1 Cultural Input in Oral English Teaching in Call Environments Zhihong Lu ( 卢卢卢 ), Shenghua Huang, Xiaoyan Li Zhihong Lu (email: zhihonglu2002@y ahoo.com.cn) Beijing University of Posts and Te lecommunications Course page: http://collegeenglish.sl.b
Dec 26, 2015
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Cultural Input in Oral English Teaching in Call Environments
Zhihong Lu ( 卢志鸿 ), Shenghua Huang, Xiaoyan Li
Zhihong Lu (email: [email protected])Beijing University of Posts and Telecommunications
Course page: http://collegeenglish.sl.bupt.cn
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1. Importance of Cultural Input (in an audio-video speaking class (AVSC) based on the perspective of social identity and cultural code)
Cultural Input in Oral English Teaching in Call Environments
2. Features in CALL Environments
3. Conducting Cultural Input in AVSC
4. Limitations
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Background College English teaching reform in China (since 2004)
College English Curriculum Requirements (2007) comprehensive communicative language abilities
The extensive use of modern information technology
Changes in college English teaching:Emphasis: language knowledge (past)
communicative language ability and autonomous learning ability teaching focuses on the learners
teaching mode shifts from teacher-centered to student-centered
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● teacher-centered pattern:
Background College English teaching reform in China (since 2004)
Foreign language education has limited the teaching of culture to the transmission of information about the people of the target country, and about their general attitudes and world views (Kramsch, 1999).
In a traditional teaching environment, the teacher focuses more on explaining grammar and linguistic knowledge, whereas ignoring the cultural input.
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● student-centered teaching: multi-dimensional models
Background College English teaching reform in China (since 2004)
Put culture teaching as the fifth dimension, which is closely related to listening, reading, writing and speaking (Damen, 2004).
Communicative language teaching & interactive teaching model
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The Importance of Cultural Input in an (AVSC)
1. Needs to Stimulate the Awareness of Culture Code
culture code: The unconscious meaning we apply to any given thing —— a car, a type of food, a relationship, even a country —— via the culture in which we are raised (Rapaille, C. 2007) .
key to improving learners’ awareness of culture code: necessary cultural information awareness of cultural differences
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The Importance of Cultural Input in an (AVSC)
2. Needs to Raise the Awareness of Social Identity
Identity is generated, confirmed, and transformed in the process of interactions between groups and individuals (Stempleski & Tomalin: 1990)& Barth(1969) Cultural Input necessary to raise the learners’ awareness of social identity effective in breaking the boundaries resulted from different social identities
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The Importance of Cultural Input in an (AVSC)
3. Needs to Build up a Virtual Speech Community
Speech Community:
the whole set of people who communicate with each other, either directly or indirectly, via the common language.
Hockett (1958)
Education throughout life is based upon four pillars: “learning to know, learning to do, learning to live together and
learning to be”. Report to The International Commission on Education for the 21st Cent
ury UNESCO (United Nations Educational, Scientific, and Cultural Organization), 1996 (http://www.unesco.org/delors/fourpil.htm)
The importance of building up a virtual speech community
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Features in CALL Environments
● two shifts: In CALL environments, the focus of ESL teaching has been shifted from strengthening language ability to developing comprehensive language competence and practical skills The teaching model is changing from teacher-centered pattern to student-centered multi-dimensional patterns
● four key factors: course book, teacher, audio-video devices, students
Interaction of 4 factors and conduction of interactive patterns
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Features in CALL Environments
● Adapt to the need for the interaction among students, or between the teacher and students.
● Provide more functional devices for the teacher in conducting in-class speaking activities.
● Help the teacher build up a vivid learning environment, stimulating students’ interests to speak in the target language.
● Easy access to the Internet, which opens a large knowledge pool for students.
● Resources can be saved either in disks or shown on the computer screen.
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Learning English Through Culture: Viewing, Listening, Speaking
First edition
Second edition
The course books
Conducting Cultural Input in AVSC
Cultural Learning: the Smart Way to Study English
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• “Student-centered” autonomous Learning
• Individualized teaching• Learners’ cultural input• Awareness of cultural differences and
the importance of cultural learning
The course books stressed on:
Conducting Cultural Input in AVSC
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Unit
Topic Unit Topic
1 Arriving in the US 6 Entertainment
2 Campus Life 7 Outdoor Recreational Activities
3 Library / Bookstore
8 Holidays
4 Food 9 Sports
5 Shopping 10 Vacation Arrangements
Contents of the book (CD-ROM)
Conducting Cultural Input in AVSC
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Interactive patterns
Conducting Cultural Input in AVSC
S
S-S
Ss-SsS-Ss
S-T
T-S-S
T-ST-Ss
Interactive Patterns
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In-class activities: learning guided by the teacher
After-class practice: autonomous learning (through attached CD-ROM)
Interaction
Various in-class communicative activities
After-class preparation, practice with machine
Conducting Cultural Input in AVSC
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In-Class Activities
Goals achieved by conducing in-class activities:● present a cultural broad view for students.● help students to practice the target language through the
cultural learning and the context.● put students in a virtual social context through various kinds of
cultural input approaches.● by dividing the students randomly or by set of rules, the
teacher intentionally trained the students’ ability to communicate with different speakers.
Conducting Cultural Input in AVSC
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Integrate cultural learning and the language practice into CALL environments
Build up a virtual speech community, in whichlearners can easily locate themselves.
Conducting Cultural Input in AVSC
In-Class Activities
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Table 1. Students’ comments on teacher’s role in AVSC
Question: What do you think is a teacher’s job in audio-video speaking class? (Multi-answer)
Results Items
Total (%)
Teach language knowledge.12.09
Provide more cultural information but less language knowledge.41.76
Focus more on organizing various speaking activities rather than teaching. 23.08
Focus more on developing students’ communicative language ability. 70.33
Conducting Cultural Input in AVSC
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Table 2. Students’ Comments on the Course Book and the CD-ROM
Question: Compared with other course books of the same kind, what features doesLearning English Through Culture: Viewing, Listening, Speaking have? (Multi-answer)
Results Items Total (%)
It’s more practical and operational. 31.87
It possesses rich cultural and language knowledge, and unique cultural perception. 42.31
It has authentic language and close-to- life contents. 47.25
It has no distinctive features. 10.44
Conducting Cultural Input in AVSC
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Conducting Oral Presentation ● no fixed topic
● culture related
● in target language
● PPT, role plays, voiceover, etc
The presentation will naturally make full use of the The presentation will naturally make full use of the devices in the CALL environments.devices in the CALL environments.
Conducting Cultural Input in AVSC
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Oral
Presentation
Conducting Cultural Input in AVSC
● effective way to exchange cultural knowledge● a chance to improve communicative language ability● interact with peers and the teacher by making full use of the
materials
Role Play● communicate in a virtual speech community by
target language ● provide learners with opportunities to master
practical language skills
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Table 3. Students’ attitudes towards oral presentation
Question: Do you agree on having one or two students doing oral presentations for each class?
Results Items Total (%)
Strongly agree.41.21
Agree.49.45
Neither agree nor disagree.6.04
Disagree. 3.30
Conducting Cultural Input in AVSC
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Conducting Cultural Input in AVSC
● create more chances for students to communicate in the target language
● cultural information provider ● cultivate students’ awareness of cultural differences in communication ● enhance learners’ communicative ability
that is in accordance to Bachman’s CLA theory
Teacher’s Role
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Conducting Cultural Input in AVSC
AVSC in CALL environments
Aims:
● to develop students’ competence in understanding input both of linguistic knowledge and cultural information
● cultivate students’ spoken ability in target language ● enhance students’ communicative language ability
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Conducting Cultural Input in AVSC
AVSC in CALL environmentsCultural input emphasis reflected from:
● the course book and the attached CD-ROM ● the teacher’s guidance ● the communication among peers through all kinds of speaking activities such as, pair work,
group discussions, oral presentations, etc. ● authentic language● in-depth cultural information
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● proper selection of the cultural input for easy learning environment● information redundancy due to learning facilities
Limitations