Integration of Intercultural Communicative Competence: A case of English Language Teachers in Higher Education (original) (raw)
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ICOELT CONFERENCE, 2019
Teaching English is identical to teaching the students being good at grammar that finally aims to be able to communicate well in English. However, being good at communication means the students are not only good at producing sentences which are grammatically correct, but should also be able to produce acceptable sentences. One of the indicators that influence the acceptability of a language produced is cultural contents which are linked on the language used. Thus, it is really important for the educators to not only teach the student about the grammar, but also involve the intercultural competence, as a competence that deals with the cultural values that are integrated on the language. This paper is a research-based paper that investigates how the lecturers at English Education study program of IAIN Bukittinggi involve intercultural competence in English classes, especially for oral communication. The research was conducted through qualitative method in terms of case study design. The result deals to the way the lecturers involve intercultural competence in the classrooms and some problems during the process of involving this competence in oral communication.
Suggested Citation: Beresova, J. (2016). Teachers' beliefs and students' experiences regarding intercultural communicative competence teaching and learning. Global Journal of Foreign Language Teaching 6(4), 177-186. Selection and peer review under responsibility of Assoc. Prof Dr. Ali Rahimi, Bangkok University, Thailand. Abstract The article is based on the preliminary results of an ongoing research project that seeks to explore intercultural communicative competence of language teachers and university students. The article reports teachers' beliefs and students' experiences concerning intercultural communicative competence teaching and learning, gained by means of questionnaires. As Likert-type scales use fixed choice response formats and are designed to measure attitudes and opinions, they were used in the measurement of students' statements that were asked to be evaluated in a survey, carried out in three different periods (steps). Teachers' beliefs result from a long questionnaire, focused on data about how teachers perceive the cultural dimension of English language teaching and learning. The conclusions are based on data collected in a five-year study that need further investigation in the currently run project. Several recommendations for pre-service and in-service teacher training are commented on in the end.
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Tm-technisches Messen, 2020
Teachers of English as a foreign language (EFL) are among the instructors responsible for the development of intercultural communicative competence (ICC) in learners. Preparing students to interact in a global, multilingual and multicultural world is not an easy task, as ICC is a complex concept and teachers need both training and instruction to firstly develop it themselves and then apply it in their teaching. The paper explores whether pre-service EFL teachers show an awareness of ICC elements, and whether their ICC and intercultural sensitivity can be seen in their coursework. The qualitative research into final essays of 30 students who attended an elective course Intercultural Communicative Competence , at the University of Nis, from three cohorts (from 2014 to 2017) aims at answering the following questions: what topics the students chose for their final project, what attitudes they showed, whether they knew and used the ICC-related terminology after a semester-long course. Re...
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This paper explores the techniques of developing intercultural communicative competence (ICC) of English language learners through different literary texts like stories, essays, poems, dramas, novels etc. as well as the texts from the learners' local cultures within the theoretical framework of intercultural communicative competence and literary texts as a means of developing ICC. It further explores that integrating language and literature in the classroom not only constitutes communicative and interactive reading and writing practices but also provides an opportunity to construct cultural knowledge through social interactions. The study reveals that the English language textbooks undervalue the socio-cultural, local contexts of our Nepalese society and give the main priority to the grammatical and linguistic features of the English language.