Information Technology Reference
In-Depth Information
Fig. 4.
A goEnglish lesson page
Once the particular cultural factors are identified, they are used to develop the
specific curriculum content to be included in the course. Detailed learning objectives
are defined for each relevant cultural factor. These typically comprise
knowledge
about the culture, intercultural
skills
, and
attitudes
that are conducive to success in
intercultural settings. The knowledge and skills tend to be interrelated; learners first
acquire knowledge about the culture and then acquire the skills necessary to apply this
knowledge to intercultural situations. We then identify the target performance
standards for each learning objective, e.g., demonstrate the ability to apply the
cultural skills in particular simulated scenarios.
The result is a computer-based curriculum containing lesson pages that introduce
language and cultural knowledge, exercises that reinforce knowledge and develop
intercultural skills, and simulated scenarios for practicing and assessing those skills.
For example, Fig. 4 shows one of the lesson pages in goEnglish that introduces the
language and cultural knowledge that learners apply in the simulated small talk
scenario in Fig. 2. This page explains that, in modern American culture, being
“single” indicates not only that a person is unmarried, but also that they do not have
boyfriend or girlfriend. The page also gives the learner the opportunity to practice
asking someone whether they are single, and giving an appropriate reply. The learner
speaks the phrase into the microphone, and the quality of their speech is scored.
Learners advance through a series of progressively more difficult practice exercises
