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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.

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