Literaturnachweis - Detailanzeige
| Autor/in | Arshavskaya, Ekaterina |
|---|---|
| Titel | Promoting Intercultural Competence in Diverse US Classrooms through Ethnographic Interviews |
| Quelle | In: Teaching Education, 29 (2018) 2, S.194-210 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1047-6210 |
| DOI | 10.1080/10476210.2017.1373277 |
| Schlagwörter | Cultural Awareness; Likert Scales; Student Attitudes; Intercultural Communication; Ethnography; Interviews; Second Language Learning; Learning Motivation; Course Descriptions; Outcomes of Education; Foreign Students; Undergraduate Students; Experimental Groups; Control Groups; Comparative Analysis; Second Language Instruction; Focus Groups; Questionnaires; Mixed Methods Research |
| Abstract | To meet the demands of contemporary society, students need to develop the ability to interact effectively with people from different cultures. To advance this goal, a project involving ethnographic interviews was introduced to an intercultural communication course. Participating students' attitudes toward other cultures were measured on a Likert scale at the beginning and end of the project. The findings show that through the interviews, the students developed greater awareness of their own cultures and of themselves within their culture and deepened their knowledge of other cultures. Yet, the majority of the students did not show greater interest in learning a foreign language at the end of the project. Further, even though the students did learn about other cultures, their responses to becoming more open to other cultures were inconclusive. The article discusses possible reasons for these outcomes and outlines future research directions. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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