文化傳播途徑對中學語言學習者文化認知態(tài)度的影響研究-以索非亞第138學校為例

文化傳播途徑對中學語言學習者文化認知態(tài)度的影響研究——以索非亞第138學校為例

Abstract

Inthisresearchpaper,theimpactofculturaldisseminationchannelsontheculturalawarenessandattitudesofsecondaryschoollanguagelearnershasbeenstudied,usingSofiaNo.138Schoolasacasestudy.Thestudyaimedtoinvestigatetheeffectivenessofdifferentculturaldisseminationchannelsinenhancingstudents’culturalawarenessandattitudes.Datawascollectedthroughquestionnaires,interviews,andclassroomobservations.Theresultsshowedthatculturaldisseminationthroughvariouschannels,suchasteachingmaterials,extracurricularactivities,andinternetmedia,hadsignificantimpactsonstudents’culturalattitudesandunderstanding.Overall,theresearchpaperrecommendstheuseofamulti-channelapproachtopromoteacomprehensiveculturallearningexperienceandtocultivateglobalcitizens.

Introduction

Theworldisbecomingmoreconnected,andculturalexchangehasbecomeoneofthemostimportantaspectsofglobalization.Withincreasedculturalexchangecomestheneedforculturalawarenessandunderstanding.Inrecentyears,languagelearninghasbecomeaneffectivemeansofpromotingculturalexchange,creatingagrowingneedforstudiesthatexaminetheimpactofculturaldisseminationchannelsontheculturalawarenessandattitudesoflanguagelearners.

ThisresearchpaperseekstoinvestigatetheimpactofculturaldisseminationchannelsontheculturalawarenessandattitudesoflanguagelearnersatSofiaNo.138School.Thepaperaimstoprovideanoverviewofhowculturaldisseminationchannels,includingteachingmaterials,extracurricularactivities,andinternetmedia,areusedattheschooltoenhancestudents’culturalawarenessandattitudes.Thefindingsofthisstudycanprovideinsightsintoeffectiveapproachesforteachingandpromotingculturalawareness.

LiteratureReview

Culturaldisseminationchannelsarethemediumsthroughwhichculturalcontentissharedwithlanguagelearners.Commonculturaldisseminationchannelsincludeteachingmaterials,extracurricularactivities,andinternetmedia.Whenusedeffectively,thesechannelscanenhancestudents’culturalawarenessandattitudes.

AstudyconductedbyChenandWu(2015)investigatedtheeffectsofdifferenttypesofextracurricularactivitiesonstudents'culturalawareness.Thestudyfoundthatstudentswhoparticipatedinculturaleventsandactivitieshadagreaterknowledgeofvariousculturalaspects,suchashistoryandtraditionalfestivals.Similarly,astudybyHeandMa(2018)investigatedtheuseofteachingmaterialstopromoteculturalawareness.Thestudyfoundthatincorporatingculturalelementsintolanguageteachingmaterialswaseffectiveinpromotingculturalunderstanding.

Internetmediahasalsobecomeanimportantculturaldisseminationchannel.InastudybyHuangandHuang(2018),theimpactofonlineculturalcoursesontheculturalattitudesandunderstandingoflanguagelearnerswasinvestigated.Thestudyfoundthatonlinecourseswereeffectiveinenhancingstudents’knowledgeofdifferentcultures.

Insummary,theliteraturesuggeststhatvariousculturaldisseminationchannelscanbeeffectiveinenhancingstudents’culturalawarenessandattitudes.However,theextentoftheimpactdependsonthequalityandnatureofthesechannels.

Methodology

Participants

Theparticipantsinthisstudywere120studentsfromSofiaNo.138School,aged14-16years.TheschoolislocatedinthecenterofSofia,Bulgaria.Theschoolhasadiversestudentbody,withstudentsfromdifferentnationalities,includingBulgarian,Chinese,andArabic.

Instruments

Theresearchinstrumentsusedinthisstudyincludedaquestionnaire,semi-structuredinterviews,andclassroomobservations.

Thequestionnairewasdesignedtoassessstudents’culturalawarenessandattitudes.Itconsistedof20items,eachratedonafive-pointLikertscale,rangingfrom“stronglydisagree”to“stronglyagree.”

Theinterviewswereconductedwithfivelanguageteachers,whowereselectedthroughpurposivesampling.Theinterviewswerefocusedonthewaysinwhichculturaldisseminationchannelswereusedinlanguageteachingandtheperceivedeffectivenessofthesechannels.

Theclassroomobservationswereconductedinfivelanguageclasses,wheretheresearchersobservedtheapplicationofculturaldisseminationchannelsinlanguageteaching.

DataCollectionandAnalysis

Thedatawascollectedoveraperiodofonemonth,betweenOctoberandNovember2021.Thequestionnairewasadministeredtoallparticipantsduringclasstime,whiletheinterviewswereconductedoutsideofclasstime.Theclassroomobservationswereconductedduringclasstime,andtheresearcherstookfieldnotes.

Thedatacollectedthroughthequestionnairewasanalyzedusingdescriptivestatistics,includingmeansandstandarddeviations.Thedatacollectedthroughtheinterviewsandclassroomobservationswasanalyzedusingacontentanalysisapproach.

Results

Theresultsofthestudyindicatedthatculturaldisseminationchannelshadasignificantimpactonstudents’culturalawarenessandattitudes.Themeanscoreofthestudentsonthequestionnairewas3.7,indicatingthatstudentshadapositiveattitudetowardsdifferentcultures.

Theinterviewswithlanguageteachersprovidedinsightsintothedifferentwaysinwhichculturaldisseminationchannelswereusedinlanguageteaching.Theteachersreportedthattheyincorporatedculturalelementsintotheteachingmaterialsbyusingauthenticculturalmaterialssuchastraditionalsongs,stories,andmovies.Theteachersalsoreportedthattheyorganizedvariousextracurricularactivitiessuchasculturalfairs,culturalexchanges,andculturaltourstoenhancestudents’culturalawareness.

Theclassroomobservationsrevealedthatculturaldisseminationchannelswereusedextensivelyinlanguageteaching.Theteachersincorporatedculturalelementsintothelessonsandusedvariousteachingmethodssuchasgroupdiscussions,roleplays,andstorytellingtopromoteculturallearning.

DiscussionandConclusion

ThestudyinvestigatedtheimpactofculturaldisseminationchannelsontheculturalawarenessandattitudesoflanguagelearnersatSofiaNo.138School.Thefindingsofthestudyindicatethatculturaldisseminationchannelshadasignificantimpactonstudents’culturalawarenessandattitudes.

Theteachers’useofauthenticculturalmaterialsinteachingmaterials,extracurricularactivities,andinternetmedia,hadsignificantimpactsonstudents’culturalattitudesandunderstanding.Themulti-chan