Intercultural communicative competence beliefs and practices of Iranian pre-service and in-service EFL teachers

2021 ◽  
pp. 1-12
Author(s):  
Mohammad Ahmadi Safa ◽  
Somayeh Tofighi
Keyword(s):  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Beliefs And Practices ◽  
Efl Teachers ◽  
Competence Beliefs

scholarly journals Intercultural Communicative Competence: Why Is It Significant and How Can It Be Enhanced in EFL Settings?

2021 ◽  
Vol 35 (2) ◽  
pp. 793-803
Author(s):  
Seçil Tümen Akyıldız ◽  
Vildan Çelik ◽  
Kwestan Hussein Ahmed
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Current Literature ◽  
Classroom Practices ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
Lingua Franca ◽  
Efl Teachers ◽  
Different Cultures

In the current literature on foreign language teaching, it has become clear that having the requisite ability of intercultural communicative competence (ICC) to be aware of different cultures, respect them, and interact with people from different cultures is crucial. Language is connected to culture and societies, in which people need to communicate with one another. English as a lingua franca provides a means of communication among different cultures. Thus, English as a foreign language (EFL) teaching classes offer perfect situations to foster ICC. From this viewpoint, this article gives an account to raise awareness of ICC in EFL settings by explaining ICC and its relationship with language, describing the significance of ICC, and illustrating some suggestions in the literature for the enhancement of ICC in EFL classes. This paper seeks to improve EFL teachers’ understanding of intercultural communication and to help them with their classroom practices.

Intercultural communicative competence: Are Greek EFL teachers ready?

2020 ◽  
Vol 8 (1) ◽  
pp. 7-22
Author(s):  
Evangelia Petosi ◽  
Ioannis Karras
Keyword(s):  
Native Speakers ◽  
Communicative Competence ◽  
Current Status ◽  
Intercultural Communicative Competence ◽  
Online Questionnaire ◽  
Cultural Teaching ◽  
Efl Teachers ◽  
Intercultural Encounters ◽  
Native Speakers Of English ◽  
State Schools

AbstractOver the years and because of globalization, English has undoubtedly become an international language, a lingua franca. In this interconnected context, a new reality for the EFL educators has arisen: the need to prepare learners for intercultural encounters, that is being able to learn and use English, for effective and appropriate interaction with other native or non-native speakers of English worldwide. It is, thus, imperative that teachers become aware of the importance of this competence so they can adapt their teaching approaches and incorporate them in the EFL classroom.This exploratory study investigated the beliefs and attitudes of EFL teachers, with regards to incorporating intercultural communicative competence (ICC) in their classroom. The aim of this study was to gain more understanding of the current status of teaching English for Intercultural Communication in the Greek EFL state classroom in terms of teachers’ understandings and attitudes towards cultural teaching and ICC. To this end, an online questionnaire with closed questions was employed to collect data from sixty-two EFL teachers teaching at Greek state schools. Statistical analyses showed that EFL teachers have high appreciation of integrating ICC in English teaching. Moreover, they seem highly value the affective and behavioural components of this competence. These findings are hoped to contribute to a better understanding of intercultural teaching in ELT so that implications should be made to enhance the quality of ELT in Greece.

scholarly journals Intercultural Communicative Competence (ICC): What Should Indonesian EFL Teachers Have Related to ICC’s Elements?

2019 ◽  
Vol 4 (1) ◽  
pp. 67
Author(s):  
Mas Muhammad Idris ◽  
Agus Widyantoro
Keyword(s):  
Learning Process ◽  
Intercultural Competence ◽  
World Wide ◽  
Communicative Competence ◽  
First Century ◽  
Intercultural Communicative Competence ◽  
Efl Teachers ◽  
Key Competencies ◽  
Teaching Learning ◽  
Global World

<p><em>In the twenty-first century life, the demand to become an intercultural speaker becomes very crucial. It is seen through the incremental important attention of having an intercultural communicative competence (ICC) which is seen as one of the main key competencies in global world-wide. This condition urges any teacher to master the ICC completely as to assist their students to become intercultural speakers in multicultural situations. However, this competence has not been noticed thoroughly by Indonesian EFL teachers since most of them are reluctant to develop their competence in term of integrating the elements of ICC into their teaching-learning process. Hence, this present article recommends a number of competencies related to ICC’s elements in which the Indonesian EFL teachers should have, namely, the linguistic, sociolinguistic, discourse, and intercultural competence which are considered able to aid the Indonesian EFL teachers in enhancing the students’ ICC.</em></p>

scholarly journals Indonesian EFL Teacher�s Ideologies of Lingua Culture

2019 ◽  
Vol 3 (01) ◽  
pp. 15
Author(s):  
Ruly Morganna
Keyword(s):  
Communicative Competence ◽  
Structured Interview ◽  
Intercultural Communicative Competence ◽  
Authentic Materials ◽  
Instrumental Case Study ◽  
Efl Teacher ◽  
Cultural Teaching ◽  
Multiple Cultures ◽  
Efl Teachers ◽  
Efl Learning

This study aimed at investigating the interpretation of lingua-culture and its depiction in EFL learning based on Indonesian EFL teachers ideologies. This study used an instrumental case study that purposefully engaged ten Indonesian EFL teachers as the participants. A semi-structured interview was assigned to garner the expected data. This study revealed that eight teachers, ones holding an essentialist ideology, interpreted lingua-culture as one language with one culture and depicted it into several characteristics including becoming native-like English users as the goal, using natively authentic materials, framing communicative competence theory for use, and applying indirect cultural teaching. On the contrary, the rest two teachers, ones adhering to a non-essentialist ideology, interpreted lingua-culture as one language with multiple cultures and depicted it into some characteristics extending to becoming intercultural English users as the goal, using cross-cultural non-native English materials, framing intercultural communicative competence for use, and executing direct cultural teaching. As the implication, anchored in the nature of multiculturality of Indonesian students, this study promotes EFL teachers to hold the non-essentialist ideology for its sustainability. This study offers two conceptual frameworks vis-a-vis EFL lingua-culture ideologies. Of the two, there is only one scientifically considered ideal to fit the multiculturality of Indonesian students.Keywords -EFL learning ideology, lingua-culture, multiculturality

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