scholarly journals EFL Students’ Attitudes towards Integrating Teaching Cross-Cultural Issues and Teaching Listening Skill

2018 ◽  
Vol 6 (2) ◽  
pp. 97
Author(s):  
Thieu Thi Hoang Oanh ◽  
Thieu Quang Minh
Keyword(s):  
Cultural Awareness ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Cultural Issues ◽  
Cross Culture ◽  
Mba Program ◽  
Listening Skill ◽  
Efl Students ◽  
Second Year ◽  
Students Attitudes

<p><em>Teaching cross-cultural knowledge in English teaching is drawing more and more attention nowadays. This study investigated students’ attitudes towards the integration of teaching cross-cultural issues and teaching listening skill. This study based on qualitative analysis of a questionnaire done by 30 EFL students who participated in the course on Listening 2 in the second year of their MBA program in Kien Giang University, Vietnam. During the course, besides helping students master the language and listening skill, the researcher helped cultivate their cross-cultural competence by explaining some cross-culture notes related to the content of the lesson. At the end of the course, a questionnaire has been conducted to the students to gain information about the effectiveness of integrating teaching cross-culture knowledge and teaching listening. The finding revealed that students found the cross-cultural issues effective in helping them understand the lessons better and form healthy cross-cultural awareness. They also enjoyed learning the cultural differences to develop their cross-cultural knowledge and got useful experience to widen their world.</em></p>

scholarly journals The effect of integrating teaching cross-cultural knowledge and teaching listening skill in tertiary education on improving EFL students' intercultural communication competence

2020 ◽  
Vol 9 (1) ◽  
pp. 86-102
Author(s):  
Thieu Thi Hoang Oanh
Keyword(s):  
Intercultural Communication ◽  
Language Teaching ◽  
Communication Competence ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Cultural Issues ◽  
Self Assessment ◽  
Intercultural Communication Competence ◽  
Listening Skill ◽  
Efl Students

Teaching cross-cultural knowledge in language teaching is drawing more and more attention nowadays. This study investigated the effect of integrating teaching cross-cultural issues and teaching listening skill on students’ intercultural competence. The participants were 30 Vietnamese students of English as a foreign language (EFL) who participated in the course on Listening 2 in the second year of their MBA program in Kien Giang University, Vietnam. The study consisted of an experimental study based on a pretest-posttest research design on integration of cross-cultural issues and teaching listening. The intercultural sensitivity self-assessment questionnaire (ISSAQ) that serves as a pre-test at the beginning of the semester is based on the theoretical framework put forth by Bennett and Bennett (2004). It is to elicit a self-assessment of their intercultural knowledge, behaviors and attitudes. During the ten-week intervention, besides helping students master the language and listening skill, the researcher helped promote students’ cross-cultural competence with the process-oriented intercultural teaching mode by Li (2016). At the end of the course, the posttest was given to measure the effects of the integration model on students’ intercultural communication competence. The results of the study suggested that integrating cross-cultural knowledge and language teaching could improve EFL students' intercultural communication competence (ICC).

Dealing With Cross-Cultural Issues in Culturally Diverse Classrooms

2020 ◽  
pp. 1170-1186
Author(s):  
Joost Bücker ◽  
Rens Bouw ◽  
Alain De Beuckelaer
Keyword(s):  
Cultural Differences ◽  
Research Universities ◽  
Cultural Awareness ◽  
Culturally Diverse ◽  
Business Schools ◽  
Institutional Support ◽  
Cross Cultural ◽  
Cultural Issues ◽  
Diverse Classrooms ◽  
Teachers And Students

This study examines the extent to which faculties receive support in their coping with the challenge of cultural differences in their international classroom. The authors explore this relationship in eight business schools in Dutch research universities. These cases offer an in-depth description of the problems encountered in cross-cultural interactions, such as development of monocultural groups, lack of proper foreign language understanding, and stereotyping. They also discuss potential solutions in terms of language training, cultural awareness training for both teachers and students, institutional support, and the business school's rationale for internationalization.

scholarly journals Developing Students’ Intercultural Competence among Moroccan EFL students: Focus on raising their Cross-cultural Awareness

2020 ◽  
Vol 2 (3) ◽  
pp. 43-56
Author(s):  
Driss Benattabou
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Language Learners ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
Cross Cultural ◽  
Communication Course ◽  
Foreign Language Learners ◽  
Deep Culture ◽  
Efl Students

         The goal of this paper is to consider alternative ways to incorporate an intercultural communication course as an integral part of the curriculum designed for Moroccan learners of EFL. Some aspects of what comes to be dubbed as ‘deep culture’ should find room in the contents of the EFL course so as to alert Moroccan learners about the potential intercultural barriers they are far more likely to face. It is proposed that for an effective intercultural communication to take place, the English course should help foreign language learners explicitly understand what target linguistic forms might be and how their meanings may differ across cultures. The analysis of some instances of intercultural misunderstandings may surely give more credence to the vital importance of implementing a multicultural approach to education. This paper offers some teaching strategies to assist Moroccan learners of EFL overcome these intercultural barriers.

“I’m Not from the Dominant Culture!”

2014 ◽  
pp. 144-161
Author(s):  
Joan Oigawa Aus
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Cultural Awareness ◽  
Culturally Relevant ◽  
Immigrant Students ◽  
Cross Cultural ◽  
Cultural Issues ◽  
Dominant Culture ◽  
Mainstream Teachers ◽  
Large Growth

The United States has experienced a large growth in the number of immigrant students who speak English as a non-native language. The results of a 2004 survey on the topic of English Learners (ELs) or English Language Learners (ELLs) showed the number of ELs had almost doubled to 5,119,561 in public schools across the nation (NCELA, 2008). These ELLs bring their cross-cultural expectations into dominant culture classrooms, and teachers must be prepared to meet the cross-cultural issues between student and teacher that might occur, where ultimately the student loses. Similarly, North Dakota has experienced enormous surges in its ELL populations in its previously culturally homogenous population; consequently, mainstream teachers struggle to learn how to interact with culturally diverse students. Instances of cultural dissonance negatively impact students’ performance and school culture. The awareness of culture and how it impacts content learning is thus a subject of critical importance, and developing cultural awareness as well as effective and culturally relevant instructional methods is a necessity for all classroom teachers. Therefore, this chapter describes multiple methods and strategies that are linguistically appropriate and culturally relevant for all teachers, but particularly for teachers of ELLs.

scholarly journals “Stepping out of the ordinary”: exploring cross-cultural challenges of expatriates in the Kingdom of Saudi Arabia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Oscar Dousin ◽  
Rini Suryati Sulong
Keyword(s):  
Saudi Arabia ◽  
Cultural Values ◽  
Cultural Awareness ◽  
Culture Shock ◽  
Cross Cultural ◽  
Cultural Issues ◽  
Kingdom Of Saudi Arabia ◽  
Cultural Training ◽  
Content Type ◽  
Cross Cultural Training

Purpose In the study of expatriation and expatriate adaptation, there are limited studies that focus on issues faced by expatriates working in foreign countries with very distinct cultures. This study aims to explore this idea through the experiences of western expatriates working in the Kingdom of Saudi Arabia (KSA). Two research questions were posed to examine the cross-cultural issues and challenges faced by expatriates in the KSA, as well as the role of cross-cultural training in expatriate adjustment. Design/methodology/approach The study was guided by an interpretivism paradigm through a qualitative method by using a semi-structured in-depth interview approach. Interviews were conducted among 12 expatriates from the USA and UK who are currently working in KSA. Findings A coding technique and theoretical thematic analysis was conducted to analyze the data. The results of this study highlighted three key themes that had a considerable influence on expatriates’ adjustment, in particular: culture shock, lack of pre-departure training and the demand for an extensive cross-cultural training. Research limitations/implications It is acknowledged that the existence of sub-cultures within the KSA would expose the respondents to varying cultural values within the community. Thus, future studies within a similar context should consider the influence of intra-cultural variations. Originality/value The findings of the study emphasized on the importance understanding the cultural gap between home and host country and the individual cultural awareness of the expatriate. It calls attention to the need for a tailored and extensive pre-departure, cross-cultural training and a collaborative effort between employees’ and managers to improve expatriates’ motivation and retention.

scholarly journals USING AUTHENTIC LISTENING MATERIALS IN EFL CLASSROOM: STUDENTS’ PERCEPTIONS IN INDONESIAN CONTEXT

2018 ◽  
Vol 7 (1) ◽  
pp. 22
Author(s):  
Refai Refai
Keyword(s):  
Listening Comprehension ◽  
English Language ◽  
Real Life ◽  
English Language Teaching ◽  
Authentic Materials ◽  
Positive Attitudes ◽  
Listening Skill ◽  
Efl Students ◽  
Youtube Videos ◽  
Students Attitudes

Instructing listening comprehension to EFL students need good plannings. Authentic listening materials as a strategic teaching media are best utilized by English instructors to facilitate the EFL students’ listening comprehension in classrooms and language laboratory. Applying authentic listening materials as teaching media in listening practice activites are challenged to bridge EFL students and not only enhancing their listening skill but also improving and developing their knowledge of the real life, culture, and social affairs of English native speakers.The source of authentic listening materials applied in the subject class are mostly taken from youtube.com. A popular open source website which provide online videos. The aim of the study was to find out EFL students’ attitudes and perceptions when and after using the authentic videos in an EFL listening class. The participants of the study were the second semester EFL students of English Language Teaching department in Universitas Muhammadiyah Metro Indonesia. The data were gathered from a questionnaire and open interviews. It is found out that most of EFL students who were instructed by the authentic videos show positive attitudes and have good perceptions in utilizing youtube videos as one of the alternative authentic materials in comprehending English utterances.

Attitudes towards a literature-oriented translation curriculum

Babel ◽  
2004 ◽  
Vol 50 (1) ◽  
pp. 3-12
Author(s):  
Rachel Lung ◽  
Jackie Yan
Keyword(s):  
Cultural Awareness ◽  
Language Skills ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Language Training ◽  
Short Term ◽  
Interview Protocol ◽  
Language Competence ◽  
Individual Interviews ◽  
Mature Group

Abstract This paper presents findings of a qualitative study with 27 subjects, of attitudes towards a literature-oriented translation curriculum. Based on four group and individual interviews guided by a common interview protocol, the authors presented and analysed the results of the study, with close reference to recurring quotes from our subjects. The feedback from the four groups displays a general consensus that literature training is constructive in enhancing cross-cultural awareness and the language competence of students. Relatively, however, the translation graduates have higher regard to the usefulness of literature training than the translation undergraduates do. The less mature group seems to have taken a short-term perspective about the uses of knowledge of literature to them as translator trainees. The more mature group, instead, takes a thorough perspective about the subtle uses of literary knowledge in consolidating the language skills and cultural knowledge for translators. Our observation suggests that two elements are crucial for a relatively allround curriculum: the imminent skills, and the subtle language training. Résumé Cet article présente les résultats d’une étude qualitative, realisée avec 27 sujets sur leurs attitudes envers un curriculum en traduction orienté vers la litérature. Basée sur des entretiens par groupe et individuels selon un protocol commun, les auteurs ont présenté et analysé les résultats de l’étude, avec une nette référence à des citations récurrentes de nos sujets. L’information en retour des quatre groupes présente un consensus général selon lequel la formation en littérature est constructive pour améliorer la sensibilisation interculturelle et la compétence linguistique des étudiants. Cependant, il est utile de noter que les diplomes en traduction accordent plus de valeur a l’utilité de la formation en littérature que les candidats en traduction. Le groupe moins avancé semble, en revanche, avoir adopté une perspective à court-terme a propos des usages qu’il peut faire des connaissances en littérature comme étudiant en traduction. Le groupe plus avancé, par contre, a une vue d’ensemble des usages subtils des connaissances en littérature destinées à consolider les capacités linguistiques et les connaissances culturelles pour les traducteurs. Notre observation tend à suggérer que deux elements sont essentiels dans un curriculum assez complet: les capacités immédiates, et la formation subtile des langues.

scholarly journals Promoting multiculturalism: Teachers’ English proficiency and multicultural education in Indonesia

2020 ◽  
Vol 10 (1) ◽  
pp. 46-58
Author(s):  
Chuzaimah Dahlan Diem ◽  
Umar Abdullah
Keyword(s):  
Multicultural Education ◽  
Personal Development ◽  
Cultural Awareness ◽  
English Proficiency ◽  
Cultural Knowledge ◽  
Educational Process ◽  
Cultural Backgrounds ◽  
Listening Skill ◽  
Efl Teachers ◽  
And Gender

Greater disparities and inadequacies of English proficiency (EP) may influence the educational process for EFL teachers of different cultural backgrounds. This study aims at describing the condition of 104 English as a Foreign Language (EFL) teachers’ EP in the Southern Region of Sumatra in relation to such variables as education level (EL), cultural backgrounds, teaching assignment level, and gender. Using English test scores of teachers’ teaching status (pre-service and in-service), EL, gender, multicultural education questionnaire, and teaching assignment, teachers’ EP is described. This study reveals that EL affects EP and also becomes the best predictor of their cultural knowledge and experience, such as personal development, leadership, curriculum instruction, general sensitivity, and cultural awareness. Furthermore, teachers teaching at higher levels of education appear to be better in EP than those teaching at lower levels, and in-service teachers are also better than pre-service teachers in their teaching responsibility. Although there is no difference in gender in their EP as a whole, females’ EP, listening skill, and personal development are significantly correlated. The implication of the findings indicates that to be proficient in English and culturally developed with integrity, teachers must have at least a master’s degree in addition to having an in-service status of teaching employment.

Dealing With Cross-Cultural Issues in Culturally Diverse Classrooms

2018 ◽  
pp. 117-133
Author(s):  
Joost Bücker ◽  
Rens Bouw ◽  
Alain De Beuckelaer
Keyword(s):  
Cultural Differences ◽  
Research Universities ◽  
Cultural Awareness ◽  
Culturally Diverse ◽  
Business Schools ◽  
Institutional Support ◽  
Cross Cultural ◽  
Cultural Issues ◽  
Diverse Classrooms ◽  
Teachers And Students

This study examines the extent to which faculties receive support in their coping with the challenge of cultural differences in their international classroom. The authors explore this relationship in eight business schools in Dutch research universities. These cases offer an in-depth description of the problems encountered in cross-cultural interactions, such as development of monocultural groups, lack of proper foreign language understanding, and stereotyping. They also discuss potential solutions in terms of language training, cultural awareness training for both teachers and students, institutional support, and the business school's rationale for internationalization.

Leadership Strategies in Cross-Culture Settings

2018 ◽  
pp. 199-223
Author(s):  
Sanjiva Shankar Dubey
Keyword(s):  
Best Practices ◽  
Practical Wisdom ◽  
Cross Cultural ◽  
The Other ◽  
Leadership Strategies ◽  
Complex World ◽  
Cultural Issues ◽  
Cross Culture ◽  
Business Results ◽  
Multiple Cultures

Leadership in cross-cultural settings has become more and more demanding in the current complex world. Globalization on one hand and local aspirations on the other is creating a need of new breed of leadership who can manage the workforce and organization spread across multiple cultures in a cohesive manner to produce sustained business results. This chapter presents a detailed inquiry of cultural issues and outlines the factors behind their emergence. It also provides a framework to understand the leader preparation required and best practices to be used to be successful. For students and academicians, the topics of this chapter would provide a theoretical roadmap as well as practical insights bringing out unique understanding of this important subject. For managers, this chapter is comprehensive insight laced with practical wisdom which is ready for implementation. The word leader is used to cover managers at all levels who have to manage diverse multi-cultural teams.

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