scholarly journals Raising Students’ Cultural Awareness and Developing Their Intercultural Communicative Competence: The Case of the Greek State Primary School EFL Textbooks

2021 ◽  
Vol 12 (1) ◽  
pp. 154
Author(s):  
Zoumi Iakovina ◽  
Ioannis D. Karras
Keyword(s):  
Primary School ◽  
Cultural Awareness ◽  
English Language ◽  
Critical Evaluation ◽  
Intercultural Communicative Competence ◽  
Efl Learners ◽  
Research Findings ◽  
English Textbooks ◽  
Intercultural Interactions ◽  
Diverse Cultures

The present study focuses on the critical evaluation of the cultural content incorporated in the 5th and 6th grade English textbooks, which are taught in the Greek state primary school. Given that we are living in the era of increasing globalization, it is deemed essential that aspects of diverse cultures should be reflected in the English textbooks, thus enabling contemporary EFL learners to master the ability to use the English language efficiently in their intercultural interactions regardless of their socio-cultural background. The research findings succinctly reveal that the vast majority of state EFL teachers in Greece are fervent proponents of an intercultural approach in their teaching practices. However, they are not reliant on the prescribed textbooks under scrutiny for promoting the intercultural dimension in their educational methodology, since their cultural input is assessed as deficient and inadequate for dynamic intercultural instruction.

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.

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 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>

Cross-Cultural Perspectives on Technology-Enhanced Language Learning

2018 ◽  
pp. 1-15 ◽  
Author(s):  
Somaye Piri ◽  
Sahar Riahi
Keyword(s):  
Language Learning ◽  
Cultural Awareness ◽  
Intercultural Communicative Competence ◽  
Intercultural Understanding ◽  
Face To Face ◽  
Intercultural Communications ◽  
Positive Attitudes ◽  
The People ◽  
Computer Mediated ◽  
Diverse Cultures

Cultural awareness and intercultural understanding are crucial parts of learning a new language. However, not everyone has the chance to have face-to-face interaction with the people from diverse cultures. Computer-mediated technologies are favorable tools that can help learners to engage in intercultural communications. This chapter aims at intercultural learning through technology-enhanced language learning. Five main themes have emerged as the result of literature review alongside a report on major research descriptive. The literature revealed that there are 1) positive attitudes toward using digital tools in intercultural language learning, 2) the development of critical cultural awareness and intercultural communicative competence, 3) opportunities for improving all aspects of language learning. However, 4) textbooks are still the predominant learning resource, and 5) a necessity is felt for special technical skills and competencies. This study is helpful to consider the existing challenges and find new directions for future investigations.

The Effects of Cross-Cultural Distance Learning Model on the Linguistic and Affective Domain of EFL Learners in Korea

2018 ◽  
Vol 10 (3) ◽  
pp. 76-89
Author(s):  
Bok-Myung Chang
Keyword(s):  
Distance Learning ◽  
Language Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
Cultural Distance ◽  
English Language Proficiency ◽  
Cross Cultural ◽  
Test Form ◽  
Efl Learners ◽  
Native Speakers Of English

This article is based on a Cross-Cultural Distance Learning (CCDL) model between university students in Korea and Japan during the 1st semester of 2016 and this lesson model consists of synchronous and asynchronous CMC activities focusing on the interactions between non-native speakers of English. This article shows that EFL learners in Korea can develop English language proficiency through this lesson model. The learners' development of English language proficiency was evaluated by using the TOEIC test as a proficiency test form. Also, this article proves that these kinds of CMC activities can motivate EFL learners to enhance cultural awareness for foreign countries and practice English inside and outside of the classroom. The questionnaire was used to survey the students' cultural awareness and attitude for this model at the final session of the semester.

scholarly journals Attitudes towards the Efficiency of English Culture Treatment at Schools: A Case of Iranian Kurdish EFL Learners

2019 ◽  
Vol 9 (5) ◽  
pp. 562
Author(s):  
Sahar Ahamdpour ◽  
Davud Kuhi
Keyword(s):  
High Schools ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Efl Learners ◽  
Cultural Aspects ◽  
West Azerbaijan ◽  
Culture And Language ◽  
The Way

Language is used for communication and it is a carrier of culture. Culture and language are inseparable. If learners are successful in understanding and use of the target language, they need to have good knowledge of cultural aspects of the foreign language as well. Therefore it is essential to teach culture and language simultaneously. The present study aims to understand Iranian Kurdish EFL learners’ attitude towards the way culture is addressed and treated in English language course at high schools. To this end, two hundred and fifty female EFL learners were selected based on availability sampling from two high schools in Boukan, West Azerbaijan and were asked to complete the attitude questionnaire. The results indicated that Iranian Kurdish EFL learners hold negative attitudes towards the way culture is treated at English course in Iranian high schools. At the end, the paper provides some recommendations for policy makers, textbook designers, and teachers in order to foster cultural awareness in teaching and learning process.

scholarly journals Evaluation of Learning Outcomes: A Case Study of Secondary Level Compulsory English Textbooks of the Punjab Board, Pakistan

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Amna Fayyaz ◽  
Haseeb Ul Hasaan ◽  
Kausar Parveen
Keyword(s):  
Critical Thinking ◽  
Public Schools ◽  
Learning Outcomes ◽  
English Language ◽  
Evaluation Model ◽  
Critical Evaluation ◽  
Thinking Skills ◽  
English Language Teaching ◽  
Exploratory Research ◽  
English Textbooks

This study examines the learning outcomes of selected English textbooks at the cognitive level. The aim of the present study is to explore the levels of criticality in the learning outcomes of compulsory English textbooks (Grade 6-10) published by the Punjab Board, based on which their activities and exercises are designed. Learning outcomes of compulsory English textbooks (Grade 6-10) were analyzed following the Critical Thinking Evaluation Model (CTEM). Post-use evaluation of the learning outcome of compulsory English textbooks (Grade 6-10) has not been carried out yet. To fill this gap, selected English textbooks were evaluated in terms of their critical thinking skills based learning outcomes. The evaluated textbooks were selected through stratified sampling. A mixed-method approach including both qualitative and quantitative data analysis was used to make findings more reliable and valid. Exploratory research design was adopted to explore the levels of criticality in compulsory English textbooks (Grade 6-10). The totality of results showed that the ‘implementation’ level of CTEM was the most frequent among the learning outcomes. The second most frequent level of criticality was ‘background knowledge’ and the third most frequent was ‘apprehension’. ‘Anatomization’ and ‘creativity’ levels of criticality appeared less frequently among the learning outcomes of compulsory English textbooks, while the ‘conceptualization’ level of CTEM was the least frequent. It was found that the learning outcomes of compulsory English textbooks (Grade 6-10) were not designed to enhance critical evaluation and self-directed learning. The results are beneficial for textbook designers, textbook evaluators, examiners, paper setters, teachers, students, and teacher trainers. This study contributes to the development of the English language teaching system in public schools.

scholarly journals Literary Texts in the EFL Classrooms: Applications, Benefits and Approaches

2018 ◽  
Vol 7 (5) ◽  
pp. 167 ◽  
Author(s):  
M Shamsur Rabb Khan ◽  
Ali Mohammad Alasmari
Keyword(s):  
Cultural Awareness ◽  
English Language ◽  
Arab World ◽  
Language Skills ◽  
Learning Experience ◽  
Historical Background ◽  
Literary Texts ◽  
Linguistic Knowledge ◽  
Efl Learners ◽  
Efl Classrooms

Literary texts play an important role in learning English language, especially enhancing communication competence, raising cultural awareness, and generating motivation among students. Research studies have shown the potential advantages of using literary texts in the EFL classrooms, which promote authentic materials, help increase language skills, and extends linguistic knowledge. This paper documents comprehensive literature on the application and benefits of literary texts in learning and teaching English language to EFL learners. It explains how different language skills can be learnt successfully using literary texts. This paper shows the significance of literary texts in English language teaching program. It explores the historical background, covering various phases, studies from various countries, including the Arab world where literature teaching shows positive responses. The paper is distinct in its entirety since it explains how different literary texts can help enhance language skills and describes the different teaching approaches for teaching literature which will be a healthy guide for teachers. It also shows how literature enriches the EFL learners’ overall learning experience.

scholarly journals Cultural Representation in Primary School ELT Textbooks in Mainland China

2021 ◽  
Author(s):  
Xiaofei Tang
Keyword(s):  
Primary School ◽  
Cultural Awareness ◽  
English Language ◽  
Mainland China ◽  
The United States ◽  
Cultural Representation ◽  
Local Culture ◽  
Cultural Elements ◽  
Foreign Culture ◽  
Textbook Series

<p>This study aims to conduct a mixed-method analysis of <i>PEP Primary English</i>, a primary school English language teaching textbook series covering eight volumes widely used in Mainland China, to depict its representation of different cultures and explore whether the cultural representation follows the National English Language Curriculum Standard.</p><p><br></p><p>The textbook analysis proceeds in three steps. The first step is to develop the criteria of categorising cultural elements presented in <i>PEP Primary English</i>. An adapted version of Kachru’s (1985, 1992) three concentric circles of World Englishes is employed to define cultural categories. The cultural elements in the textbooks are generally grouped into two categories, namely, the local culture and the foreign culture. The local culture includes all the elements in relation to the home country where this textbook series has been published and widely used – China. The foreign culture is subcategorised into 1) the Inner Circle where English is applied as the mother tongue or a primary language due to its traditional historical and sociolinguistic bases over there, such as the United Kingdom, the United States, Australia, and New Zealand; 2) the Outer Circle where English is institutionalised as a <i>lingua frança</i> though it does not serve as the native language, such as India, Bangladesh, Malaysia, Singapore, and Hong Kong SAR; and 3) the Expanding Circle where English is utilised as a primary foreign language but does not play a historical or governmental role, such as China, Japan, South Korea, and Russia.</p><p><br></p><p>The second step is to tag those elements presented in the textbooks according to the established criteria of cultural categories; and to calculate their frequency in individual volumes and in the whole textbook series respectively.</p><p><br></p><p>The third step is to tabulate the frequency of cultural elements in the textbooks and to compare the features of their representation with the learning requirements for cultural awareness as stated in the National Curriculum.</p>

scholarly journals Cultural Representation in Primary School ELT Textbooks in Mainland China

2021 ◽  
Author(s):  
Xiaofei Tang
Keyword(s):  
Primary School ◽  
Cultural Awareness ◽  
English Language ◽  
Mainland China ◽  
The United States ◽  
Cultural Representation ◽  
Local Culture ◽  
Cultural Elements ◽  
Foreign Culture ◽  
Textbook Series

<p>This study aims to conduct a mixed-method analysis of <i>PEP Primary English</i>, a primary school English language teaching textbook series covering eight volumes widely used in Mainland China, to depict its representation of different cultures and explore whether the cultural representation follows the National English Language Curriculum Standard.</p><p><br></p><p>The textbook analysis proceeds in three steps. The first step is to develop the criteria of categorising cultural elements presented in <i>PEP Primary English</i>. An adapted version of Kachru’s (1985, 1992) three concentric circles of World Englishes is employed to define cultural categories. The cultural elements in the textbooks are generally grouped into two categories, namely, the local culture and the foreign culture. The local culture includes all the elements in relation to the home country where this textbook series has been published and widely used – China. The foreign culture is subcategorised into 1) the Inner Circle where English is applied as the mother tongue or a primary language due to its traditional historical and sociolinguistic bases over there, such as the United Kingdom, the United States, Australia, and New Zealand; 2) the Outer Circle where English is institutionalised as a <i>lingua frança</i> though it does not serve as the native language, such as India, Bangladesh, Malaysia, Singapore, and Hong Kong SAR; and 3) the Expanding Circle where English is utilised as a primary foreign language but does not play a historical or governmental role, such as China, Japan, South Korea, and Russia.</p><p><br></p><p>The second step is to tag those elements presented in the textbooks according to the established criteria of cultural categories; and to calculate their frequency in individual volumes and in the whole textbook series respectively.</p><p><br></p><p>The third step is to tabulate the frequency of cultural elements in the textbooks and to compare the features of their representation with the learning requirements for cultural awareness as stated in the National Curriculum.</p>

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