Intercultural communicative competence: exploring English language teachers’ beliefs and practices

Young, Tony; Sachdev, Itesh

doi:10.1080/09658416.2010.540328

Cited by 159 publications

(150 citation statements)

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“…The ELT literature shows a growing body of work on culture teaching; yet they have been mainly concerned with conceptual models of and theories (Young & Sachdev, 2011). A small number of empirical studies (Corbett, 2003;Sercu, 2005;Young & Sachdev, 2011) investigated how the intercultural approach has been implemented in language teaching by exploring teachers' beliefs and practices of intercultural teaching.…”

Section: Learners' Beliefs Of Culture Teaching In Eltmentioning

confidence: 99%

Cultural Diversity in English Language Teaching: Learners’ Voices

Chinh¹

2013

ELT

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The focus of culture in English language teaching (ELT) has traditionally been on the target culture of English speaking countries. However, the new status of English as international language (EIL) has led to significant changes in the practice of teaching and learning culture in ELT. Rather than relying on the paradigm of native speaker competence and target culture, the culture teaching in ELT now aims at cultural diversity to develop learners as intercultural speakers in a globalised context. Given the need to integrate diverse cultures into the ELT practice as a platform for learners to become intercultural speakers, learners' attitudes towards this issue are of paramount importance. This article will, therefore, discuss learners' perspective on cultural diversity that is integrated into the ELT practice in Vietnam. Based on data collected from learners' reflections, the article discusses the question of whether or not cultural diversity is feasible in the ELT practice in Vietnam.

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Section: Learners' Beliefs Of Culture Teaching In Eltmentioning

confidence: 99%

Cultural Diversity in English Language Teaching: Learners’ Voices

Chinh¹

2013

ELT

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“…This result indicated that G2 had an inability to identify the duration of sounds, the non-verbal sounds in the presence of other sounds, and the acquisition of information about the tone of the language (8,9) , Such temporal aspects of speech are fundamental to understanding the information, and act as a resource linked to the processing of language subsystems, phonological aspects, and syntactic and semantic cues. Research in the field of psycholinguistics provide enough data for such findings (23,24,25,26) . The literature indicates that emphasis should be placed on paralinguistic aspects (non-verbal) and on the language pragmatics, as they facilitate the enunciation of the speaker, and allow for different interpretations of the message's meanings.…”

Section: Discussionmentioning

confidence: 99%

“…The literature indicates that emphasis should be placed on paralinguistic aspects (non-verbal) and on the language pragmatics, as they facilitate the enunciation of the speaker, and allow for different interpretations of the message's meanings. Indeed, the development of research on spontaneous speech has been focused upon due to the broadening uses of communicative styles and their influence (23,24) . The psycholinguistic factors currently advocate for research using specific grammatical analyses of spoken language (24) .…”

Section: Discussionmentioning

confidence: 99%

“…It can be divided into: its linguistic aspects, which include speech, as well as its extralinguistic aspects, or paralinguistic elements (stress/loudness, pitch and speech intonation); non-verbal communication (gestures, facial and body language and eye contact); and metalinguistic aspects (ability to use language to analyze language) (23) . The combination of paralinguistic aspects constitutes the term oral/auditory speech prosody, which is responsible for conveying the emotional and inferential perceptions of speech that contribute largely towards speech intelligibility for the listener (24,25) .…”

Section: Discussionmentioning

confidence: 99%

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Processamento auditivo central: implicações para o processo tradutório do Português para a Língua Brasileira de Sinais

Costa

Sacaloski

Tedesco

2016

Audiol., Commun. Res.

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Purpose:To compare the influences of the results of auditory processing tests from sign language interpreters over the translation of visual/gestural speech. Methods: Fourteen interpreters of Brazilian sign language participated; they underwent 11 auditory processing tests and had their visual/gestural speech recorded for evaluation. The subjects were divided into two groups: G1, which consisted of seven interpreters with satisfactory levels of translation proficiency; and G2, which consisted of seven interpreters with an unsatisfactory level of translation proficiency. The candidates were selected from a philanthropic organization representative of the deaf community and sign language interpreters in Brazil via voluntary participation. For the statistical analyses, Mann-Whitney U test and the Two-Proportion Equality test were used. Results: The groups were compared based on the performances of their auditory processing evaluation. Differences were noticed on the Duration Pattern test and on the Non-Verbal Dichotic test, whereby G2 showed poorer performances for both tests. Furthermore, G2 reported a larger incidence of auditory processing complaints from patients, and from those with a predisposing history of disturbed auditory processing, compared to G1. Conclusion: G2 had poorer performance for the Non-Verbal Dichotic Pattern test and the Duration Pattern test. The results reveal that temporal and non-verbal processing of the acoustic signal, linked to the paralinguistic aspects of the speech to be interpreted, was conditional for effective comprehension of paralinguistic aspects and for the performance of the translation.Keywords: Hearing tests; Auditory pathways; Translating; Multilingualism; Psicholinguistic RESUMO Objetivo: Comparar a influência dos achados da avaliação do processamento auditivo de Tradutores Intérpretes de Língua de Sinais nos seus discursos visogestuais interpretados. Métodos: Participaram 14 intérpre-tes de Língua Brasileira de Sinais (LIBRAS), submetidos a 11 testes de avaliação do processamento auditivo central (PAC) e avaliação de discurso visogestual filmado. Os sujeitos foram divididos em dois grupos: G1 -sete sujeitos com nível satisfatório de proficiência tradutória -e G2 -sete sujeitos com nível insatisfatório de proficiência tradutória. O recrutamento ocorreu por demanda espontânea, a partir de um e-mail informativo enviado a uma entidade filantrópica de grande representatividade na comunidade surda e de tradutores intérpretes de LIBRAS no Brasil. Para análise estatística, foram utilizados o teste Mann-Whitney e o teste de Igualdade de Duas Proporções. Resultados: Quanto à comparação de desempenho nos testes de PAC, houve diferença no teste de Padrão de Duração e no teste dicótico Não Verbal, com pior desempenho no G2, para ambos os procedimentos. Em relação às queixas de distúrbio do processamento auditivo e ao histórico predisponente de distúrbio do processamento auditivo, o G2 apresentou maior incidência, em relação ao G1. Conclusão: Constatou-se pior desempenho no...

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“…The particular focus of Young and Sachdev's (2011) investigation was on the application of Byram's (1997) model of inter-cultural communicative competence (ICC). This model is unusual among the plethora of available models in pedagogical, and specifically applicable in formal language learning contexts, rather than simply modelling the act of inter-cultural communication (Chen, 2009).…”

Section: Current Research Into Clt In Efl Contextmentioning

confidence: 99%

An Analysis of an Intensive English for Academic Purposes’ (IEAP) Textbook: A Case Study of Pannasastra University of Cambodia (PUC)

Doeur¹

2017

UCER-A

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In this study, the researcher uses document analysis to explore the contents of one textbook-New Interchange 1, which has been used in an intensive English for academic purposes (IEAP) programme at Pannasastra University of Cambodia in Siem Reap (PUC-SR). This analysis is aimed at exploring how communicative the textbook is in nature. To do this, the contents/texts in the textbook are analysed and grouped into 10 categories, namely: (1) ask and answer dialogue; (2) situational dialogue; (3) communicative dialogue; (4) information-gap activity; (5) opinion-sharing activity; (6) reasoning-gap activity; (7) learner autonomy; (8) focus on meaning; (9) thinking skill;and (10) focus on form. Results show that the textbook prioritises "information-gap activity" and "opinion-sharing activity" followed by "ask and answer dialogue" and "situational dialogue." In stark contrast, "learner autonomy"and "thinking skill" appear least frequently in this beginner textbook. However, the textbook is generally seen to be high-communicative in nature, because mixed tasks/activities are used throughout the textbook, so that students can be exposed to a wide range of communicative activities. Moreover, these tasks/activities are claimed to be communicative task types in the literature. Keywords: intensive English for academic purposes (IEAP), New Interchange, communicative language teaching (CLT) Introduction This study explores the existing document, that is, a textbook of one English programme called intensive English for academic purposes (IEAP) at a private university in Cambodia. This textbook is being analysed within a framework of one teaching methodology that reported in the literature review section-communicative language teaching (CLT). Through an analysis of the textbook, findings will indicate how each activity or lesson throughout the textbook aligns with existing principles of CLT, and how communicative the whole textbook is in nature if compared to some principles of CLT informed in the literature. Through the process of the analysis of the textbook-A Revising Curriculum, particularly teaching outline of the prescribed textbook, would be made with some suggested additional materials for effective communication in addition to those activities designed in the textbooks-if not any/enough. Moreover, the findings will suggest an evaluation for continuous professional development for teachers of IEAP in order to train/inform the contemporary CLT practices within the region and the world today.Bunhorn Doeur, M.A., lecturer, Faculty of Education, Pannasastra University of Cambodia (PUC).

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Intercultural communicative competence: exploring English language teachers’ beliefs and practices

Cited by 159 publications

References 31 publications

Cultural Diversity in English Language Teaching: Learners’ Voices

Cultural Diversity in English Language Teaching: Learners’ Voices

Processamento auditivo central: implicações para o processo tradutório do Português para a Língua Brasileira de Sinais

An Analysis of an Intensive English for Academic Purposes’ (IEAP) Textbook: A Case Study of Pannasastra University of Cambodia (PUC)

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