Changing cultural stereotypes through e-mail assisted foreign language learning

Itakura, Hiroko

doi:10.1016/j.system.2003.04.003

Cited by 35 publications

(24 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Other studies have also shown that bilingual email, one type of asynchronous CMC, is a useful means for promoting cross-cultural communication. Exposure to target language communities through email exchanges can promote increased cross-cultural awareness and interest among L2 learners in the target language communities (Moore, Morales, & Carel, 1998), improve knowledge about and commitment to a target culture (Jogan, Heredia, & Aguilera, 2001), and even elicit underlying cultural assumptions and modify existing stereotypes, promoting more sensitive and complex views of the host culture (Furstenberg, Levet, English, & Maillet, 2001;Itakura, 2004).…”

Section: Computer Mediated Communication and Cultural Studiesmentioning

confidence: 99%

The Role of Asynchronous Computer Mediated Communication on Enhancing Cultural Awareness

Zeiss

Isabelli-García

2005

Computer Assisted Language Learning

View full text Add to dashboard Cite

Section: Computer Mediated Communication and Cultural Studiesmentioning

confidence: 99%

The Role of Asynchronous Computer Mediated Communication on Enhancing Cultural Awareness

Zeiss

Isabelli-García

2005

Computer Assisted Language Learning

View full text Add to dashboard Cite

“… Generados por las personas mediante herramientas de comunicación y/o de colaboración: Entre ellos encontramos las herramientas on-line y off-line como e-mails o mensajes por WhatsApp, responder a una encuesta online, acceso a navegadores, etc… (Itakura, 2004;Schenker, 2012 Si nos centramos en los datos estructurados y semi-estructurados podemos obtener mucha información mediante las técnicas convencionales del Data mining que permiten extraer comportamientos predictivos, tendencias o patrones de uso (Hand et al, 2001). Por tanto, podemos incluso llegar a trazar la ruta que siguen los aprendices de una lengua cuando adquieren la misma e incluso observar diferencia según contextos educativos formales e informales.…”

Section: Figura 1 Método Y Objetivos De La Obtención De Datos Masivosunclassified

Una aproximación del efecto en el aprendizaje de una lengua extranjera debida a la obtención de datos a través de exámenes en línea de idiomas

Magal-Royo¹,

Laborda²

2017

red

View full text Add to dashboard Cite

ResumenLa Inteligencia Artificial orientada a la educación (AIEd) permite adecuar y/o adaptar los itinerarios del aprendizaje de un usuario mediante procesos inductivos basados en la extracción de datos obtenidos de las evidencias formativas que genera a lo largo de su vida escolar. El Big data, o datos masivos es el almacenamiento de grandes cantidades de datos que pueden ser analizados por diversos procedimientos y que permite encontrar patrones repetitivos o formulas predictivas que pueden generar un aprendizaje sobre nosotros mismos y sobre todo en la red. En el caso de los datos masivos que se generan a través de los exámenes utilizados en el aprendizaje y certificación de conocimiento de idiomas como segunda lengua a nivel nacional encontramos que podría ser útil aplicar las metodologías de procesamiento del Big Data para conocer mejor si la información generada a través de los test pueden mejorar o crear nuevas estrategias de aprendizaje o establecer criterios formales en el diseño de las pruebas, teorías de adquisición de se segunda lengua o incluso políticas educativas. La novedad de artículo se centra en establecer directrices viables para aplicar los conceptos más genéricos del Big Data en el contexto específico de los test de evaluación de idiomas como segunda lengua y donde existe a priori una gran cantidad de información a procesar a nivel educativo. El artículo muestra algunas directrices que podrían aplicarse en los mecanismos aplicados en la extracción de datos educativos del aprendizaje de idiomas a gran escala en el entorno específico de los test de evaluación de idiomas como lengua extranjera.Palabras clave: Datos Masivos, Inteligencia Artificial orientada a la educación, Minería de datos educativos, Aprendizaje a lo largo de la vida, Evaluación en el aprendizaje de segundas lenguas. AbstractArtificial intelligence oriented to education (AIEd) allows the adequacy and / or adaption to the user's learning itineraries through inductive processes based on the extraction of data obtained from the formative evidences that it generates throughout its school life. Big data, or massive data, is the storage of large amounts of data that can be analyzed by various procedures and allows us to find repetitive patterns or predictive formulas that can generate learning about ourselves and especially the network. In the case of the massive data that are generated through the use of tests in the learning and certification of knowledge of languages as a foreign language at the national level, we find that it might be useful to apply Big Data's processing methodologies in order to know better if the information

show abstract

“…For example, they found that when the white students spoke on trivial topics, the black students would consider the white students ignorant, and when the black students spoke loudly the white students would consider them argumentative. Furthermore, Itakura (2004) found out that mass media and classroom teaching can create stereotypical images of the students learning a foreign language. In his study of American stereotypes toward Indians, Scott (1999) suggested that using pictures reflecting the daily life of other cultural members and training in reflective writing can help students discover their stereotypes.…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of stereotypes on intercultural communication: a Chinese perspective

Shi-yong

2010

Asia Pacific Educ. Rev.

View full text Add to dashboard Cite

Using Kuhn and McPartland's approach, 116 Chinese college students were recruited and asked to write as many sentences as possible beginning with ''Chinese…,'' ''Americans…,'' and ''Japanese….'' The population of sentences consisted of 258 adjectives, of which 96 described Chinese, 53 described Americans, and 109 described Japanese. Next, the first ten adjectives with the highest frequencies describing Chinese, Americans, and Japanese, respectively were selected for the second step of data collection in that students were asked if they would accept these adjectives describing Chinese, Americans, and Japanese. If they did, they were further asked to provide examples or illustrations to support their agreement. Based on the top 30 adjectives and the qualitative data collected at the second step, students' perceptions of Chinese, American, and Japanese were analyzed. The results of the data analysis discovered that Chinese students are, to some extent, stereotyped toward American and Japanese, and their understanding of Chinese people is not accurate, either. The results confirm that media to certain extent are responsible for the shaping of some of the students' stereotypes. Evidently, the results of this study suggest that the Chinese students' stereotypes will affect their intercultural communication with Americans and Japanese. Although this study does not provide tactics on the reduction or elimination of stereotypes in the process of intercultural communication, it provides meaningful clues for future research in how stereotypes may be reduced by way of intercultural contact or training. This research has two major limitations. First, all the subjects are Chinese.Had American and Japanese samples been selected for a comparative investigation, more meaningful and insightful results could have been obtained. Second, because of the space constraints, verbs and nouns were not analyzed.

show abstract

Changing cultural stereotypes through e-mail assisted foreign language learning

Cited by 35 publications

References 4 publications

The Role of Asynchronous Computer Mediated Communication on Enhancing Cultural Awareness

The Role of Asynchronous Computer Mediated Communication on Enhancing Cultural Awareness

Una aproximación del efecto en el aprendizaje de una lengua extranjera debida a la obtención de datos a través de exámenes en línea de idiomas

Impact of stereotypes on intercultural communication: a Chinese perspective

Contact Info

Product

Resources

About