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Dergiler / IOJET / 2017 / Cilt: 4 - Sayı: 4

THE CURRENT POSITIONS OF INTERCULTURAL COMMUNICATION ELEMENTS IN SECONDARY SCHOOL COURSE BOOKS IN TURKEY

Hatice Kübra KOÇ
Dergi
IOJET
Sayfa
434–447
Yayın Tarihi
2022-10-18
DOI
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Yapay Zeka Hızlı Bakış & Çıkarımlar

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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

At the end of the study, the main themes of the cultural elements in these course books were discussed one by one as referring the related literature, and some suggestions on intercultural communication skills of young learners were introduced for researchers and educators.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:In foreign language teaching, both cultural elements and communicating with others in a cultural environment are some of the indispensable requirements for language learners.
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Temel Bulgular & Veri:In this sense, intercultural communication can be seen as a keystone for language teaching and learning.
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Sonuç & Katkı:At the end of the study, the main themes of the cultural elements in these course books were discussed one by one as referring the related literature, and some suggestions on intercultural communication skills of young learners were introduced for researchers and educators.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

In foreign language teaching, both cultural elements and communicating with others in a cultural environment are some of the indispensable requirements for language learners. In this sense, intercultural communication can be seen as a keystone for language teaching and learning. However, it is known that in order to improve intercultural communication; course books should be designed via some basic elements based on intercultural communication. In this study, for the aim of determining the current situation on the contexts of course books which have been related to intercultural communication, the course books developed by Ministry of National Education in Turkey were examined in terms of consisting activities or tasks related to intercultural communication. As for the grades of these course books; fifth, sixth, seventh and eighth grades were selected, since activities based on intercultural communication have been begun to be adapted to young learners' course books after they are at least eleven because of their cognitive development. At the end of the study, the main themes of the cultural elements in these course books were discussed one by one as referring the related literature, and some suggestions on intercultural communication skills of young learners were introduced for researchers and educators.

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Bu Makaleye Atıf Yap

KOÇ, H. K. (2022). THE CURRENT POSITIONS OF INTERCULTURAL COMMUNICATION ELEMENTS IN SECONDARY SCHOOL COURSE BOOKS IN TURKEY. IOJET, Cilt: 4 - Sayı: 4, 434–447. https://ajindex.com/articles/542424

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Kaynakça (10)

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