International Journal of Business and Social Science

ISSN 2219-1933 (Print), 2219-6021 (Online) DOI: 10.30845/ijbss

Crossing Perceived Cultural Barriers in a Taiwanese College EFL Classroom
Paul C. Talley, Tu, Hui-ling

The relationship between second-language learning and culture has been studied and debated by educators and students alike. In an EFL context, students’ language learning happens mainly in a language classroom where the learning culture predominates. Learning behaviors are normally shaped by pre-existing attitudes, values and beliefs regarding what constitutes good learning and effective teaching. In such an environment, a real cultural barrier may exist as a set of cultural differences between teacher and students. To determine how crossing perceived cultural barriers in a Taiwanese college EFL classroom might affect language learning, fifty-three non- English majors from two EFL communication classes answered a partial questionnaire specific to cultural barriers and a teaching program called CSESP. Analysis of the programinvolving one control group (CG) and one experimental group (EG) indicates that it provided both learner groups with an opportunity to realign their initial response to English speaking in an intercultural classroom context.

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