ERIC Number: EJ1408979
Record Type: Journal
Publication Date: 2023
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2155-7098
EISSN: EISSN-2155-7101
A Cognitive Semiotic Interpretation of Chinese Culture through Digitalized Reading: When Digitalization Meets Cross-Cultural Education
Yinggen Ke; Saengchan Hemchua
International Journal of Computer-Assisted Language Learning and Teaching, v13 n1 2023
Cultural differences and geopolitical disputes severely impede the globalization process. As a method of eliminating cross-cultural misunderstandings and fostering mutual respect, it is crucial to increase cross-cultural awareness through cross-cultural education to support the world's peaceful and healthy development. This article investigates, from the perspective of cognitive semiotics, how the integration of digitization and language learning through reading can provide foreign language learners with a more immersive and stimulating learning experience. Questionnaires and interviews demonstrate that digital reading has exerted more significant learning effects on cross-cultural education than traditional paper reading. Digital reading reflects cognitive communication, cognitive subjectivity, and cognitive diversity more accurately. The integration of digital reading and cross-cultural education makes language learning more accessible and effective and can encourage students to grasp the target language while simultaneously promoting Chinese culture.
Descriptors: Semiotics, Asian Culture, Computer Assisted Instruction, Cultural Differences, Cultural Awareness, Reading Processes, Accuracy, Teaching Methods, Reading Skills, Undergraduate Students, Printed Materials, Comparative Analysis, Likert Scales, Digital Literacy, Electronic Books, Preferences, Student Attitudes, Schemata (Cognition)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
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