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.

scholarly journals The Representation of Culture in English Textbooks Prescribed for High Schools in Indonesia

2015 ◽  
Vol 2 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Arnis Silvia
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Efl Teaching ◽  
English Textbooks ◽  
Target Culture

This study investigated the culture representation  of two prescribed English textbooks suggested by the Indonesian Curriculum and Publishing Centre (Puskurbuk) used in high schools in Indonesia. Its aim was to investigate whether the representation of culture supported the main goal of English as a Foreign Language (EFL) teaching, which is intercultural communicative competence (ICC). For this purpose, culture was classified as source, target, and international target culture (Cortazzi & Jin, 1990). A classification on the level of ICC was also conducted to these textbooks.  It was found that the prescribed English textbooks portrayed the culture of local (Indonesia), the culture of target countries (American and British), and the culture of other international countries in a quantitatively similar portion. However, qualitatively, the presented culture tended to be artificial instead of substantial. Comparison and contrast among cultures were not found, therefore, intercultural competence was not achieved.

scholarly journals Representations of source culture and target one in EFL coursebooks (on the basis of content analysis of “English File”)

2021 ◽  
pp. 45-58
Author(s):  
Gülşah Narlu
Keyword(s):  
Content Analysis ◽  
Social Life ◽  
Cultural Awareness ◽  
English Language ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
International Language ◽  
Content Analysis Method ◽  
Target Culture ◽  
Reading Texts

As an international language, English has gained more importance in international contexts to convey cultural messages. Hence, being proficient in the English language does not only require learners to be competent in the forms and functions of the language, but they also need to consider sociocultural values. In this regard, it is significant to be aware of the differences and similarities between the source culture and target cultures to build cultural awareness and have intercultural communicative competence. Being one of the most used teaching materials, coursebooks play a crucial role to develop intercultural communicative competence by introducing various cultures. Due to the importance of coursebooks in terms of representation of cultures, this study aims to examine the frequency of appearances of source culture, target culture, and international target cultures in reading texts of “English File Elementary” and “English File Pre-Intermediate” prepared by Latham-Koenig, Oxenden, Lambert, and Seligson (2019) and identify the topics through Byram’s criteria (1993). Employing content analysis method and mixed-methods, the study revealed that the representation of source culture is highly neglected while the target culture is frequently represented in the reading texts. Also, it was concluded that concepts and activities related to social life in various cultures is the most introduced topic in the reading texts. Keywords: intercultural communicative competence; coursebook content analisys; cultural representation; Byram’s criteria for coursebook evaluation; source culture; target culture.

El aprendizaje cultural en la enseñanza del inglés y su alcance en los libros de texto

2015 ◽  
Vol 28 (1) ◽  
pp. 145-168 ◽  
Author(s):  
Ángela Mª Larrea Espinar
Keyword(s):  
Language Learning ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Culture Learning ◽  
Language And Culture ◽  
Ways Of Thinking ◽  
Cultural Content ◽  
Target Culture ◽  
The Way ◽  
The Invisible

This paper analyses three B1-level textbooks used in EFL in Spain to gather information about how culture is taught, given that language learning and culture learning are closely related. A model of culture learning based on previous work by Paige, Jorstad, Paulson, Klein, and Colby (1999) and Lee (2009) has been designed in order to examine the textbooks’ cultural content. This functional framework gathers every theme and aspect of culture needed to develop each of the competencies that are required to accomplish an integrated language and culture learning, i.e., to achieve intercultural communicative competence as the ultimate goal of language learning. Findings show that the invisible aspect of culture (small “c” target-culture learning), which is crucial to understanding the values and ways of thinking of a society, was neglected in all three textbooks. Thus, despite some promising changes in the way of addressing culture learning in EFL textbooks, we are still far from developing intercultural speakers.

scholarly journals The intercultural component in an EFL course-book package

2016 ◽  
Vol 4 (3) ◽  
pp. 178-203 ◽  
Author(s):  
Zuzana Sándorová
Keyword(s):  
Content Analysis ◽  
Research Method ◽  
Communicative Competence ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Intercultural Communicative Competence ◽  
Information Communication ◽  
Main Research ◽  
Sociocultural Background

Abstract Along with mastery of the grammar and vocabulary of a given language, contemporary students are also expected to acquire intercultural communicative competence (ICC), i.e., the ability to use the language efficiently with regard to the sociocultural background of the communicative situation. This requirement should also be reflected in FL course-books, which are considered to be fundamental didactic tools in FL education, even in an era of information communication technologies. Therefore, the aim of the present paper is to report the results of the research focused on the investigation of intercultural component in the New Opportunities Pre-Intermediate and Intermediate course-book packages. To validate the findings of the content analysis, as the main research method, the method of triangulation was used, i.e., the results of the course-book package analyses were compared with those of observation and interview analyses. The findings of the research revealed that in the investigated course-book packages only some aspects of the intercultural component could be considered relevant because they were suitably treated.

scholarly journals Reflecting on the Japan-Chile Task-Based Telecollaboration Project for Beginner-Level Learners

2015 ◽  
Vol 31 ◽  
pp. 175
Author(s):  
B. Greg Dunne
Keyword(s):  
Cultural Identity ◽  
Foreign Language ◽  
Language Learners ◽  
Communicative Competence ◽  
Language Teachers ◽  
Intercultural Communicative Competence ◽  
Foreign Language Learners ◽  
Second Language Teachers ◽  
Efl Students ◽  
Collaboration Project

Using O’Dowd and Ritter’s (2006) Inventory of Reasons for Failed Communication in Telecollaborative Projects as a barometer, this article details the considerations and procedures followed in a task-based, asynchronous email tele-collaboration project between EFL (English as a Foreign Language) learners in Japan and Chile. In a climate where current research surrounding telecollaboration continues to gravitate toward the dual foci of intercultural communicative competence and multimodal technology, this article exemplifies how the adoption of a task-based framework can greatly assist the induction of beginner-level EFL students into a telecollaborative learning environment. It also encourages EFL and ESL (English as a Second Language) teachers throughout the world to seek task designs that will help them do the same. The project experienced its share of logistical and technical challenges but by adopting the currently unconventional stance of designing tasks that highlight individual identity and downplay cultural identity the project appeared to minimize intercultural tension, unmanageable levels of incomprehensibility and inability to arrive at task outcomes.Utilisant l’article de O’Dowd et Ritter (2006) Inventory of Reasons for Failed Communication in Telecollaborative Projects comme baromètre, cet article décrit en détail les considérations et les procédures d’un projet de télécollaboration asynchrone, par courriel et basé sur les tâches entre des apprenants d’anglais langue étrangère (ALE) au Japon et au Chili. Dans le climat actuel où la recherche portant sur la télécollaboration continue à se tourner vers la compétence communicative interculturelle et la technologie multimodale, cet article démontre les bienfaits significatifs d’adopter un cadre basé sur les tâches pour accueillir les élèves débutants en ALE dans un milieu d’apprentissage télécollaboratif. L’article encourage également les enseignants d’ALE et d’ALS partout au monde à rechercher des tâches qui les aideront à en faire autant. Le projet a connu sa part de défis logistiques et techniques, mais en adoptant la position originale de concevoir des tâches qui soulignent l’identité individuelle et diminuent l’identité culturelle, il semble avoir minimisé la tension interculturelle, l’incompréhensibilité et l’incapacité à arriver aux résultats voulus.

Beyond the Script

2019 ◽  
pp. 121-140
Author(s):  
John Corbett
Keyword(s):  
Language Learners ◽  
Communicative Competence ◽  
Narrative Medicine ◽  
English For Specific Purposes ◽  
Intercultural Communicative Competence ◽  
Teaching English ◽  
Language Resources ◽  
Basic Principles ◽  
Teaching Language ◽  
Tourism And Hospitality

This chapter begins by reviewing the basic principles of teaching English for specific purposes (ESP) and argues that ESP has been characterized by an instrumental focus on equipping language learners to function in largely predictable and generalizable situations that involve learners mastering predictable genres or “scripts.” However, at more advanced levels of instruction, learners need also to develop the expertise and attitudes that enable them to function in less predictable situations, drawing creatively on their language resources to do so. This chapter argues that aspects of intercultural communicative competence (ICC) align closely with the expectations and curricular goals of reflective practice across a range of professions. Drawing on discussions of ICC, as well as on the model of “narrative medicine” in healthcare, this chapter offers a framework and suggests practical techniques for teaching language and critically reflective practices in one professional domain, that of tourism and hospitality.

CONTENT ANALYSIS OF THE NOTION "COMPETENCE"

2020 ◽  
Vol 65 (1) ◽  
pp. 30-34
Author(s):  
P.A. Kudabayeva ◽  
◽  
A.N. Zhorabekova ◽  
M.S. Zeynebekova ◽  
◽  
...  
Keyword(s):  
Content Analysis ◽  
Educational System ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
English Teachers ◽  
Subject Area ◽  
Intercultural Communicative Competence ◽  
Effective Activity ◽  
The Right ◽  
Pedagogical Literature

The emergence of a new sociocultural space is aimed at preparing the educational system in the field of intercultural competence, capable of implementing international cultural and professional relations. It has long been clear that competence is a combination of knowledge and experience for effective activity in any subject area, it is a possession of a certain competence by a person – knowledge, skills and experience of his own activity, which allow to make significant judgments and make the right decisions. The content analysis of the notion "competence" and the problem of the formation of future English teachers’ intercultural communicative competence are given in the article. The paper presents the review of scientific and pedagogical literature on the study of intercultural communicative competence given by foreign, Russian and Kazakhstani researchers.

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