.1390 ◽

2020 ◽

Vol 9 (2) ◽

pp. 27

Author(s):

Xuqing Shi

Keyword(s):

Mother Tongue ◽

Cross Cultural ◽

Target Language ◽

Cultural Communication ◽

Translation Strategies ◽

Cross Cultural Communication ◽

Failure Theory ◽

Pragmatic Failure ◽

Language Environment ◽

Chinese And English

With the improvement of China’s internationalization level, public signs in Chinese and English can be used universally. But in such cross-cultural communication, cultural differences in different countries inevitably lead to misunderstanding and even cultural conflict. Pragmatic failure is a common problem in cross cultural communication of public signs, because different languages carry different pragmatic rules and pragmatic constraints. This paper, under the framework of pragmatics, uses pragmatic failure theory to analyze pragmatic failure in the translation of public signs and put forward corresponding translation strategies in order to promote the harmony of the expression of mother tongue and target language in intercultural communication, to avoid communication conflicts and to improve the comfort of the language environment of public signs.

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Designing the Vocabulary Component for an EFL Cross-Cultural Communication Class

SALTeL Journal (Southeast Asia Language Teaching and Learning) ◽

10.35307/saltel.v1i1.7 ◽

2018 ◽

Vol 1 (1) ◽

pp. 48-59

Author(s):

Mayumi Tsubaki

Keyword(s):

Second Language ◽

Curriculum Development ◽

Development Process ◽

Course Design ◽

Cross Cultural ◽

Target Language ◽

Cultural Communication ◽

Integrated Learning ◽

Cross Cultural Communication ◽

Teaching Situation

A systematic course design is essential in order to achieve an optimal outcome for EFL learners. I will describe the course design of vocabulary components in a Cross-Cultural Communication class in a Japanese university. This course was designed according to the Content and Language Integrated Learning (CLIL) model, in which language learners learn the target language and content at the same time, rather than learning the target language, per se. In Cross-Cultural Communication classes of the CLIL model, learners’ English vocabulary develops as well as other language skills while they increase their knowledge of Cross-Cultural Communication. Some of the problems with this approach in Japan seem to lie in the students’ insufficient English skills and their English learning backgrounds. I have attempted to design the course in order to solve these problems. I have mainly considered how to “fill the gap” between what is needed to conduct the class and what the students lack, while focusing on vocabulary development of the university students in my class. I have employed two frameworks, the Curriculum Development Process (Nation & Macalister, 2010) and the four strands (Nation, 1996), and I have adapted them to suit my teaching situation. Curriculum Development Process consists of comprehensive factors necessary for curriculum development and has allowed me to analyze my present situation. On the other hand, the four strands approach is a well-balanced principle for vocabulary learning. It is supported by Second Language Acquisition (SLA) theories and has four components: meaning-focused input, meaning-focused output, language-focused learning, and fluency development. Although the Curriculum Development Process and the four strands approach mentioned here can be effectively applied to various foreign and second language learning situations, I found it crucial to analyze my teaching situation as much as possible, and to adapt these frameworks accordingly. This paper explains how a course can be designed with partial analysis of one's present teaching situation, in hope that this could offer some guidance to those who need to develop or improve their own course based on their best analysis under limited time.Keywords: Teaching and learning vocabulary, course design, English as a Foreign Language (EFL), the four strands,, content and Language Integrated Learning (CLIL)

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