To Investigate the Foreign Study Experience Affections in English Class: Influences on Lecturers and Students’ Attitude

This study was attempted to define to the language learning and teaching practice of the English lecturer had been influenced by personal foreign study experience, and also the student’s attitude toward the foreign study experienced lecturer in class. Since the researcher immersed into the phenomena to collect first-hand data, therefore a qualitative research was applied in this study, to assume dynamic reality initially. Totally, 6 lecturers and 9 students had interviewed in random. By analyzing the data, the outcomes of the study presented that the lecturers’ English learning and teaching performance were influenced by personal study experiences at abroad in different aspects, which inspired the lecturers in teaching innovation in certain areas. And most of the students expressed positive attitude towards those lecturers who had foreign study experienced and claimed personal concerns and suggestions on these lecturers. Eventually, these impacts also contributed to the innovations in English teaching concepts, English teaching methods, and English teaching skills. Finally, findings from the students’ interview also suggested practical concerns on the foreignexperienced lecturers in real teaching.

sorts of language context. For example, it is noticeable that in many aspects of 'English culture', especially the discourse patter 'English', which contents English as well as transmitted cultural discourse via English teaching and learning. Following graph illustrate my idea briefly.
By reviewing recent English teaching trends around China, it shows that grammatical and semantic learning is extensively practiced in English learning and teaching. However, with the grooming of English has been raised as a global language in virtue of rapid increasing globalization. Both students and English lecturers have realized that only grammatical and semantic knowledge teaching and learning cannot meet the needs of English as a global language. Gradually, numerous English learners and lecturers have noticed that English teaching and learning should be analyzed in relation of a cultural discourse communication. Personally, the researcher experienced language and culture learning at abroad, both in English native speaking country and English non-native speaking countries as well. And most of the collogues worked with the researcher more or less had been to abroad to further their language and culture study either. The following questions were assisted the research to explain the lecturers' affections and attitudes from the students. 1. What linguistic and culture aspects had been influenced by the lecturers' foreign study experiences? 2. How did the students reacted to these foreign study experienced lecturers in class? 3. What the students' attitude towards these foreign study experienced lecturers in class?

Literature review
In general, language learners, no matter what languages they are about to learn, no one can learn without a certain linguistic background. This linguistic background could be their born place, or foreign or second language learning sites as well (Halliday, 2003). In terms of the differences in linguistic learning content, language teachers are encouraged to vary their teaching methodology correspond to the language learners' learning behavior and language content as well. When consider on language use, or linguistic practice. Language practice in a certain social content is considered. But social content consists one of the essential aspects in language formation, to holistically view language, linguistic system, linguistic practice and linguistic resources are elements necessary (Halliday, 2003). Linguistic system neutrally exists in language, which enables language learners to achieve personal linguistic practice via sorts of linguistic resources. As to EFL learning and teaching (Pan, 2015), traditionally has consisted of grammatical competence, communicative competence, and language proficiency. However, by reviewing sorts of literature, recently most EFL teachers in China have been increasingly aware of the influences of cultural awareness from both language learners and lecturers (Pan, 2015). Therefore, linguistic practice and culture awareness in target language affects the language learner's learning consistently. In terms of the consistent learning and teaching process, language lecturers would better to arouse and inspire language learners' linguistic practice interests and also to facilitate learners' cultural awareness while learning.

Research methodology
The purpose of this research was to explore how English lecturers incorporate their linguaculture experience in their English teaching. Based on this purpose, qualitative research was legitimate as a methodological frame for this study. According to Alison (2005), qualitative research process oriented in which the researcher immersed oneself into the field to collect first-hand data, since qualitative research assumed dynamic reality. in phenomenology, the researcher was attempted to get at the essence or basic norm beneath the meaning of an experience. As to interview in phenomenology research, which was the primary method to collect data. Apart from those who were directly experience with the phenomenon, a phenomenological researcher usually explored experience or the underlying meaning of the experience. Therefore, a process, personally I named it suspension was necessary in phenomenological interview. During in the suspension process, curb from personal prejudices, perceptions, and assumptions which helped the researcher to examine various dimensions of the experience or phenomenon more authentically. Thus, to avoid influences from personal prejudice and bias, bracketing assisted the researcher to access and examine the authenticity of the experience itself.

Participants
Participants, in general, the number of participants in qualitative study normally focus on a certain small group (Creswell, 2007). Therefore, considering my research purpose and research methodology, to recruit target and potential participants, the scale of participants in this study had been narrowed down to those Chinese English lecturers, who was teaching courses related to English courses, at the School of Foreign Languages and Literature, Chuxiong Normal University, Yunnan Province, China.

Data collection process
Interview process, to collect more individual and vivid data, I was preferred a semi-structured interview. Standardized interview questions were composed under the conduct of my supervisor, and question items were open-ended to access more to the interviewees' experiences rather than me. In this study, interview was separated Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, No.32, 2020 3 into two sections: lecturers' interview, and students' interview. Six lecturers and nine students were interviewed in total, meanwhile, interviewees were asked a set of questions, but they were free to approach the questions and answer it in any manner they like. Moreover, interview in my study was allowed or spontaneity from interviewees, while providing a fair degree of comparison between individuals, which helped me to analyze how interviewees respond to questions and achieved more systematic data analysis.

Findings
In order to analyze data be more objectively, original interview transcripts were quoted and presented in narrative way. To keep the data effectively, data analyses were presented separately to descript influential factors, which were set as the rational themes to synthesize the raw interview data. Following figure 1 illustrated the findings in general.

impressive influential aspects
• Language and culture teaching methods By analyzing the transcription from the lecturers' interview, it could be defined that most of the lecturers explained the language learning and teaching methods that the lecturer experienced at abroad impressively. Form the quotes following. Generally, it could be categorized that the class the lecturers experienced at abroad, the class formation was mostly group by personal learning interesting, or teaching topic related. In the class, peer learning and discussion were the main teaching assists in the class which motivated the lecturers learning interested. ... lecturers did not like to explain on the textbook exclusively, they had sorts of teaching methods and materials... The lecturer was impressed by the difference in English language learning and teaching, especially the way of the foreign lecturer's teaching and guide in the class. English teaching method that the lecturer experienced in Australia was more encouraged. As it described in the quotes that the class in there was more like a discussion between students and lecturer. The topic in the class was broad which included a comprehensive study area. The lecturer was encouraged and conducted in personal language and culture study.

Innovated aspects
The lecturers personal linguaculture study experience triggered personal innovations in the language class. Following quotes explained the innovations, and explain the linguaculture potentials their incorporated in the class.
• Innovation 1: teaching methods and skills Due to the influence from the abroad study experiences, most of the lecturers adjusted their English teaching after back to China. Teaching concern explained that the lecturer considered about the practical language learning and teaching settings in real, since the students' individual English proficiency, English leering behavior, learning expectations varied individually. And also, the first language influences, learning environment had to be accounted into the influential factors as to the Chinese students. therefore, the lecturer had to balance their teaching in practical and affections of personal language and culture experiences. ... I have to consider our students' language competence, and also their reading capacity. Since our students normally focus on literature textbooks, they rarely extend their reading in different ways... ... as a Chinese lecturer, I have to consider my students learning expectations, their language proficiency, and the influences from our mother language settings, then I may adjust part of my teaching to fix my Chinese students in real...

Students' attitude and expectation
Students interview presented their expectation from the foreign-experienced lecturer, and also their personal concerns and suggestions for the lecturer in the future. Generally, by analyzing the students' interview, all the participants in the interview were interested in learning with foreign-experienced lecturer, they positively considered that the foreign-experienced lecturer would facilitate them in both English linguistic practice and crossculture communication in certain linguistic content. Expectation 1: Facilitate in linguistic practice some of the participants also stated that the foreign-experienced lecturer was rich in language use since they studied at the foreign countries for years. They could distinguish the English use difference in real use. And all the personal language and culture study experiences could be used as teaching materials, and the lecturer could incorporate personal language and culture study experience in teaching to facilitate and suggest the student's English language and culture learning. Students also accepted that the foreign-experienced lecturer may help the students create an effective English learning cultural context in the class. Since the lecturers experienced practically in both language use and culture, which enhanced them equipped with academic language knowledge and comprehensive culture understandings. The lecturers engaged themselves into a real English using environment, and experienced culture differences. Therefore, students insisted that the lecturers may facilitate their crossculture communication.
. . the cultural context helps them to use language in a half real language and culture context... • Students' concerns and suggestions students concern on the lecturer's quality, no matter the lecturer is foreign-experienced or not, they concern on how qualified the lecturers are and the personal teaching ability. While, the students also concern on the subjects. They worried about some of the linguaculture experienced lecturers may not suitable for some course since the lecturer has been influenced by linguaculture, it may affect the lecturer understand the course correctly and sufficiently. Moreover, some of the students also concern on the conflict between the lecturers' teaching method and the students' language proficiency, learning method. Therefore, students suggested those foreign-experienced lecturers had better to adjust their experiences to meet the students' language competence and learning behaviors.  Vol.11, No.32, 2020 because I am afraid of my English is not good enough... ... they may take time to get along with our learning behaviors in here, because they spend time on language study in foreign countries, so their learning behaviors may different from us... The students suggested that the lecturer would better to adjust their linguaculture experiences to the Chinese class. Since the lecturer more or less has been influenced linguaculture study at abroad, therefore, the adjustments may cope with the students' English learning and teaching environment in China. The lecturer would better consider their linguaculture experience is understood by the students or not. Therefore, the individual English language proficiency should be considered when the lecturers incorporate their linguaculture experiences in English class. It a suggestion for the lecturer to re-think about their teaching, and how to make the learning more effective by incorporating linguaculture experience. To make them rethink that the whether the linguaculture experience is beneficial for the Chinese students as Chuxiong normal university or not.

Summary and conclusion
This study was attempted to define what linguistic and culture aspects had been influenced by the lecturers' foreign study experiences. Meanwhile, with the aim to explore the students' attitude towards the lecturers who were equipped with foreign study experiences. Under the inseparable relationship between language culture (Scollon, 2012), to strengthen English learners' understanding of the language and improve their English language competence in cross-culture communication, cultivating cross-culture awareness in necessary. Therefore, English lecturer's language and culture background affected the learner's linguistic practice and linguistic resource (Pan, 2015).
In this study, it generally defined that lecturer's overseas language and culture study experience impressed them indeed, which presented into four ways, language and culture teaching methods, language and culture learning behaviors, cross-culture awareness and communication, and function of English language. These fours impressive affected and innovated the lecturers when they backed to teaching in Chuxiong Normal University. From the finding, which explained that the teaching methods and skills, teaching concept had been innovated. And also, the lecturer personally concerns on the students' language competence and proficiency in practical. Students' attitude also positively explained they were expected to learn with these foreign-experienced lecturers, since they insisted that the foreign-experienced lecturers would facilitate them in linguistic practice and cross-culture communication. Moreover, the students presented concerns on lecturers teaching experience, course, and eventually suggested the lecturer to balance their personal overseas language and culture study experience and language teaching in real.

Recommendations
Based on the findings presented in the study, due to the communicative role of language in communication classroom, which requires lecturers are well equipped with both language proficiency and intercultural awareness. Therefore, initially this study may suggest the way in teaching. The English language lecturer had better concern on the students' English learning behavior, to observe and define students' English learning behaviors in the class individually. Meanwhile, this study also suggested foreign-experienced lecturers adjust and balance their personal language and culture learning experience in practical teaching in the class. Only if both the lecturer and students incorporate with each other appropriately in class, teaching could be achieved successfully.