scholarly journals Developing Intercultural Communicative Competence (ICC) in English for Palestine (EFP) Textbooks for Grade Seven

2020 ◽  
Vol 1 (1) ◽  
pp. 78-93
Author(s):  
Mona J. Alnajjar
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Communicative Competence ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Interactive Strategies ◽  
Research Findings ◽  
English Textbooks ◽  
Communicative Teaching ◽  
The Impact

This research aims to investigate Intercultural Communicative Competence (ICC) in English for Palestine (EFP) textbooks A and B for grade seven. It adopts Byram's (1997) model as a theoretical framework for analyzing the content of grade seven textbooks. It also explores the categories and levels of cultural content to develop intercultural communicative teaching in English teaching. Further, it pinpoints different strategies to develop and promote ICC in teaching. In this qualitative research, the researcher uses content analysis. The findings show that the analysis of the Palestinian English textbooks for grade seven A and B develops ICC to a great extent. Moreover, many interactive strategies and pedagogical methods are used in these textbooks to develop ICC such as role play, poems, reports, emails, and conversations. Based on the research findings, English for Palestine textbooks for grade seven increase the awareness towards the Palestinian culture and deepen students' recognition of their identity, language and religion. It is concluded that these textbooks successfully enhance students' critical awareness and understanding of other cultures besides having a sense of pride of their own culture. In light of the research findings, the researcher recommends conducting empirical researches to measure the impact of ICC on students' language proficiency form the stakes holders' perceptions in the field of English language teaching.

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.

Teachers’ beliefs and students’ experiences

2016 ◽  
Vol 6 (4) ◽  
pp. 177-186
Author(s):  
Jana Beresova
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
English Language Teaching ◽  
Choice Response ◽  
Cultural Dimension ◽  
Intercultural Communicative Competence ◽  
Ongoing Research ◽  
Response Formats ◽  
Teachers Beliefs

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.   Keywords: teaching English, learning English, acquiring target culture, intercultural communicative competence.

An investigation of L2 motivational self-system and intercultural communicative competence of pre-service English teachers’: Kazakhstani perspective

2019 ◽  
Vol 6 (1) ◽  
pp. 413-324
Author(s):  
Yucel Gelisli ◽  
Lazura Kazykhankyzy
Keyword(s):  
Student Teachers ◽  
Quantitative Methods ◽  
English Language ◽  
Communicative Competence ◽  
Rank Order ◽  
English Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
L2 Motivational Self System ◽  
Self System

This study aimed to explore the relationship between L2 motivational self-system (ideal L2 self and ought to L2 self) and intercultural communicative competence (ICC) among pre-service teachers of English in Kazakhstan. Moreover, the predicting effect of ought to self and ideal self on participants ICC was examined. Quantitative methods of data analysis were used to analyse the data. The ICC scale developed by the researcher and L2 motivational self-system scale developed by Taguchi, Magid and Papi were used to collect the data. The data were collected from 307 major student-teachers’ of English language teaching departments from Akhmet Yassawi and Auezov South Kazahstan State Universities. Descriptive analyses (means, standard deviations), Mann–Whitney U test, one-way analysis of variance, Kruskal–Wallis H test, Spearman rank-order correlation coefficient and regression analysis were performed to analyse the data. Keywords: ICC, L2 motivational self-system, pre-service English teachers.

scholarly journals Intercultural pragmatics in the Global Englishes context: Some implications for developing intercultural communicative competence

2020 ◽  
pp. 7-31
Author(s):  
Magdalena Sztencel
Keyword(s):  
Cultural Differences ◽  
Speech Acts ◽  
English Language ◽  
Communicative Competence ◽  
Cross Cultural ◽  
English Language Teaching ◽  
Global Communication ◽  
Intercultural Communicative Competence ◽  
Politeness Strategies ◽  
Intercultural Pragmatics

The prevalent use of English as a lingua franca raises questions about the consequences for the practice of English Language Teaching. This paper investigates some of the pedagogical implications from the perspective of intercultural pragmatics. I argue that developing politeness strategies is an important aspect of enhancing learners’ intercultural communicative competence. This is illustrated with the examples of speech acts such as requests, conditional threats and conditional promises. I draw attention to some fundamental misconceptions that may arise from an inadequate interpretation of cross-cultural findings, and argue that in order to establish which politeness strategies to use in the context of global communication, the focus of intercultural investigations needs to be shifted from studying lingua-cultural differences to studying lingua-cultural similarities.

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 EXPLORING EFL TEACHERS� UNDERSTANDING AND BELIEFS IN INTERCULTURAL COMMUNICATIVE COMPETENCE IN INDONESIAN CONTEXT

2020 ◽  
Vol 6 (2) ◽  
pp. 121
Author(s):  
Nisa Hasanah ◽  
Wawan Gunawan
Keyword(s):  
High School Teachers ◽  
English Language ◽  
Communicative Competence ◽  
Culture Shock ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Cultural Aspects ◽  
Teaching Goals ◽  
Culture Education

As the result of globalization, the English language teaching goals in many countries have shifted from communicative competence to intercultural communicative competence (ICC). However, among the small number of studies on ICC in Indonesia, most of them focus on ICC in the tertiary level which shows there is a gap of work in the secondary level of education. Thus, this article attempts to seek the truth about senior high school teachers� understanding and beliefs as well as revealing their attempts in promoting ICC in the classroom. The case study was employed with two novice teachers as participants through interview and document analysis. The finding shows some interesting facts that both teachers viewed concept of ICC similarly as cross-cultural understanding in a way both to overcome misunderstanding and culture shock. Both teachers believed that language is culture bound, yet, only a very small trace of cultural aspects were shown in the documents; and as they viewed culture as dynamic, yet, the content being taught mainly covered static domain of culture.��Keywords: Byram�s five savoirs; culture education; intercultural communicative competence.

scholarly journals Intercultural Communicative Competence in ELT: Lecturers’ Perception and Practice

2019 ◽  
Vol 8 (1) ◽  
pp. 62-71
Author(s):  
Umi Fitriyah ◽  
Ahmad Munir ◽  
Pratiwi Retnaningdyah
Keyword(s):  
Intercultural Communication ◽  
Mixed Method ◽  
English Language ◽  
Communicative Competence ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Teachers Perceptions ◽  
Cross Cultural Communication ◽  
Intercultural Communication Competence ◽  
Positive Attitudes

“One of its obvious results is the emergence of intercultural communication and English language has then become as a bridge for cross-cultural communication, thanks to its worldwide lingua franca. For these reasons, Intercultural Communication Competence (ICC) should be more concerned in English Language Teaching (ELT) tertiary contexts. This study aims to gain an indepth understanding on this issue by investigating English teachers' perceptions and practices on ICC in ELT . The study uses a mixed method, to find the perspective of the lecturers, the researcher use questionnaire and interview, while for the practice the reseracher use observation. The findings of the study reveal the positive attitudes of English lecturers on ICC in ELT, but certain challenges confronted by their implementations have been highlighted. As a result, some possible measures to enhance ICC engagement in ELT in this context are proposed.”

scholarly journals Use of Foreign Films in Cultivating Intercultural Communicative Competence in ELT—A Case Study

2019 ◽  
Vol 9 (2) ◽  
pp. 198
Author(s):  
Jianying Yue
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Research Data ◽  
Linguistic Competence ◽  
English Language Teaching ◽  
Mental Process ◽  
Intercultural Communicative Competence ◽  
Major Research

Foreign films have long been used in English Language Teaching (ELT) and been proved effective in improving learners’ linguistic competence. Cultivating Intercultural Communicative Competence (ICC) has gradually become a vital goal in English Language Teaching (ELT). However, whether foreign films can be used to improve learners’ ICC is less researched. Taking Byram’s ICC model, this paper tends to show foreign films can also be effective in improving learners’ ICC. This article reports an empirical study designed to explore the processes students engage in when viewing Disney film Mulan in a Chinese college classroom. Students’ study blogs, quizzes, and interviews are major research data and the analysis of the data illustrated foreign films’ role in cultivating learners’ ICC and explored the mental process of students’ interpretation of foreign films.

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