International Journal of English Language Education
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Students’ Attitudes towards Cultural Learning in the English Classroom: A Case Study of Non-English Major Students in a Chinese University
1. Songmei Liu (Corresponding author); 2. Chonlada Laohawiriyanon.
1. M.A. Student, Department of Languages and Linguistics, Faculty of Liberal Arts Prince of Songkla University, Hat Yai Campus, Songkhla, Thailand; 2 Asst. Prof. Dr., Department of Languages and Linguistics, Faculty of Liberal Arts, Prince of Songkla University, Hat Yai Campus, Songkhla, Thailand
The aim of this paper was to investigate Chinese non-English major university students’
interest in learning about Big “C” and little “c” cultural themes of different countries. A
questionnaire was randomly distributed to 69 students in a university in China. Research
findings revealed that the respondents were in favor of learning mostly about their own
culture, followed by target and international target culture. Regarding cultural themes, they
seemed to show a slightly stronger preference towards Big “C” over little “c” culture. With
respect to Chinese (source) culture, students were interested in learning about “History”,
“Food”, and “Holidays”; for international target culture (i.e. the cultures of France, Egypt,
Japan, Brazil, and Iran), the respondents were curious to learn about the cultural themes of
“Geography”, “Food”, and “Holidays”; and for the target culture (i.e. America and Australia),
the cultural themes of Science” and “Geography” were favored by the respondents.
Pedagogical implications of training learners to improve their ICC are offered.
Big “C” culture, little “c” culture, sources of culture, Intercultural Communicative Competence (ICC)
Date Deposited : 25 Apr 2014 15:59
Official URL: http://www.macrothink.org/journal/index.php/ijele/article/view/3508/2917
Last Modified : 25 Apr 2014 15:59
Volume 1, Number 3, - 2013 , ISSN 2325-0887
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