教學大綱 Syllabus

週次

課程內容與指定閱讀

教學活動與課前、課後作業

學生學習投入時間

（含課堂教學時數）

1.

7/16

Course Intro

• Compiling the course reading materials

3 h.s

2.

7/21

1. *Moran, P. (2001). Defining culture. Teaching Culture. pp. 23-33.
2. *Kramsch, C. (2003). Teaching along the cultural faultline. Culture as the core. pp. 19-35.

• In-class reading & discussion

6 h.s

3.

7/23

1. Holiday, A. (2009). The role of culture in English language education: key challenges. Language and Intercultural Communication, 9:3, 144-155.
2. *Phillips, J. K. (2003). National standards for foreign language learning: Culture the driving force. Culture as the core. pp. 161-171.

• In-class reading & discussion
• Oral Presentation 1:

Holiday, A. (2009)

6 h.s

4.

7/24

1. *Hurn, B. J. & Tomalin, B. (2013). Chapter 2: Key thinkers in cross-Cultural communication (1). Cross-cultural communication: Theory and practice. pp. 20-46.
2. *Byram, M. (1997). A model for intercultural communicative competence. Teaching and assessing intercultural communicative competence. pp. 31-55.

• In-class reading & discussion
• Oral Presentation 2:

Hurn & Tomalin (2013)

6 h.s

5.

7/28

1. Alptekin, C. (2002). Towards intercultural communicative competence. ELT Journal, 56, 57-64.
2. *Cortazzi and Jin (1999). Cultural mirrors: Materials and methods in the EFL classroom. Culture in second language teaching and learning, pp. 196-219.

• In-class reading & discussion
• Oral Presentation 3:

Alptekin, C. (2002)

6 h.s

6.

7/30

1. *Matsuda, A. (2012). Teaching materials in EIL. In Alsagoff, L. (Ed.) Principles and practices for teaching English as an international language. pp. 168-187.
2. Yuen, K. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458-466.

• In-class reading & discussion
• Oral Presentation 4:

Matsuda, A. (2012)

6 h.s

7.

8/4

1. Vinall, K. & Shin, J. (2019). The construction of the tourist gaze in English textbooks in South Korea: exploring the tensions between internationalisation and nationalisation, Language, Culture and Curriculum, 32:2, 173-190
2. Davidson, R. & Liu, Y. (2020). Reaching the world outside: cultural representation and perceptions of global citizenship in Japanese elementary school English textbooks, Language, Culture and Curriculum, 33:1, 32-49.

• In-class reading & discussion
• Oral Presentation 5:

Vinall, K. & Shin, J. (2019)

6 h.s

8.

8/6

1. Angelova, A. & Zhao, Y. (2016). Using an online collaborative project between American and Chinese students to develop ESL teaching skills, cross-cultural awareness and language skills, Computer Assisted Language Learning, 29:1, 167-185.
2. Chen, J. & Yang, C. (2014). Fostering foreign language learning through technology-enhanced intercultural projects. Language Learning & Technology, 18:1, 57–75.

• In-class reading & discussion
• Oral Presentation 6:

Angelova & Zhao (2016)

6 h.s

9..

8/7

Oral Presentations on the Self-Selected Reading Material (online)

• 20-min online presentations (pre-recorded videos, asynchronous)
• Post the link of your video via MOODLE by 8:30 am.
• Provide feedback on your classmates’ videos via MOODLE by 10 pm.

6 h.s

10.

8/11

1. Freiermuth, M. F. & Huang, H.-c. (2012). Bringing Japan and Taiwan electronically: A look at an intercultural online synchronous chat task and its effect on motivation. Language Teaching Research, 16 (1), 61-88.
2. Porto, M. (2019) Does education for intercultural citizenship lead to language learning?, Language, Culture and Curriculum, 32:1, 16-33.

• In-class reading & discussion
• Oral Presentation 7:

Freiermuth, M. F. & Huang, H.-c. (2012)

8 h.s

11.

8/13

1. Limberg, H. (2015). Principles for pragmatics teaching: Apologies in the EFL classroom. ELT Journal, 69:3, 275-285.
2. Chao, T.C. (2013). A diary study of university EFL learners’ intercultural learning through foreign films. Language, Culture and Curriculum, 26, 247-265.

• In-class reading & discussion
• Oral Presentation 8:

Limberg (2015)

6 h.s

12.

8/18

1. Young and Sachdev. (2011). Intercultural communicative competence: Exploring English language teachers’ beliefs and practices. Language Awareness, 20, 81-98.
2. Luk, J. (2012). Teachers’ ambivalence in integrating culture with EFL teaching in Hong Kong. Language, Culture and Curriculum, 25, 249-264.

• In-class reading & discussion
• Oral Presentation 9:

Young and Sachdev. (2011)

6 h.s

13.

8/20

1. Wu, W.-C.V., Marek, M.W., and Chen (2013). Assessing cultural awareness and linguistic competency of EFL learners in a CMC-based active learning context. System, 41(3), 515-528.
2. Chao, T.C. (2014). The development and application of an intercultural competence scale for university EFL learners. English Teaching & Learning, 38.4, 79-124.

• In-class reading & discussion
• Oral Presentation 10:

Wu et. al. (2013)

6 h.s

14.

8/21

Oral Presentations on the Self-Selected Reading Material (online)

• 20-min online presentations (pre-recorded videos, asynchronous)
• Post the link of your video via MOODLE by 8:30 am.
• Provide feedback on your classmates’ videos via MOODLE by 10 pm.

6 h.s

15.

8/25

Final Test (open-book)

(Bring a laptop to class.)

6 h.s