A survey on the intercultural communicative competence of ELT undergraduate students

Abstract

Intercultural communicative competence (ICC) is the ability to communicate effectively and appropriately with other cultures to negotiate meaning. A high level of ICC is required for a successful communication across numerous cultures. Since English has recently been accepted as the main intercultural communication language among different cultures, teaching/learning English has gained popularity. As long as learners master English and understand its cultural contexts, they are better at intercultural communication, which results from the ICC level. Hence, there is a relationship between the development of ICC and the development in the target language. Based on this idea, the current study aims to investigate the ICC levels of undergraduate English language teaching students to find out the effect of language competence on intercultural communicative competence, and also whether there is a change throughout the four-year teacher training program. A total of 238 first-year and fourth-year undergraduate ELT students were surveyed. The collected data revealed a high level of ICC regardless of study year. It also yielded a significant difference between first-year students' ICC and fourth-year students' ICC, which means mastering in English positively affects the ICC level. In accordance with the results, some implications were shared.

Multimodality and Computational Intelligence-Enabled Intercultural Communicative Competence of College-English-Teaching Students

“…Literature [ 20 ] empirical research shows that there are six characteristics that can explain the variation of 25.8% of students' evaluation results, and students' evaluation of teachers' teaching has certain limitations, which can only be used as a reference for teachers to improve teaching. Literature [ 21 ] proposes to discuss senior high school English vocabulary teaching from the perspective of ICC cultivation and proposes that senior high school English vocabulary teaching should be combined with cultural context to better improve the teaching effect of vocabulary teaching, and the combination of ICC cultivation and textbook research should be infiltrated into vocabulary teaching. Literature [ 22 ] puts forward an effective way to cultivate students' ICC by analyzing the cross-cultural ideas embodied in Oxford English textbooks.…”

Intercultural Communicative Competence Development in Journalism Students

“…This indicates that "an intercultural approach trains learners to be 'diplomats', able to view different cultures from a perspective of informed understanding" (Corbett, 2022, p. 2). While mastering English and understanding its cultural contexts, learners "are better at intercultural communication, which results from the intercultural communicative competence level" (Sevimel-Sahin, 2020). As stated by Sevimel-Sahin (2020) there is a relationship between the development of intercultural communicative competence and mastering the target language (p. 141).…”

“…While mastering English and understanding its cultural contexts, learners "are better at intercultural communication, which results from the intercultural communicative competence level" (Sevimel-Sahin, 2020). As stated by Sevimel-Sahin (2020) there is a relationship between the development of intercultural communicative competence and mastering the target language (p. 141).…”

“…Sevimel-Sahin (2020) also consider the same components of this competence. Except dimensions mentioned above (Sue, Wing, Sue, Neville, Smith, 2019;Sevimel-Sahin, 2020), Fantini and Tirmizi (2006) add awareness, which means "being conscious and mindful of one's own worldview, and the possible differences between culturally diverse clients, and other group identities" (Sue, Wing, Sue, Neville, Smith, 2019). Hofstede and Hofstede (2004) propose another combination of components.…”

Foreign student guest lecture and Indonesian EFL students' motivation in cross-culture understanding course

“…Intercultural communication is a process of sending and receiving information between people of different cultural backgrounds (Srisermbhok, 2020;Vo, 2017). It means that when Indonesian students learn foreign languages, they also understand the target language's culture to avoid cultural shock (Sevimel-Sahina, 2020;Umam, 2015). On the other hand, international students could experience cultural shock because of lacking CCU (Noviana, 2014).…”