Numerous investigations have delved into the cultural content and intercultural communicative competence. Nevertheless, there remains a lack of comprehensive research that directly scrutinizes these ...aspects within the context of Indonesian EFL textbooks, specially following new curriculum in Indonesia, the Merdeka curriculum. Therefore, this study aims to explore the representation of the culture content and intercultural communicative competence in “English for Change” and “Bahasa Inggris Tingkat Lanjut” textbooks designed for the 11th-grade students following the Merdeka Curriculum by employing content analysis. The findings suggested that both textbooks focused more on the source culture than on international and target culture. They also did not convey sufficient intercultural communicative competence. These findings imply that the government, teacher, and material developers must carefully determine and select the learning material to present a balance culture content and intercultural communicative competence in order to build students’ culture sensitivity and global awareness.
Foreign language teaching in the current globalization era needs to compete with technological development. This competition is related to the discovery of digital technology-based methods to ...motivate learners to provide more interesting cultural content in language classes. For teachers from different cultural backgrounds, authentic documents such as films are considered very effective in delivering cultural content. This research takes a French film, Intouchables, and a Canadian francophone film, Monsieur Lazhar, as a research corpus for their cultural content to be analyzed. The proper understanding of the two films' cultural content can inform a digital technology-based French-language teaching medium. To discover what strategies or formulas are used in teaching French with cultural-laden films as teaching media requires studying the films by dissecting the structure of the text. Examination of the structure of the films was based on the theory of Boggs and Petrie (2008), equipped with in-depth reading to find signs in the text by referring to Buckland (2004); and also the identification of cultural content using the cultural approach by Stern (1992). The construction of a teaching plan with a language teaching approach by Damen (1987) and Byram (1997) will be the last step. This research provides an academic outcome that is a film structural analysis to identify cultural content in the two films. The second outcome is a practical categorization of cultural content utilized as a language teaching material.
This paper analyzes how Koreans perceive Japanese cultural contents and popular culture, and what kind of image they have formed of it. For this purpose, this study used the blog of NAVER, Korea’s ...largest portal site, as its research subject, and collected and analyzed data from it using text mining. The word frequency and N-gram analysis results of the data collected in this study are as follows. The main keywords in this data are roughly divided into a cluster representing Japanese cultural contents/popular culture, a cluster of keywords representing Koreans’ attitude toward or opportunity to access and encounter it, and a cluster of keywords representing the relationship of Japanese culture with Korean culture. In particular, the salient fact that emerges from these keywords is that the Japanese pop culture openness policy of 1998 has been a very important development for Koreans in terms of their relationship with Japanese cultural contents. In this respect, there is a tendency to think of Japanese cultural contents and popular culture from the perspective of Korea-Japan cultural exchange and the mutual understanding between the two countries. Meanwhile, the results of this study’s Sentiment Analysis showed that there were an overwhelming number of keywords expressing positive emotions in the data on Japanese cultural contents and popular culture.
Managing modern museum content and visitor data analytics to achieve higher levels of visitor experience and overall museum performance is a complex and multidimensional issue involving several ...scientific aspects, such as exhibits' metadata management, visitor movement tracking and modelling, location/context-aware content provision, etc. In related prior research, most of the efforts have focused individually on some of these aspects and do not provide holistic approaches enhancing both museum performance and visitor experience. This paper proposes an integrated conceptualisation for improving these two aspects, involving four technological components. First, the adoption and parameterisation of four ontologies for the digital documentation and presentation of exhibits and their conservation methods, spatial management, and evaluation. Second, a tool for capturing visitor movement in near real-time, both anonymously (default) and eponymously (upon visitor consent). Third, a mobile application delivers personalised content to eponymous visitors based on static (e.g., demographic) and dynamic (e.g., visitor movement) data. Lastly, a platform assists museum administrators in managing visitor statistics and evaluating exhibits, collections, and routes based on visitors' behaviour and interactions. Preliminary results from a pilot implementation of this holistic approach in a multi-space high-traffic museum (MELTOPENLAB project) indicate that a cost-efficient, fully functional solution is feasible, and achieving an optimal trade-off between technical performance and cost efficiency is possible for museum administrators seeking unfragmented approaches that add value to their cultural heritage organisations.
ELT coursebooks are the fertile soil for the transmission of cultural perspectives and also strong tools for shaping L2 learners' behaviors and expectations. This study investigated the existence of ...covert/ hidden curriculum in two of the widely used ELT coursebook series-- Top Notch and English File . To do so, the content of the series was analyzed via Moran's (2001) model of dimensions of culture and Chao’s (2011) main categories of culture . The results indicated that the series, along with covering different dimensions of culture, are biased mainly in favor of the western products, persons and perspectives, and that despite their global EFL/EIL audience, they vividly base their dialogues, reading and listening on the norms and values of the English-speaking countries, with almost no attention to the local, especially Asian values. The study, discussing the implications of such culture- related covert curricula in the ELT coursebooks, makes relevant suggestions for the design of ELTcoursebooks in the present global village.
The sources of innovation in services, and especially in tourism services, are usually external to companies. To what extent do open innovation practices within cultural tourism content enterprises ...contribute to firm performance? Based on an online survey of employees of enterprises engaged in innovative cultural tourism in South Korea, our study examines the contributions of three open innovation activities (innovation capability, information search and external cooperation activity) on both internal and external non-financial performance. Additionally, the impact of internal performance on external performance is analysed. Findings contribute to understanding open innovation adoption and developing additional products containing creative content that can satisfy customers and generate revenue in the cultural tourism industry.
Wolfgang Amadeus Mozart had to give way to The Bravo Boys music band. This is what the authors of the textbook entitled Ping Pong 1 and Ping Pong neu 2 have decided to do in the current edition of ...their book. So, they decided to replace its contents concerning the Composer himself and other representatives of classical music with the report from the concert of the BB. The article attempts to determine who, what characters from the real world populate in contemporary German textbooks, what cultural content it has and whether or not it conforms with the core curriculum standards of the Polish education system. To this end, selected German language textbooks have been analyzed along with the practice material offered by them. The authors of examined textbooks have almost completely abandoned depicting representatives of high culture, of German culture. They have been replaced with representatives of mass culture: mainly models, actors, athletes as well as politicians. Their common feature is the fact that they are universally known: the majority are celebrities while some of them are scandalists. The fact that these persons can be easily recognized seems to increase the students’ learning involvement, but it cannot constitute the only criterion of such selection. The article stresses the responsibility of textbook authors for the quality of cultural message addressed to children and teenagers.
The changed nature of English into that of a global language means that contemporary learners of English are more likely to acquire the language for the purposes of a lingua franca than to ...communicate exclusively with native speakers. It is therefore considered that learning the language through traditional native-speaker models does not serve them well, nor does it meet their needs. The models of 1) native speaker, 2) nativised and 3)English as a lingua franca (ELF), originally presented by Kirkpatrick (2006), are re-examined with their attributes and drawbacks in this modern context. An analysis of responses to the question ‘Which model of English should we teach?’ was carried out on two Reddit (reddit.com) discussion groups which included teachers and learners. These responses from actors in the field of English language teaching (ELT) were first categorised and then compared with academic opinions. The comparisons showed that both groups were generally in agreement with regard to an appropriate model and pedagogy. No single model was advocated; rather, the prominent opinions supported a postmethod approach that utilised the existing ELT framework of a stable Standard English that is codified, has well-established institutions, etc. However, this model should be one that accommodates other varieties of English as well as accepts second language (L2 to L2) communications as legitimate in their own right and utilises a more bespoke, context-based pedagogy.
The research highlights the problem of bilingual education in Germany in a French-speaking context. An analysis of the scientific and pedagogical literature has shown that bilingual education is the ...type of education that is of constant interest to domestic and foreign scholars. The aim of bilingual education is to develop students' communication and activity skills, which provide an opportunity to act and interact in situations of oral and written speech on the topics of everyday life and on the basis of authentic documents and materials. The organization of bilingual education in the French-speaking context in Germany is aimed at developing students' ability to express personal views, describe and comment on information received, draw conclusions, participate in discussions and debates. It also provides for the development of intercultural skills, as intercultural education aims to form citizens who are open to other peoples, tolerant of their cultural and national uniqueness. From this point of view, educators seek to impart knowledge about the country whose language is being studied. It is primarily a matter of learning to work in direct contact with representatives of other countries. The socio-cultural content of bilingual education in Germany is closely linked to the daily life of society, the positive experiences gained, the successes and challenges of young people, and the modern perception of the European dimension. It involves the use of the latest learning strategies. Students learn to work with authentic texts, receive information from the media and the Internet. German bilingual education experts encourage the active use of innovative techniques and strategies, the use of additional learning tools. The role of self-education and self-improvement, which serve to prepare for language learning throughout life, is growing.
This study attempts to investigate the cultural contents of two EFL textbooks entitled English for Elementary School Students Grade 6 and Grow with English Book 6. This research is qualitative ...descriptive research, particularly content analysis. This study uses the categorization of cultural aspects by Cortazzi and Jin (1999), including source culture, target culture, and International culture. Adaskou’s et al. (1990) categorization of cultural dimensions covering sociological sense, aesthetic sense, semantic sense, and pragmatic sense is also employed. The findings show that the two English textbooks present the cultural aspects and dimensions differently. English for Elementary School Students Grade 6 textbook carries out more source culture than target culture and international culture. In comparison, Grow with English Grade 6 textbook carries out more target culture than source and global cultures. The findings also reveal that the sociological sense is the most prominent sense occurring in the two textbooks compared to the aesthetic, semantic, and pragmatic senses. Therefore, from the results, it can be inferred that the proportion of the cultural content in the two textbooks is imbalanced.
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