Intercultural Communicative Competence in ELT

Çetinavcı, Uğur Recep

doi:10.1016/j.sbspro.2012.06.082

Cited by 18 publications

(17 citation statements)

References 9 publications

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“…native speakers) as the target and standard norm for all the learners of English, ignoring various variables such as the context, and the needs and goals of the learners. (Cetinavci, 2012). However, this ignores many social factors especially the realm of the outer and expanding circles.…”

Section: Promote Intercultural Communicative Competencementioning

confidence: 99%

“…Considering the fact that English has become a lingua franca and that the non-native speakers outnumber native speakers (Jenkins, 2009), instances from other cultures may also be included. One of underlying effects of communicative competence, which sets the norms of British and American culture as the target and standard norms for all learners of English, is ignoring the context and the needs of learners (Cetinavci, 2012).…”

Section: Figure 3 Mealsmentioning

confidence: 99%

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A sociolinguistic perspective in the analysis of English textbooks: Development of a checklist

Atar¹,

Erdem²

2020

Istraživanja u pedagogiji

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This study aims to suggest a checklist for teachers and researchers to analyze English as a second or foreign language textbooks from a sociolinguistic perspective. In the literature there is not a checklist or framework by which English textbooks can be evaluated considering the sociolinguistics issues raised in this study. After obtaining expert opinion and a piloting on 8 textbooks used in state schools in Turkey, a checklist consisting 6 criteria was suggested. Then, the check list was applied on the 9th grade English book ReLearn (Karamil & Birincioglu Kaldar, 2019) used in state schools in Turkey to demonstrate how the checklist can be utilized. The findings suggest that from a sociolinguistic perspective, the book in focus occasionally conforms to the sociolinguistic concerns while it needs some qualitative improvements. Improvements in providing genuine speakers of non-native and non-standard accents of English rather than using standard accent vocalizations for the speakers that are depicted as non-natives can be a primary suggestion and at the same time, the textbook should focus on different ways of life and perspectives instead of mostly providing intercultural knowledge such as cities or historic places. Finally, the textbook should pay more attention to the linguistic ecology in Turkey and adjust its contents so as to compensate for the foreign language status of English in Turkey. Accordingly, this study contributes to the literature by providing a checklist to evaluate textbooks systematically with regard to essential sociolinguistic issues and it demonstrates the application of the checklist.

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Section: Promote Intercultural Communicative Competencementioning

confidence: 99%

Section: Figure 3 Mealsmentioning

confidence: 99%

A sociolinguistic perspective in the analysis of English textbooks: Development of a checklist

Atar¹,

Erdem²

2020

Istraživanja u pedagogiji

View full text Add to dashboard Cite

show abstract

“…An addition to what should students learn about target language culture besides the habits, teachers can give materials to students such as personal attributes such as display of respect, interaction posture, orientation to knowledge, empathy, interaction management, tolerance of ambiguity, etc (Cetinavci, 2012).…”

Section: Of Course By Having Conversations With Other People From Difmentioning

confidence: 99%

“…Most of the teachers stated that there is a mutual relationship between language and culture and they pointed out that culture provides a context for communication. As a result of this relationship, culture teaching has gained importance in foreign language teaching (FLT), especially in the field of English language teaching (ELT), culture teaching should be paid special attention in EFL curriculum together with the necessary methods and techniques to be applied in the classroom (Cetinavci, 2012). Teachers believed that culture teaching is important so that learners can learn and understand the English language appropriately in their cultural context.…”

Section: Of Course By Having Conversations With Other People From Difmentioning

confidence: 99%

Indonesian EFL Teachers’ Perspective on Intercultural Communicative Competence

Khoirunisa¹

2020

Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)

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Teaching and learning English as a second/foreign language in this globalization era should be taught along with teaching culture. Culture underlies all language learners' emotion, cognition, and their senses of who they are. The purpose of this study to analyze teachers' views on intercultural communicative competence in language teaching and learning process and to analyze the benefits of having cultural information included in Foreign Language teaching on teachers' perspectives. The method used in this research is descriptive qualitative design. The study used the interview as data collection techniques to gain a rich description of the teachers' perspective towards Intercultural Communicative Competence. The participants of this study were one Indonesian English teacher in Bandung, West Java and two English teachers from Banten who taught English as a foreign language for students at the secondary level which is Junior High School level. The analysis shows that the teachers consider teaching culture an important factor as included in the language. The majority of the participants underlined the importance of knowing habits, values, social ethics, and the identity of people from a different culture. The study suggests that the teachers share cultural knowledge with students through intercultural competence in their teaching process beyond the textbook.

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“…Thus, some cultural platform was negotiated especially in the way the characters communicate to satisfy all parties involved (Guilherme, 2000) such as the audiences, critics, and many others. Hence, it is interesting to analyze the intercultural communication in both the novel and movie "Memoirs of a Geisha" because intercultural awareness and intercultural competence will eventually make the Memoirs of a Geisha enthusiast be more able to integrate cultural practices in the novel and movie with real-life (Cetinavci, 2012).…”

Section: Introductionmentioning

confidence: 99%