Analyzing Moran’s dimensions of culture in an English conversational course at UCR

Understanding the source of cultural differences contributes to effective communication when working across cultures. EFL learners must build intercultural skills not only for improving their communication skills, but also for satisfying their future work demands. This mixed methods research stud...

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Autor principal:	Elizondo González, José Fabián
Formato:	Online
Idioma:	spa
Publicado:	Escuela de Lenguas Modernas, Universidad de Costa Rica 2018
Acceso en línea:	https://revistas.ucr.ac.cr/index.php/rlm/article/view/34783

id	RLM34783
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spelling	RLM347832020-07-23T17:38:58Z Analyzing Moran’s dimensions of culture in an English conversational course at UCR Elizondo González, José Fabián Moran’s dimensions of culture cultural awareness teaching culture language syllabuses Understanding the source of cultural differences contributes to effective communication when working across cultures. EFL learners must build intercultural skills not only for improving their communication skills, but also for satisfying their future work demands. This mixed methods research study examines EFL learners as users of English in multicultural environments in a conversational course at the University of Costa Rica. A book analysis, a questionnaire, and an interview were used to collect data about the number and importance of culturerelated activities found in the textbook used, about the instructor and learners’ level of cultural awareness, and about their degree of satisfaction in terms of teaching and learning about culture to determine if the culture-related courseobjectives are being met. The results reflect that Moran’s dimensions of culture are not being explicitly taught, that learners may have difficulties explaining what learning culture is about, and that their overall satisfaction can be rated with a 6 out of 10. The conclusion can also be drawn that the learners’ general dissatisfaction may have to do with the fact they are not exposed to cultural learning outcomes explicitly. Following an analysis of the research results, some recommendations for teaching culture will also be presented. Escuela de Lenguas Modernas, Universidad de Costa Rica 2018-10-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article Artículo evaluado por pares application/pdf application/epub+zip text/html https://revistas.ucr.ac.cr/index.php/rlm/article/view/34783 10.15517/rlm.v0i28.34783 Journal Of Modern Languages; No. 28 (2018) Revista de Lenguas Modernas; Núm. 28 (2018) 2215-5643 1659-1933 10.15517/rlm.v0i28 spa https://revistas.ucr.ac.cr/index.php/rlm/article/view/34783/pdf https://revistas.ucr.ac.cr/index.php/rlm/article/view/34783/epub https://revistas.ucr.ac.cr/index.php/rlm/article/view/34783/html
institution	Universidad de Costa Rica
collection	Revista de Lenguas Modernas
language	spa
format	Online
author	Elizondo González, José Fabián
spellingShingle	Elizondo González, José Fabián Analyzing Moran’s dimensions of culture in an English conversational course at UCR
author_facet	Elizondo González, José Fabián
author_sort	Elizondo González, José Fabián
description	Understanding the source of cultural differences contributes to effective communication when working across cultures. EFL learners must build intercultural skills not only for improving their communication skills, but also for satisfying their future work demands. This mixed methods research study examines EFL learners as users of English in multicultural environments in a conversational course at the University of Costa Rica. A book analysis, a questionnaire, and an interview were used to collect data about the number and importance of culturerelated activities found in the textbook used, about the instructor and learners’ level of cultural awareness, and about their degree of satisfaction in terms of teaching and learning about culture to determine if the culture-related courseobjectives are being met. The results reflect that Moran’s dimensions of culture are not being explicitly taught, that learners may have difficulties explaining what learning culture is about, and that their overall satisfaction can be rated with a 6 out of 10. The conclusion can also be drawn that the learners’ general dissatisfaction may have to do with the fact they are not exposed to cultural learning outcomes explicitly. Following an analysis of the research results, some recommendations for teaching culture will also be presented.
title	Analyzing Moran’s dimensions of culture in an English conversational course at UCR
title_short	Analyzing Moran’s dimensions of culture in an English conversational course at UCR
title_full	Analyzing Moran’s dimensions of culture in an English conversational course at UCR
title_fullStr	Analyzing Moran’s dimensions of culture in an English conversational course at UCR
title_full_unstemmed	Analyzing Moran’s dimensions of culture in an English conversational course at UCR
title_sort	analyzing moran’s dimensions of culture in an english conversational course at ucr
publisher	Escuela de Lenguas Modernas, Universidad de Costa Rica
publishDate	2018
url	https://revistas.ucr.ac.cr/index.php/rlm/article/view/34783
work_keys_str_mv	AT elizondogonzalezjosefabian analyzingmoransdimensionsofcultureinanenglishconversationalcourseatucr
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Analyzing Moran’s dimensions of culture in an English conversational course at UCR

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