scholarly journals A Text-Driven, Task-Based Approach to the Design of Materials for Teaching Intercultural Communicative Competence

2019 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
John Harper
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
Large Body ◽  
Guangdong Province ◽  
Materials Design ◽  
Teacher Preparedness ◽  
Intercultural Communicative Competence ◽  
Efl Learners ◽  
Materials Used

<p>Although a large body of research points to the need of providing English as a Foreign Language (EFL) learners with intercultural communicative competence (ICC), questions remain as to exactly how ICC should be incorporated into the EFL curriculum. These questions arise in part due to issues of already-packed curricula which seem not to leave time for the teaching of ICC and in part due to issues of teacher preparedness. Additionally, questions arise concerning which culture should be taught. Taking into account materials used in the English Language Center (ELC) of Shantou University (Guangdong Province, China), this paper argues that a text-driven, task-based method of materials design allows for the inclusion of ICC across the EFL curriculum. It also argues that such a method lends itself to the teaching of ICC through a consideration of a variety of cultures.</p>

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

Facilitating Intercultural Study through Novel Reading —The Application of Reading Task Journals

2017 ◽  
Vol 7 (6) ◽  
pp. 436
Author(s):  
Yanwei Nie
Keyword(s):  
Intercultural Competence ◽  
Task Difficulty ◽  
English Language ◽  
Communicative Competence ◽  
The Novel ◽  
Intercultural Communicative Competence ◽  
Reading Task ◽  
Efl Learners ◽  
Research Findings ◽  
Novel Reading

As English becomes the global lingua franca, the correlation between the English language and a particular culture is problematic (Baker, 2012). Thus, EFL learners are expected to cultivate their intercultural competence while improving their linguistic competence. There is a growing interest in introducing novel reading to intercultural communication courses, because EFL learners can be exposed to more cultural varieties and understand the culture concepts better by drawing on examples from the novel. However, many EFL learners feel overwhelmed to read due to the reading task difficulty and the lack of guidance about intercultural study. This paper aimed to investigate the effectiveness of applying reading task journals to facilitate students’ intercultural study through novel reading. The research findings indicate that the difficulty of novel reading lies in the cultural aspect and the reading task journals successfully help EFL learners comprehend the novel, raise the awareness of the reading process, improve language skills, undertake intercultural study and enhance intercultural communicative competence in the end.

scholarly journals STEREOTYPING IN THE CLASSROOM: PROMOTING INTERCULTURAL COMMUNICATIVE COMPETENCE IN ENGLISH LANGUAGE TEACHING

2017 ◽  
Vol 7 (1) ◽  
pp. 9
Author(s):  
Fauzul Aufa
Keyword(s):  
Intercultural Competence ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Communicative Competence ◽  
Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Intercultural Communicative Competence ◽  
Efl Learners

Teaching and learning languages involve more than targeting grammatical and lexical knowledge. To achieve communicative competence in English as a Foreign Language (EFL) context, EFL learners need to develop their intercultural competence. This article proposes one of influential aspects of target culture (i.e. stereotypes) that may be encountered by EFL learners in learning. Further, the author argues why learners need to be exposed with stereotyping features across cultures and how this can be incorporated into English Language Teaching (ELT) by providing an example of teaching activities that can be adapted in a language classroom. Briefly, it is expected that this article may provide EFL teachers with a better understanding of integrating intercultural elements of a target language in their teaching practice. In turn, this may be useful to facilitate EFL learners in developing their intercultural communicative competence particularly with regards to cultural stereotype features.

scholarly journals Iraq EFL Learners’ Perceptions of Intercultural Communicative Education Through Online Platform

2021 ◽  
pp. 482-500
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Target Language ◽  
Intercultural Communicative Competence ◽  
Structured Interviews ◽  
Efl Learners ◽  
Cultural Aspects ◽  
Significant Difference ◽  
Efl Teaching

Intercultural communicative competence or intercultural competence (hence ICC or IC) refers to the essential competency or the awareness that EFL learners should have to act effectively and successfully in intercultural situations. However, ICC or IC’s integration in EFL classrooms is often a challenge and remains limited in EFL teaching. This is because language instructors usually tend to focus on knowledge especially the linguistic items of target language rather than its cultural aspects. Hence, the current research reports on a triangulated study aim to explore the Iraqi EFL learners’ perceptions before and after the integration of the ICC in the online course. The study also attempts to show the learners’ attitudes towards the intercultural communicative competence teaching (hence ICCT) model used to improve the learners’ ICC competency. The participants were 40 Iraqi EFL students studying English language at the department of English, College of Arts, University of Anbar. Data were collected via two research instruments, namely a questionnaire and semi-structured interviews with the learners. The questionnaire was used for quantitative data collection, while the interviews questions were used for collecting qualitative data. The findings obtained revealed that there was an interesting significant difference in the perceptions of the EFL learners after the ICC’s integration course. This is attributed to the increased knowledge and awareness of the learners about ICC's important role in the English culture. Similarly, learners had positive attitudes towards the ICCT model and its steps. Thus, with the obtained results, the study encourages the integration of ICCT in EFL teaching.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

TECHNOLOGIES OF FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN EXTRACURRICULAR TIME AT THE MIDDLE STAGE OF FOREIGN LANGUAGE TEACHING

2021 ◽  
Author(s):  
Марьям Магомедбековна Курбанова ◽  
Габибула Муталлипович Рабаданов
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
School Students ◽  
Middle Stage

Статья посвящена рассмотрению понятия межкультурной коммуникативной компетенции и различных технологий по ее формирования у учеников средней школы. The article is devoted to the consideration of the concept of intercultural communicative competence and various technologies for its formation in secondary school students.

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