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    THẠC SĨ Incorporating english cultural elements into english training with the comparing - contrasting approach: A case of tourism students at haiphong community college

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  6. Incorporating english cultural elements into english training with the comparing - contrasting approach: A case of tourism students at haiphong community college

    Table of content
    Acknowledgements . i
    Abstract . ii
    Abbreviations iii
    List of Tables and Charts . iv
    CHAPTER 1: INTRODUCTION 1
    1.1. Rationale 1
    1.2. Aims of the study 2
    1.3. Scope of the study . 2
    1.4. Research questions of the study 3
    1.5. Methods of the study 3
    1.6. Design of the study . 3
    CHAPTER 2: LITERATURE REVIEW 4
    2.1. The place of culture knowledge in foreign language learning . 4
    2.1.1. Definition of Culture . 4
    2.1.2. Culture knowledge and foreign language learning . 5
    2.1.3. Cultural elemnets in foreign language learning 7
    2.2. Goals for incorporating culture into the foreign language class . 9
    2.3. Comparing and Contrasting as activities of raising students’
    culture awareness . 10
    2.3.1. Comparing - Contrasting approach . 10
    2.3.2. Activities for incorporating culture into foreign language training 11
    2.3.2.1. Cartoon categories . 12
    2.3.2.2. Dating customs . 13
    2.3.2.3. Cross- cultural role plays . . 15
    2.3.2.4. Shopping habits . 15
    2.3.2.5. Show and Tell . 17
    2.3.2.6. Front- page features 17
    2.3.2.7. Today’s TV schedule 19
    2.3.2.8. Early, on time, or late ? 20
    2.3.2.9. Holiday photographs . 21
    2.3.2.10. Social behaviour . 22
    2.4. Conclusion . 24
    CHAPTER 3: THE STUDY . 25
    3.1. Situation analysis . 25
    3.1.1. Setting of the study . 25
    3.1.2. Participants and classroom context 26
    3.2. Data collecting instruments . 26
    3.2.1. Survey questionnaires 27
    3.2.2. Class observation . 27
    3.2.3. Interviews and informal discussions 28
    3.3. Data analysis . 28
    3.3.1. An overview on Tourism students’ English culture learning at HCC . 28
    3.3.1.1. Tourism students’ choice of suitable sections for English cultural delivery
    at HCC . 28
    3.3.1.2. Tourism students’ preferences in English cultural elements 29
    3.3.1.3. Tourism students’ sources for enriching cultural information . 30
    3.3.1.4. Tourism students’ opinion of the problems when they deal with
    cultural activities in the class . 30
    3.3.2. The change in Tourism students’ test result after the application 31
    3.3.3. The change in Tourism students’ survey questionnaire result after the application
    . 32
    3.3.3.1. The change in Tourism students’ viewpoints on the role of culture in ELL 33
    3.3.3.2. The change in Tourism students’ evaluation on their own English
    cultural knowledge 34
    3.3.3.3. The change in Tourism students’ expectation on the frequency
    of English culture learnig 35
    3.4. Conclusion 37
    Chapter 4: Conclusions 38
    4.1. Summary of the study . 38
    4.2. Limitations of the study 39
    4.3. Recommendations for the further study . 39

    Appendixes . I
    References . VI

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