Enhancing intercultural competence through U.S. multicultural literature in the EFL classroom

Rodríguez, Luis Fernando Gómez

doi:10.17227/01234870.38folios95.109

Cited by 8 publications

(3 citation statements)

References 15 publications

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“…The results of this study appeared to agree with previous studies (Byram, 1997;Dogankay-Aktuna, 2005;Lázár, 2003); Rodríguez, 2013) in that teaching acceptable language forms is more common in English language classes. Previous studies have also found that non-native English language teachers focus more on teaching language forms than on teaching about the TC or culturally appropriate language use for several reasons.…”

Section: Overall Performance Of All the Four Sectionssupporting

confidence: 91%

“…The failure to develop sociocultural competence is probably due to the fact that EFL instruction places more importance to the teaching of grammar than teaching about the TC. Rodríguez (2013) stated, Byram (1997), Lázár (2003, and Dogankay-Aktuna (2005) assert that the attainment of ICC has been poorly developed because EFL instruction continues giving more importance to the study of the grammatical level of English than to the cultural implications involved in language production. (p. 96) The failure to develop sociocultural competence has been highlighted in several studies.…”

Section: Failure To Develop Sociocultural Competencementioning

confidence: 99%

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Relationship between Translation Students’ Grade Point Average Scores and Grammatical and Sociocultural Competencies at King Saud University

Alqahtani¹

2020

AWEJ

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The current study is motivated by the dearth of studies regarding English translation students' grammatical and sociocultural competencies and their relationship with their Grade Point Averages (GPAs). To fill this gap, this study sought to find if there is a statistically significant relationship between the respondents' GPAs and their levels of grammatical and cultural knowledge. To do this, a multiple-choice test with four sections was developed and validated by experts in the field to examine the respondents' levels of grammatical and sociocultural knowledge. The first two sections examined respondents' knowledge levels of the functions of the key elements of English language tense and aspect (FELTA) and Acceptable Forms of English Language Tense and Aspect (AFELTA). The other two sections examined their knowledge levels of aspects of the culture of American English native speakers (AspCNS) and culturally appropriate American English language use (AppLU). The sample for this study were selected randomly from the department of English Language and Translation at King Saud University. Seventy-five male English translation students from different college levels responded to the questionnaire test. Using descriptive statistics, the responses were coded and analyzed, and thereafter, the respondents' scores on each single section of the test were compared with their GPA scores to determine the statistical significance of differences and correlation. It was found that there was a statistically significant relationship between the GPA scores, the respondents' knowledge of AFELTA, and the knowledge of AppLU. However, no significant relationships were found between the GPA scores and the respondents' knowledge of FELTA or knowledge of AspCNS.

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Section: Overall Performance Of All the Four Sectionssupporting

confidence: 91%

Section: Failure To Develop Sociocultural Competencementioning

confidence: 99%

Relationship between Translation Students’ Grade Point Average Scores and Grammatical and Sociocultural Competencies at King Saud University

Alqahtani¹

2020

AWEJ

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“…The inclusion of cultural content in the English as a Foreign Language (EFL) classroom has a scant attention among language teachers (Gómez Rodríguez, 2013;2015). They might incorporate culture into their teaching and learning process, but the focal point is merely about visible culture (Olaya & Gómez Rodríguez, 2013;Gómez Rodríguez, 2015).…”

Section: Critical Examinationmentioning

confidence: 99%

Teaching Deep Culture to Develop Intercultural Communicative Competence (ICC) for EFL Pre-service Teachers

Avifah,

Sari

2024

edutrend

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In common, EFL (English as a Foreign Language) teachers primarily provide surface-level cultural knowledge to their pupils, who are then expected to use critical thinking to delve into the material. Unfortunately, Universitas Billfath's pre-service teacher education program experienced the same situation. However, candidates for language teachers should possess intercultural competency, which means they should learn about both visible and hidden aspects of culture. To prepare pre-service teachers for their future careers, this study suggests that they be taught profound cultural issues. This will help them to enhance their intercultural communicative competence (ICC). To be specific, this study began with a brief overview of the teaching context and participants. Additionally, a critical analysis of incorporating deep culture to develop ICC was examined. This article also provided an illustration of how the method of teaching deep culture is organized and the reasoning behind it.

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Interventions to promote learners’ intercultural competence: A meta-analysis

Zhang

Zhou

2019

International Journal of Intercultural Relations

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Enhancing intercultural competence through U.S. multicultural literature in the EFL classroom

Cited by 8 publications

References 15 publications

Relationship between Translation Students’ Grade Point Average Scores and Grammatical and Sociocultural Competencies at King Saud University

Relationship between Translation Students’ Grade Point Average Scores and Grammatical and Sociocultural Competencies at King Saud University

Teaching Deep Culture to Develop Intercultural Communicative Competence (ICC) for EFL Pre-service Teachers

Interventions to promote learners’ intercultural competence: A meta-analysis

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