Chapter 5 Discussion
6.3 Limitations and Suggestions for the Future Studies
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As can be seen, in this scenario, the researcher of the current study will call for the practitioners to raise awareness to be context-sensitive as opposed to conveniently accepting the notion of “one size fits all.” That is to say, for those who are interested in incorporating culture into language class, it would be more effective not to simply adopt a wholesale cultural textbooks approach. Instead, the teachers should have their own adaptation and modification in order to construct the most suitable cultural materials that take into account some parts of learner’ native culture to address relevant, meaningful, and context-specific cultural issues that enrich students’
learning.
In sum, with the careful pedagogical arrangement and customized learning materials, the cultural learning experience may become rich and joyful for the
children. By doing so, it is hoped that it would be more likely to further build up their learning interest and openness toward the exploration of more cultures.
6.3 Limitations and Suggestions for the Future Studies
As with any other research, this current study is not without limitations. In the following section, the researcher will first discuss three main limitations of the present study and in response to the limitations, some suggestions will be provided in hope to benefit the future studies aiming at incorporating the English and cultural instruction for young learners.
First, given the constraints the researcher was working with, she was only able to keep track of the participant’s attitudinal development for four months. According to Heigham and Croker (2009), qualitative case studies usually require a longer period of time to collect data for the purpose of revealing more comprehensive development, patterns, or phenomenon of the case being studied. It thus should be noted that
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although the results of the current study indicate the participant demonstrated gradual and consistent positive attitudinal change over the course of the teaching, to what extent such an instruction will sustain and contribute to positive influence upon the participant’s learning attitude remains an unanswered question. In fact, it has been suggested in the children’s motivation and attitude literature that children’s language affective development is not static; instead, it is complicated and fluctuates over time (see Mihaljević Djigunović & Lopriore, 2012). Therefore, longitudinal investigations with more involvement of different children of the same age group may be conducted to derive a more complete and comprehensive documentation and analysis on the young participants’ gradual affective development under the integration of English and culture learning.
Secondly, the current study merely puts specific focus on investigating the participants’ attitudinal development and feedback to the instruction. It is thus recommended that future research can examine different aspects of the impacts that the integration of culture and English learning may have on young learners such as documenting their development of intercultural communicative competence under the cultural instruction. Quantitative research could also be undertaken to testify the effectiveness of the instruction, for example, looking into the relationship between the cultural curriculum and the students’ English performance.
Finally, as mentioned in Chapter Three, the researcher of the current study designed the cultural learning material based on the contents and themes derived from the Mandarin textbooks, and she argued that the design of which may have several benefits including ensuring students to have the prior knowledge of the cultural content and helping raise learners’ intercultural awareness on both the native and target cultures at a more conscious level. However, this designing framework is sui
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generis and has yet to be utilized in other research. As a consequence, it is hoped that more endeavors could be made to implement such an idea of material design into more and different learning settings to further examine its validity and effectiveness.
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Relevant Texts in the Chinese Textbook
IECT lessons and cultural themes
Relevant texts in the Chinese textbook
1. Greetings 問好 Greeting
爸爸好 媽媽好 爸爸媽媽好 2. Animal sounds and
languages 4. Kids and their toys around
the world
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元，透過短文，介紹了四種台灣兒童常玩 的遊戲。
9. World’s favorite Food (interesting cultural matters)
爆米花 Popcorn
爆米花，爆米花，小小玉米會開花一朵一 朵又一朵，媽媽的鍋子裡開滿了小白花。
10. Chinese New Year &
Christmas
(custom and festival )
過年 Chinese New Year 快過年了，我寫一個春
爸爸把春倒過來貼，媽媽拍拍手。
爺爺笑一笑，奶奶說: 春到年到家裡的好 運也來到。
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The Lesson Plan of the Firs Lesson: Greetings
Session 1
Vocabulary Sentence patterns shake hands
Activities Time Procedures Materials
I.
3. Ss feel free to share their ideas.
4. T summarizes by saying that greeting is a common act around the world; In Taiwan, greeting people appropriately is a polite behavior and so is it in most countries. And when they meet someone, they should greet others to maintain good interpersonal relationship. ask the other to shout the word.
III.
Make a guess
10 1. T asks Ss to guess in which countries people greet by kissing, bowing, shaking hands, etc.
2. T takes out the world map.
3.Ss repeat after T the countries’
names.
4. T asks Ss to make a guess by matching the greetings flashcards on it.
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2. The S will shout different ways of greetings like saying “Simon say, bow!” Other Ss then need to bow. If the S says an action without saying the word “Simon say” then Ss do not need to act out. greet to people in Taiwan and how other people greet in other
countries. T then moves on to ask Ss how they feel about different ways of greetings.
3. Ss feel free to share.
4. If Ss give some negative
comments, T will tell Ss that there exist different kinds of cultural practice and behaviors in the world and there is not a better or worse way to greet. If they have a chance to enter another culture, the most important thing is to recognize the difference and respect the way it is.
VII. Draw and Say
10 1. Ss draw how people greet in Taiwan first and then choose one country to draw their ways of greeting.
2. Ss talk about their drawings by using the assigned sentences.
VIII.
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Activities Time Procedures Materials
I. Warm up 15 1. T points the flashcards and prompts Ss to read aloud by themselves.
2. Ss play the spelling game by using the on-line spelling website.
II.
Read the story
15 1. T reads the story “Hello, Goodbye”
2. T translates some sentences in Chinese to ensure Ss comprehend the story. following questions and asks Ss to find the answer on the book. they love the most and read it aloud to the family.
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Appendix C
Students’ Learning Progress and Feedback Sheet
Lesson 3: School Rules 日期 Date:
在做得到的敘述前打勾勾:
1. 聽力 Listening
我可以聽得懂老師上課說的英文指示 我可以聽得懂這課的課文
2. 口說 Speaking
算數 學英文 跳舞 你遲到了
學習 吃中餐 玩遊戲 上課要專
心
唱歌 畫畫 不能帶寵物 不要上課
吃口香糖
要做功課 不能大叫 不能吃東西 要準時到
校
不要插隊 下課了 舉手
我會說我在學校做什麼事
3. 文化 Culture 我知道在英國在哪裡
我知道至少兩條英國小學的教室規則
我知道在大部分美國的公立小學,小學生不用穿制服上課 我知道在大部分美國的學校,上課問問題是被鼓勵的行為
單元學習進度 Lesson Progress
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8. 寫出或畫出你的建議和想跟老師說的話!
例如: 1. 覺得_______內容或活動很有趣, 想要多上一點 2. 覺得_______內 容或活動很無趣, 想要少上一點
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Interview Questions Concerning the Participant’s Language Attitude
Language Attitude Questions Source
Behavioral 1. Do you usually do homework?
2. Do you ask your English teacher questions when you don’t understand the contents?
3. Do you take initiative in reading English books or watching English videos?
4. Are you attentive in class?
Adapted from Enever (2011)
5. Do you wish you could have many English speaking friends? Emotional 1. What do you like best in English? Why?
2. What do you dislike most in English? Why?
Adapted from Enever (2011) 3. Do you feel excited when you communicate
in English with others?
4. Do you feel enjoyable when studying English?
5. Do you have good emotion when learning English?
6. Do you enjoy doing English activities?
7. Do you wish you could speak English fluently?
Cognitive 1. Do you think learning English can make you more knowledgeable? Why?
2. Do you think what you learn in the English class is useful ? Why?
3. Do you think learining English is important? Why?
4. Do you think you can apply the knowledge learned from the English class in your real life?
Adapted from Abidin, et al., (2012)
5. Do you think learning English is difficult?
6. Why do you think you need to learn English?
Adapted from Enever (2011)
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Appendix E
Interview Questions Concerning the Participant’s Feedback for the IECT
Questions
1. How do you feel about learning English in IECT?
2. After studying English in IECT classes, do you like English more, the same or less?
3. Compare to English classes at school and cram school, is English easier, the same or harder for you in IEC classes?
4. What’s your favorite activity in IECT instruction?
Play competitive games/ Read stories on videos/ Read stories on paper copies/
Sing songs / Draw pictures / Role play/ Do worksheet exercises/ Learn things about other culture
5. Are the IEC classes more or less interesting than the school and the cram school English classes?
6. Do you find any difficulty in understanding the content in IECT classes?
7. Do you like to have more IECT sessions?
8. Which topic of culture learning do you like most in the IECT instruction?
9. Are there any other cultural topics that you are highly interested in and eager to learn more?
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Appendix F
Peter’s Work 1: Compare Animal Sounds in English and Chinese in a Venn Diagram
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Appendix G
Peter’s work 2: Compare the Korean and Taiwanese Stories of the Sun and the Moon in a Venn Diagram
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Appendix H
Peter’s Work 3: Ask Others About World’s Favorite Food