การพัฒนารูปแบบการเรียนการสอนภาษาตามทฤษฎีภาษาศาสตร์สังคมและแนวคิดการเรียนรู้จากประสบการณ์เพื่อเสริมสร้างความแวดไวทางวัฒนธรรมสำหรับนักเรียนมัธยมศึกษา / พจนีย์ หนักทอง = Development of a language instructional model based on sociolinguistic theory and experiential learning approach to enhance cultural sensitivity of secondary school students / Pochanee Nuktong
The purpose of this research were: 1) to develop a language instructional model based on sociolinguistic theory and experiential learning approach to enhance cultural sensitivity of secondary school students, and 2) to study the effectiveness of the developed instructional model. The research procedure was divided into 4 phases. The first phase was to study the basic knowledge concerning the instructional model development. The second phase was to develop a language instructional model based on sociolinguistic theory and experiential learning approach to enhance cultural sensitivity of secondary school students. The sample was 37 high school students and they were selected by using purposive random sampling. The third phase was to evaluate the effectiveness of the developed instructional model. The research instruments were the cultural sensitivity test, the cultural sensitivity questionnaire, and learners’ reflection forms. The data were analyzed by using the arithmetic mean, the standard deviation, and the dependent t-test.The finding of this study revealed that the 5 principles of the instructional model are: 1) Creating the bridge between learners’ prior experience concerning language and culture and their new experience can highlight the value and the importance of their learning and enable them to set their learning goals. 2) Language can be learned effectively when learners participate in as-if or real-life situations. 3) Effective language learning happens through social interaction in multicultural situations and contexts. 4) Language and culture are inseparable and those should be learned through the process of reflecting learners’ experience And 5) when learners interact with people from various socio-cultural contexts and share their views towards what they have done, they tend to realize cultural differences in people’s attitudes and behaviors. This instructional model consists of 5 stages; 1) re-experience 2) react 3) reflect 4) refine and 5) refer.The results of the effectiveness of the developed instructional model revealed that 1) the sample group had significantly higher post-test mean scores than the pre-test at the level of .05 both in overall score and scores of each component of cultural sensitivity. 2) The sample group had significantly higher post-test scores than 70% of the total score at the level. And 3) the sample group demonstrated the improvement of their cultural sensitivity levels before during and after the implementation of the instructional model.
