Using the Interdisciplinary Approach to Enhance Students' Intercultural Communication Competence in English Language Training Program

Jitpranee, Jutharat; Lisec, Albert; Songsirisak, Prommin

doi:10.14456/jcdr-hs.2020.33

Cited by 1 publication

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“…The obtained results prove the suggested teaching scheme involving interdisciplinary approach to be more effective, allowing pre-service EFL teachers to build a deeper understanding of the most productive questions for the classroom school and university discourse in comparison to a previous teacher-student project work. Our findings sustain the conclusions about the interdisciplinary approach as a creative one in pursuing meaningful and motivating educational strategies, promoting learning and teaching quality for teacher training, rather useful for increasing students' input, efforts and learning motivation, and developing the skills required to become a teacher on the basis of integrated knowledge (Bolat, Karakus, 2017;Holmbukt, Larsen, 2016;Jitpranee et al, 2020;Santaolalla et al, 2020).…”

Section: Discussionsupporting

confidence: 85%

Development of Prospective Efl Teachers’ Questioning Skills in Classroom Discourse: Interdisciplinary Approach

Yeremenko

Lukyanchenko

Demchuk

2022

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The research is devoted to the problem of mastering pre-service EFL teachers’ specific proficiency in using questions as an effective tool in the EL classroom discourse and university discourse. The purpose of the paper is to submit the teaching scheme of training pre-service EFL teachers’ questioning skills, encouraging them to work out their own teaching strategies in the future professional activity. The authors substantiate the possibility of improving MA students and pre-service EFL teachers’, questioning skills via suggested teaching scheme actualising interdisciplinary connections between the practical course (“English Communication in Academic Discourse”) and theoretical-practical course (“Theory and Practice of Speech Communication”) and students’ teaching practice that are majors of the Master’s degree curriculum. The emphasis is laid on the content level – EL classroom discourse acquisition. The experiment was conducted involving 90 MA students, pre-service EFL teachers, of South-Ukrainian National Pedagogical University named after K. D. Ushynsky to clarify the efficiency of the suggested teaching scheme. Data were obtained and analysed via pre-experimental assessment stage, experimental teaching (implementation of the suggested teaching scheme), post-experimental assessment stage employing quantitative and qualitative research methods. Data collection procedures included pedagogical observation, analysis of the students’ results, self-assessment questionnaire, student’s opinion questionnaire, statistical and mathematical processing of obtained data. The findings of the research indicate that the suggested teaching scheme using interdisciplinary approach helps students become more proactive in constructing their knowledge of questions linguodidactic potential, to transform the acquired knowledge to new ways of verbal behaviour, to model successful communication in the EL classroom through appropriate questions, and to modify their teaching styles. The authors come to the conclusion that it is mandatory to include special consecutive training covering initially purely practical courses with a gradual shift to theoretical-practical ones, and finally – teaching practices as a closing step to improve students’ proficiency in using questions effectively in the EL classroom school and university discourse.

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Section: Discussionsupporting

confidence: 85%