On the Iranian Language Learners' Reaction to Learning English Cultural Elements

被引：2

作者：

Sahragard, Rahman ^{[1
]}

Rakhshandehroo, Fatemeh ^{[1
]}

Izadpanah, Mohammad Ali ^{[1
]}

机构：

[1] Shiraz Univ, Dept Foreign Languages & Linguist, Shiraz 7196485115, Iran

来源：

PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON CURRENT TRENDS IN ELT | 2014年 / 98卷

关键词：

intercultural competence; identity; source culture; target culture; integrativeness; Gardner's socio-educational model; Deardorff s intercultural competence model; MOTIVATION; ACQUISITION;

D O I：

10.1016/j.sbspro.2014.03.587

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Learners define the target culture differently hence each have certain attitudes towards the target language, determining how much they learn. This study assessed 244 Iranian EFL learners' reactions to learning English cultural elements with a questionnaire developed based on Ely (1986) and Gardner'(1985) integrative and instrumental motivation, modified according to Gardner's socio-educational model. Results indicated that learners' negative reactions and anxiety towards acquiring the target culture can be a basis for integrating intercultural communication within the classroom and identified the importance of using different strategies, aiding target culture adaptation and reducing cultural stress. (C) 2014 The Authors. Published by Elsovior Ltd.

引用

页码：1631 / 1640

页数：10

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