A Model for Describing, Analysing and Investigating Cultural Understanding in EFL Reading Settings

Autor/in	Porto, Melina
Titel	A Model for Describing, Analysing and Investigating Cultural Understanding in EFL Reading Settings
Quelle	In: Language Learning Journal, 41 (2013) 3, S.284-296 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2013.836346
Schlagwörter	Cultural Awareness; English (Second Language); Second Language Learning; Models; Foreign Countries; Reading Processes; Reading Comprehension; Recall (Psychology); Familiarity; Reader Response; Task Analysis; Visual Measures; College Students; Literature; Teaching Methods; Student Attitudes; Second Language Instruction; Argentina + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Analogiemodell; Ausland; Leseprozess; Leseverstehen; Abberufung; Leserbrief; Aufgabenanalyse; Collegestudent; Literatur; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Fremdsprachenunterricht; Argentinien
Abstract	This article describes a model used to explore cultural understanding in English as a foreign language reading in a developing country, namely Argentina. The model is designed to investigate, analyse and describe EFL readers' processes of cultural understanding in a specific context. Cultural understanding in reading is typically investigated using inappropriate theoretical rationales framed, for instance, within static and essentialist notions of culture and identity. The model used here rests on a notion of comprehension based on levels of understanding rather than on recall of textual content. It emphasises the centrality of cultural understanding as a fluid process in a continuum of cultural familiarity and unfamiliarity within a dynamic conception of culture. Instead of a free recall protocol, a reading response task and a visual representation task are the two key instruments which require readers to exploit a text in order to rewrite it from an alternative perspective. The investigation shows that during the reading process, participants moved back and forth among the six levels specified in the model, indicating that the process of cultural understanding is not composed of independent and discrete elements, processes or stages but is fluid and complex. Furthermore, the investigation reveals the presence of an affective dimension throughout the different levels. This needs further research which might be pursued with the help of the visual representation task. This tool is also appropriate for developing the imaginative and emotional dimension of cultural understanding through reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10