Source Culture and Target Culture in English Language Teaching: A Study of Intercultural Pragmatics and Students’ Learning Outcomes

Hazrat Umar, M. Rehman
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引用次数: 3

Abstract

The study explores the role of intercultural pragmatics in theimprovement of students’ reading comprehension of English. This is anexperimental research conducted upon 50 eighth-grade Pashtun studentsaged around 12 and 13 years. The experimental group (n=25) was taughtan intercultural curriculum which included topics from the British culture(target culture) and Pashtun culture (source culture) in addition to theform of language. The control group (n=25) was treated traditionally inwhich the focus was on the structure and form of language. The pre- andpost-tests were administered to both groups. After comparing the meanscores of the tests, it has been found that the experimental group showedgreater improvement in their English language proficiency as comparedto the control group. It is recommended that topics from both the sourceand target cultures written in the target language be included in theEnglish curriculum. Further, training programs for language teachersshould include intercultural pragmatics in their syllabi. Further researchmay be conducted in the same area in different places with participantsfrom different cultures and age groups.
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英语教学中的源文化与目标文化——跨文化语用学与学生学习成果研究
本研究探讨了跨文化语用学在提高学生英语阅读理解能力中的作用。这是一项对50名年龄在12到13岁之间的普什图八年级学生进行的实验研究。实验组(n=25)被教授跨文化课程,除了语言形式外,还包括来自英国文化(目标文化)和普什图文化(源文化)的主题。对照组(n=25)采用传统治疗方法,重点关注语言结构和形式。两组均进行了前后测试。在比较了测试的平均分后,我们发现实验组的英语水平比对照组有了更大的提高。建议将源文化和目标文化的主题都包括在英语课程中。此外,针对语言教师的培训项目应将跨文化语用学纳入教学大纲。进一步的研究可能会在同一地区不同的地方进行,参与者来自不同的文化和年龄群体。
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