Common Trends in Frameworks for Analyzing Intercultural Content in Language Teaching Course Books
The growing number of studies on how culture and what types of culture should be included in EFL education entails the existence of several frameworks for intercultural content analysis. This chapter undertakes a systematic review of analytical frameworks employed in 28 pertinent studies published w...
Đã lưu trong:
| Tác giả chính: | |
|---|---|
| Tác giả khác: | |
| Ngôn ngữ: | eng |
| Được phát hành: |
IGI Global
2024
|
| Truy cập trực tuyến: | https://opac.tvu.edu.vn/pages/opac/wpid-detailbib-id-46769.html |
| Các nhãn: |
Thêm thẻ
Không có thẻ, Là người đầu tiên thẻ bản ghi này!
|
| Thư viện lưu trữ: | Trung tâm Học liệu – Phát triển Dạy và Học, Trường Đại học Trà Vinh |
|---|
| Tóm tắt: | The growing number of studies on how culture and what types of culture should be included in EFL education entails the existence of several frameworks for intercultural content analysis. This chapter undertakes a systematic review of analytical frameworks employed in 28 pertinent studies published within the last 15 years. The findings propose three common trends in classifying intercultural content, based on (1) socio - geographical distribution of English use, (2) the nature of language and culture education, and (3) the depth of intercultural interaction involved. Among these, frameworks grounded in the socio-geographical distribution of the English language are notably prevalent. Also, the study revealed that combining multiple frameworks for the analysis of intercultural content is commonly practiced. This review aims to increase educators' awareness of the presence of intercultural aspects in language teaching. Finally, it seeks to fill the gaps in existing literature by addressing the categorization and trends in the application of intercultural content analysis. |
|---|