Effects of the LCI culture program on middle school students’ English academic achievement tests and Intercultural Sensitivity (LCI 문화프로그램이 중학생의 영어 학업성취도와 문화간 감수성에 미치는 효과)

배철웅; Kang，Yong-Ku (강용구); Sohng， Hae Sung (송해성)

Effects of the LCI culture program on middle school students’ English academic achievement tests and Intercultural Sensitivity

Modern English Education
Abbr : MEESO
2012, 13(4), pp.271-292
Publisher : The Modern English Education Society
Research Area : Humanities > English Language and Literature > English Language Teaching

배철웅 ¹, Kang，Yong-Ku ², Sohng， Hae Sung ²

¹대전관저중학교
²공주대학교

Accredited

ABSTRACT

The purpose of this paper is to find the effectiveness of the culture program titled the language-culture integration (LCI). LCI is based on the theme-based model from Content-Based Instruction (CBI), used to teach culture to middle school students. This research was conducted in a middle school located on the outskirts of Daejeon metropolitan city. The total number of participants was 72 and students’ English proficiency was low-intermediate according to the score of the national diagnostic test. The Intercultural Sensitivity Scale (ISS) was employed for the pretest and posttest to measure the change in the participants' cultural sensitivities. In addition, to measure the improvement of English ability, two national academic achievement tests were used for the pretest and posttest. Results showed that there was a significant increase of ISS and improvement of English academic achievement test scores. Additionally, the questionnaire and interviews showed that students felt more comfortable when interacting with native speakers after the LCI class. Findings also suggested that LCI was helpful for improving students' English proficiency and helping students to be more open-minded towards other cultures. Moreover, students were highly motivated not only to learn American culture but also to learn English through the LCI class.

KEYWORDS

culture, CBI, theme-based model, Intercultural Sensitivity

Citation status

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