Intercultural Communicative Competence (ICC) of EFL Students at University Level

Gulbinskienė, Dalia; Lasauskienė, Rūta

doi:10.15823/zz.2014.020

Cited by 8 publications

(8 citation statements)

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“…Many researchers and scholars propose that cultural integration is a basic element in learning the English language (EL) (Brown, 2007;Choudhury, 2014;Christiansen & Silva, 2016;Ghafor, 2020). To put it another way, one of the main rationales beyond teaching a foreign language nowadays is to improve the crosscultural communication skills of EFL learners, which is the capability to communicate successfully with NSs of other cultures (Bagherzadeh & Tajeddin, 2021;Gulbinskienė & Lasauskienė, 2014). Saluveer (2004) held that having such communicative abilities are insufficient without having cultural knowledge, constructed as apprehension and information gained just from the culture, but also on the culture itself (Dimas, 2016).…”

Section: Cultural Awareness and Vocabulary Learningmentioning

confidence: 99%

Investigating EFL learners’ knowledge of vocabulary and idiomatic expressions in a culture-based instructional environment

Namaziandost

Tavakoli

Izadpanah

2021

SiELE

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This study attempted to investigate the influences of cultural background knowledge on improving Iranian pre-intermediate EFL students’ vocabulary and idiomatic expressions. To reach this purpose, the Oxford Quick Placement Test (OQPT) was performed on 100 English as a foreign language (EFL) learners and 60 of them were selected. The selected respondents were then randomly divided into three groups: group A (Target Culture=TC), group B (Iranian Culture = IC), and group C (Culture-Free=CF). Afterwards, a vocabulary- idiomatic expressions pre-test was given to all groups. Then, the respondents of the three groups received three different treatments. Regarding the treatment, 10 texts pertinent to the customs and the culture of Iran were taught to the IC group, meanwhile, 10 texts with the new vocabulary and idiomatic expressions relevant to the target culture were taught to the TC group, and 10 culture-free texts including some new words and idiomatic expressions were trained to the CF group. After the instruction which took 10 sessions of 60 minutes each, the data were analyzed by using one-way ANOVA and paired sample t-test. The results depicted that the TC and the IC groups outflanked the CF group. This study has numerous implications for learners, teachers, and curriculum designers.

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Section: Cultural Awareness and Vocabulary Learningmentioning

confidence: 99%

Investigating EFL learners’ knowledge of vocabulary and idiomatic expressions in a culture-based instructional environment

Namaziandost

Tavakoli

Izadpanah

2021

SiELE

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“…How effectively they can communicate is unanswered, though. In the process of communication build-up, apart from communicational obstacles stemming from students' lack of linguistic competence in English, there might be problems stemming from the fact that they come from different cultural backgrounds (Gulbinskiene & Lasauskiene, 2014). This study aims to find out what kind of communication problems -if any-stem from cultural differences in the interactions of Erasmus students with the Turkish students.…”

Section: The Erasmus Programmementioning

confidence: 99%

A Study on Communication Breakdowns: Sources of Misunderstanding in a Cross-Cultural Setting

Korkut¹,

Dolmacı²,

Karaca³

2018

EJER

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The Erasmus exchange program has a positive influence on students' intercultural awareness since they find the chance to meet other cultures. Despite high levels of proficiency, there may still be misunderstandings between students of different cultures. As a consequence, the Erasmus program might not achieve its pluriculturalism aim. Purpose of the Study: This study aimed to find out what kind of communicational problems -if any-stemmed from cultural differences in the interactions of Erasmus students with the Turkish students in an undergraduate education context. Method: The data was collected from 69 participants: 39 Turkish students attending three different universities in Turkey and 30 Erasmus students coming from seven different countries.

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“…As noted by Kramsch (1998), the historical and social layers of culture have combined to address the sociocultural context of language study, and so, culture plays a crucial role in language learning and teaching. In Gulbinskienė and Lasauskienė's (2014) words, when studying foreign languages, learners convey the internalization of both linguistic and cultural systems. Moran (2001) situates the cultural dimension by means of products, practices, perspectives, communities, and persons, which correlate to the use of language as depending on those scenarios.…”

Section: Culture In Language Learningmentioning

confidence: 99%

EFL Learners’ Perceptions About Language Learning and Culture When Using Telecollaboration

Ramírez-Lizcano

Cabrera-Tovar

2020

Profile: Issues Teach. Prof. Dev.

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This phenomenological study explores students’ perceptions about the relationship between foreign language learning and culture when using telecollaboration. Three main concerns underlie this work: the lack of studies that explore how students perceive the relationship between foreign language learning and culture in the local context, the need to explore the incidence of culture in language learning, and the role of telecollaboration in cultural exchange. Data were collected through questionnaires, focus groups, video recordings, field notes, and students’ artifacts. The findings show students’ understanding of the nature of language situated within functional and humanistic perspectives. Furthermore, participants alluded to the importance of language learning as a means to understand the scope of culture and cultural identity.

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Intercultural Communicative Competence (ICC) of EFL Students at University Level

Cited by 8 publications

References 0 publications

Investigating EFL learners’ knowledge of vocabulary and idiomatic expressions in a culture-based instructional environment

Investigating EFL learners’ knowledge of vocabulary and idiomatic expressions in a culture-based instructional environment

A Study on Communication Breakdowns: Sources of Misunderstanding in a Cross-Cultural Setting

EFL Learners’ Perceptions About Language Learning and Culture When Using Telecollaboration

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