scholarly journals Exploring the proper cultural content in Indonesian EFL textbooks viewed from intercultural perspectives

2021 ◽  
Vol 12 (1) ◽  
pp. 122-140
Author(s):  
Muhammad Ona Irawan ◽  
Bukhari Daud
Keyword(s):  
Cultural Awareness ◽  
Communicative Competence ◽  
Cultural Knowledge ◽  
Three Dimensions ◽  
Intercultural Communicative Competence ◽  
Surface Culture ◽  
Cultural Information ◽  
Deep Culture ◽  
Language Competency ◽  
Cultural Content

This research aimed to find out and to describe the cultural content of two Indonesian Senior High School EFL textbooks namely Buku Bahasa Inggris Kelas XII and Pathway to English 3 from the content of cultural information, the elements of surface and deep culture of Hall’s (1976) Iceberg theory and the dimension of intercultural communicative competence of Byram’s (1997). This study is a document analysis, and the writer used descriptive qualitative analysis. The data were collected by reviewing document and were analyzed based on the concept of Miles, Huberman, and Saldana (2014) which covered data condensation, data display, and drawing conclusion. The findings showed that the cultural information in both textbooks mostly presented by elements of surface culture. This research also showed that both textbooks had facilitated the three dimensions of intercultural communicative competence (knowledge, skill, and attitude), while the last dimension (critical cultural awareness) had not been achieved yet. In conclusion, the textbooks are still providing and facilitating the material in improving learners' language competency and cultural knowledge. 

scholarly journals Implementing Critical Thinking Tasks to Fostering English Learners’ Intercultural Communicative Competence in a Genre-based Learning Environment

2018 ◽  
Vol 11 (12) ◽  
pp. 154
Author(s):  
Luis Fernando Gómez-Rodríguez
Keyword(s):  
Critical Thinking ◽  
English Learners ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Intercultural Communicative Competence ◽  
Intercultural Awareness ◽  
Two Samples ◽  
Significant Step ◽  
Deep Culture

The development of intercultural communicative competence in EFL (English as a Foreign Language) education in many countries is still a difficult goal to achieve. EFL teachers and learners require more tangible and concrete methodological approaches to foster this important competence in the classroom. Therefore, this reflection article aims at proposing the use of genre-based learning as a significant communicative language approach to foster English learners’ intercultural communicative competence (ICC) through a Sequence of Critical Thinking Tasks. Through two samples of genres, the article explains how the skills of discovery, of interpreting, and of relating, contained in the concept of ICC, can be articulated, complemented, and enhanced gradually through a set of more specific Critical Thinking Tasks. These mental skills can be useful to help learners understand, discover, interpret, and evaluate critically elements of deep culture that appear in different documents, genres, or texts produced by English-spoken cultures, other language communities, and learners’ own culture. Doing critical thinking tasks through genre-based approach can constitute a preliminary but significant step to enhance English learners’ critical intercultural awareness in EFL learning environments.

Networking-Based Strategies of Intercultural Communicative Competence Development Among Kazakhstani University Students

2019 ◽  
pp. 197-210
Author(s):  
Azamat Akbarov
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Cultural Knowledge ◽  
Necessary Condition ◽  
Intercultural Communicative Competence ◽  
Intercultural Understanding ◽  
Intercultural Awareness ◽  
Language Communication

This chapter presents an empirical study of the intercultural communicative competence of students of Kazakhstani universities. The study results indicate that students should develop their cultural knowledge, intercultural receptivity, communication strategies, intercultural awareness etc. A number of issues related to the formation of intercultural competence in the process of teaching foreign-language communication, taking into account the cultural and mental differences of the native speakers, which is a necessary condition for a successful dialogue of cultures are also discussed. The concept of communicative competence in teaching foreign languages stipulates development of students' knowledge, skills and abilities that enable them to join the ethno-cultural values of the country of the studied language and use the foreign language in situations of intercultural understanding and cognition in practice. Conjunction of such knowledge, skills and abilities constitutes communicative competence. Based on the results of the research, proposals are made for the curriculum and teaching of intercultural communication and methods of developing intercultural communicative competence of students of Kazakhstan universities in a networked environment.

Using Telecollaboration 2.0 to Build Intercultural Communicative Competence

2020 ◽  
pp. 667-685 ◽  
Author(s):  
Lina Lee
Keyword(s):  
Web 2.0 ◽  
Cultural Awareness ◽  
Cultural Knowledge ◽  
Spanish American ◽  
Mediated Learning ◽  
Intercultural Communicative Competence ◽  
Web 2.0 Tools ◽  
Positive Attitudes ◽  
Design Selection ◽  
Target Culture

This chapter reports a Spanish-American telecollaborative project through which students created blogs, VoiceThread presentations, and video chats for intercultural exchanges over the course of one semester. The chapter outlines the methodology for the project including pedagogical objectives, task design, selection of Web 2.0 tools, and implementation. Using qualitative data collection, the study explored the extent to which Web 2.0-mediated learning could contribute to learners' intercultural communicate competence (ICC) development. The findings revealed that students exhibited the skills outlined in Byram's ICC model. Students showed positive attitudes and curiosity towards the target culture, and gained new cultural knowledge. They also demonstrated skills of discovery and interaction that helped them build critical cultural awareness. The study suggests that learners' ICC can be assessed by the implementation of a well-designed telecollaborative exchange using Web 2.0 technologies.

scholarly journals Developing communicative competence in L2 tertiary level students: remarks on culturally responsive teaching

2019 ◽  
pp. 267-275
Author(s):  
Jerzy Zybert ◽  
Iga Lehman
Keyword(s):  
Culturally Responsive Teaching ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Tertiary Level ◽  
Responsive Teaching ◽  
Intercultural Communicative Competence ◽  
Culture Teaching ◽  
Communication Culture

Semiotic links exist among communication, culture, teaching, and learning and this has important implications for implementing culturally responsive teaching. The present paper provides some arguments in favour of creating culturally sensitive classrooms where students have an opportunity to acquire a broader cultural awareness which helps them to develop their intercultural communicative competence.

scholarly journals Intercultural Communicative Competence Levels of Indonesian EFL Students: A Preliminary Study in a Higher Education Contex

2021 ◽  
Vol 7 (2) ◽  
pp. 134
Author(s):  
Anna Riana Suryanti Tambunan ◽  
Fauziah Khairani Lubis ◽  
Widya Andayani ◽  
Winda Setia Sari
Keyword(s):  
Intercultural Communication ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Cultural Knowledge ◽  
Intercultural Communicative Competence ◽  
Cultural Backgrounds ◽  
Intercultural Communication Competence ◽  
Teaching Goals ◽  
Efl Students ◽  
Preliminary Study

The lack of intercultural communication skills will likely cause disharmony, misunderstanding, and even conflict in communication. To be successful in communication with native speakers depends on language skills, customs, and cultural knowledge. In the age of global communication, English as a Foreign Language (EFL) teaching goals should be reoriented to cultivate intercultural communication competence (ICC). EFL learners should have this intercultural competence and be sensitive in order to avoid disharmony, misunderstandings, and even conflicts in communication. The main objective of this preliminary study is to reveal the levels of intercultural communicative competence among EFL students at a state university in Indonesia. A survey questionnaire was performed employing a quantitative analysis in this study. Eighty-nine students filled out the ICC questionnaire, which consisted of 20 questions. Findings indicated that most of the students had a low ICC level because they are lack of experience and knowledge in interacting and socializing with people from various cultural backgrounds. In terms of gender differences, the results showed that male students had higher levels of ICC than that female students. This research implied that intercultural topics should be included in the university’s curriculum.

scholarly journals A Content Analysis of Cultural Representation in High School English Textbook in 2013 Education Curriculum

2021 ◽  
Vol 9 (1) ◽  
pp. 38
Author(s):  
Fitri Rahmawati Astiandani ◽  
Oikurema Purwati
Keyword(s):  
High School ◽  
Cultural Awareness ◽  
Communicative Competence ◽  
Cultural Dimensions ◽  
Cultural Dimension ◽  
Intercultural Communicative Competence ◽  
Education Curriculum ◽  
High School English ◽  
Qualitative Research Design ◽  
English Textbooks

This study reports cultural content in the latest high school English textbook concerning the 2013 education curriculum. Besides, this paper also explores the intercultural communicative competence within the English textbooks. A qualitative research design is employed in this study. Moreover, the cultural contents and intercultural communicative competence were taken from the reading text on English textbooks for the last grade of senior high school entitled ‘Bahasa Inggris 2018 revised edition’. This study relied on the kind of cultural contents by Cortazzi & Jin (1999), types of cultural dimensions by Yuen (2011), and three levels of intercultural communicative competence by Byram (2002). It has been found that target culture with the cultural dimension of the product had a major proportion on the English textbook. Besides, the lowest level of intercultural communicative competence, namely basic cultural awareness was also discovered. In such a case, the complicity of intercultural values in the textbook should be given more attention so that students can easily grasp the values of various cultures. As a result, the aims of the 2013 education curriculum can be achieved well.

scholarly journals “I finally marginalized myself from the mainstream”: An Autoethnography Study of Chinese International Student’s Development of Intercultural Communicative Competence

2021 ◽  
Author(s):  
Yuqi Lin ◽  
Hongzhi Zhang
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Communicative Competence ◽  
Three Dimensions ◽  
Research Approach ◽  
Intercultural Communicative Competence ◽  
Higher Education Management ◽  
Intercultural Performance ◽  
Chinese International Student

In the higher education market, the cross-border flow of international students has become increasingly apparent. For Australia, China has been a major student source and most of these students have been enrolled in the higher education sector. Such a phenomenon has rendered the innovation of higher education management necessary, and its socio-cultural influence has attracted attention from the Australian government. This study suggests that international students’ intercultural communicative competence (ICC) deficits could influence their self-perceptions thus compromising their ability to communicate with peers. Using a qualitative research approach, the study explores the extent to which China’s College English influences Chinese international students’ intercultural performance and unpacks the reasons for their behaviours. An autoethnography of a Chinese international student was provided to indicate that the experience from both home and host countries would constitute a habitual thinking pattern that could exert an enduring impact on individuals. Via critically engaging with Byram and Morgan’s three dimensions of ICC and Byram’s model of ICC, the participant’s ICC was analysed, and her conceptions of culture and language were discovered. This study advocates more meaningful explorations about English curricula and highlights the need for forming a caring and humane society and tapping the value of international students in the era of globalisation.

scholarly journals Intercultural Communicative Competence in ELT Textbooks: The Case of Iranian High Schools

2021 ◽  
Vol 8 (4) ◽  
pp. 14
Author(s):  
Parviz Ghasedi ◽  
Aliye Azizi
Keyword(s):  
Content Analysis ◽  
High Schools ◽  
Statistical Analysis ◽  
Language Learners ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Cultural Content ◽  
Target Culture

The major aim of the current study was investigating the extent to which the content of ELT textbooks used in Iranian high schools boosts language learners’ intercultural communicative competence. To this end, an in depth content analysis of Vision 1, Vision 2, and Vision 3 were done based on Hillard’s (2014) model in four phases. The results of statistical analysis indicated that the cultural topics covered in Vision Series were limited. Besides, most of the aural or written sentences and pictures were culture free. The textbooks contained no multicultural comparison and the authors used mono-perspective style in writing the texts, activities, dialogues, and exercises. Moreover, the series presented no information regarding historical backgrounds of the target culture. The findings of the study can be of great help for material developers and textbook writers. Also, the results make teachers and learners aware of the cultural content of the textbook.

Using Telecollaboration 2.0 to Build Intercultural Communicative Competence

2018 ◽  
pp. 303-321 ◽  
Author(s):  
Lina Lee
Keyword(s):  
Web 2.0 ◽  
Cultural Awareness ◽  
Cultural Knowledge ◽  
Spanish American ◽  
Mediated Learning ◽  
Intercultural Communicative Competence ◽  
Web 2.0 Tools ◽  
Positive Attitudes ◽  
Design Selection ◽  
Target Culture

This chapter reports a Spanish-American telecollaborative project through which students created blogs, VoiceThread presentations, and video chats for intercultural exchanges over the course of one semester. The chapter outlines the methodology for the project including pedagogical objectives, task design, selection of Web 2.0 tools, and implementation. Using qualitative data collection, the study explored the extent to which Web 2.0-mediated learning could contribute to learners' intercultural communicate competence (ICC) development. The findings revealed that students exhibited the skills outlined in Byram's ICC model. Students showed positive attitudes and curiosity towards the target culture, and gained new cultural knowledge. They also demonstrated skills of discovery and interaction that helped them build critical cultural awareness. The study suggests that learners' ICC can be assessed by the implementation of a well-designed telecollaborative exchange using Web 2.0 technologies.

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