SavedAdd your journal

Journals / Yaşadıkça Eğitim Dergisi / 2021 / Cilt: 35 - Sayı: 2

Intercultural Communicative Competence: Why Is It Significant and How Can It Be Enhanced in EFL Settings?

Kültürlerarası İletişimsel Yeti: Neden Yabancı Dil Öğretiminde Önemlidir ve Nasıl Geliştirilebilir?

Seçil TÜMEN AKYILDIZ
Vildan ÇELİK
Kwestan Hussein AHMED
Pages
793–803
Publication Date
2022-11-06
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

This paper seeks to improveEFL teachers’ understanding of intercultural communication and to help them with their classroom practices.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In the current literature on foreign language teaching, it has become clear that having the requisite ability ofintercultural communicative competence (ICC) to be aware of different cultures, respect them, and interact with people fromdifferent cultures is crucial.
📊
Key Findings & Data:Language is connected to culture and societies, in which people need to communicate with oneanother.
💡
Conclusion & Impact:This paper seeks to improveEFL teachers’ understanding of intercultural communication and to help them with their classroom practices.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

In the current literature on foreign language teaching, it has become clear that having the requisite ability ofintercultural communicative competence (ICC) to be aware of different cultures, respect them, and interact with people fromdifferent cultures is crucial. Language is connected to culture and societies, in which people need to communicate with oneanother. English as a lingua franca provides a means of communication among different cultures. Thus, English as a foreignlanguage (EFL) teaching classes offer perfect situations to foster ICC. From this viewpoint, this article gives an account toraise awareness of ICC in EFL settings by explaining ICC and its relationship with language, describing the significance ofICC, and illustrating some suggestions in the literature for the enhancement of ICC in EFL classes. This paper seeks to improveEFL teachers’ understanding of intercultural communication and to help them with their classroom practices.

Özet

Güncel yabancı dil öğretimi yazınında farklı kültürlerden haberdar olmak, onlara saygı duymayı öğrenmek ve dünyanın herhangi bir yerinde insanlarla rahat iletişim kurabilmek için kültürlerarası iletişim yetisine sahip olmanın zorunlu olduğu görülmektedir. Dil kültürle ve insanların birbirleriyle iletişim kurması gereken toplumlarla bağlantılıdır. Evrensel dil olarak İngilizce ise farklı kültürlerin iletişimini sağlayan bir araçtır. Bu nedenle yabancı dil olarak İngilizce öğretim sınıfları kültürlerarası iletişimsel yetiyi desteklemek için elverişli yerlerdir. Bu noktadan hareketle bu makale kültürlerarası iletişimsel yetinin önemini vurgulayıp dil ile arasındaki ilişkiyi açıklayarak alan yazında yabancı dil sınıflarında bahsi geçen becerinin geliştirilmesi için ortaya konan çalışmalardan örnekler vermeyi amaçlamaktadır. Bu şekilde yabancı dil öğretmenlerinin kültürlerarası iletişimin önemini kavramalarına ve sınıflarında bu yetiyi geliştirmek için uygulamalar yapmalarına katkı sağlamak hedeflenmektedir.

🔖

Cite This Article

AKYILDIZ, S. T., ÇELİK, V., AHMED, K. H. (2022). Intercultural Communicative Competence: Why Is It Significant and How Can It Be Enhanced in EFL Settings?. Yaşadıkça Eğitim Dergisi, Cilt: 35 - Sayı: 2, 793–803. https://ajindex.com/articles/646552

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (12)

  1. Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64.
  2. Atay, D. (2005). Reflections on the cultural dimension of language teaching. Language and Intercultural Communication, 5 (3, 4), 222-237.
  3. Atay, D., Kurt, G., Çamlıbel, Z., Ersin, P., & Kaslıoğlu, Ö. (2009). The role of intercultural competence in foreign language teaching. Inonu University Journal of the Faculty of Education, 10 (3), 123-135.
  4. Barker, G. G. (2016). Cross-cultural perspectives on intercultural communication competence. Journal of Intercultural Communication Research, 45(1), 13-30.
  5. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters. Byram, M. (2008). Intercultural citizenship and foreign language education. Recuperado el, 20, 122-132.
  6. Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Language Policy Division, Directorate of School, Out-of-School and Higher Education, Council of Europe. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1(1), 1-47.
  7. Castro, P., Sercu, L., & Méndez García, M. d. C. (2004). Integrating language and culture teaching: an investigation of Spanish teachers' perceptions of the objectives of foreign language education. Intercultural Education, 15(1), 91-104.
  8. Chaouche, M. (2016). Incorporating intercultural communicative competence in EFL classes. Paper presented at the Arab World English Journal, December 2016 ASELS Annual Conference Proceedings. 32-42.
  9. Chen, G. M., & Starosta, W. (1998). A review of the concept of intercultural awareness. Human Communication, vol. 2, 1998-1999, 27-54.
  10. Chen, G. M., & Starosta, W. J. (1996). Intercultural communication competence: A synthesis. Annals of the International Communication Association, 19(1), 353-383.
  11. Chlopek, Z. (2008). The Intercultural Approach to EFL Teaching and Learning. English Teaching Forum, 46(4), 17-18.
  12. Deardorff, D. K. (2004). The identification and assessment of intercultural competence as a student outcome of internationalization at institutions of higher education in the United States. North Carolina State University. Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of studies in international education, 10 (3), 241- 266. Dear