Yabancı dilin İngilizce olarak öğretildiği sınıflarda yüksek ya da düşük bağlamlı kültür?

Abstract

Intercultural communicative competence (ICC) and high-low context culture situations are important for both EFL/ESL teachers and their students. In the EFL context, tertiary level students in Turkey are taught by both native and non-native English speakers, which might be challenging for foreign language students as it causes potential communication breakdowns in the classroom. By regarding cultural values, there is a need to examine how EFL tertiary level students successfully negotiate these cultural differences and how both native and non-native English-speaking teachers might respond to them in classroom situations. This study aimed to investigate what culture group the EFL tertiary level students belong to and to explore to what extent high-and low-context culture situations affect the EFL tertiary level students' communication in the classroom. The participants of the study included 50 EFL tertiary level students, and 15 native and non-native English instructors at a state university in Turkey. The data were collected using the "High or Low Context Culture Questionnaire" (Hall, 1976), and semi structured interviews. A coding and classifying approach (Gay, Mills, & Airasian, 2012) was used for the data analysis. Three categories of cultural conflicts; misperception, misinterpretation, and misevaluation in communication were identified. The result of the current research is important for EFL tertiary level students, TESOL and ESOL teachers. Building ICC helps EFL/ESL students perceive information across cultures, develop strategies in communication and overcome challenging situations in various contexts. Future research in other EFL/ESL contexts would help to expand the findings of the current study.

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“…The findings of the present study, however, revealed that Turkish students experienced difficulty "reading the air" and understanding the topics and conversations in social contexts; therefore, social skills of thoughtful expression were adopted. As both Turkish culture (Karakuzu & Irgin, 2016) and Japanese culture are high-context cultures (Hall & Hall, 1990), social skills of high-context communication such as "reading the air" are essential to able to follow and understand conversations, and to fit the environment.…”

Cross-Cultural Social Skills of Turkish Students in Japan: Implications for Overcoming Academic and Social Difficulties During Cross-Cultural Transition

“…The findings of the present study, however, revealed that Turkish students experienced difficulty "reading the air" and understanding the topics and conversations in social contexts; therefore, social skills of thoughtful expression were adopted. As both Turkish culture (Karakuzu & Irgin, 2016) and Japanese culture are high-context cultures (Hall & Hall, 1990), social skills of high-context communication such as "reading the air" are essential to able to follow and understand conversations, and to fit the environment.…”