Integration of Intercultural Communicative Competence (ICC) in an EFL Course: Perceptions of Students and Teachers

Year 2019, Volume: 20 Issue: 2, 352 - 363, 31.08.2019

Enisa Mede Gokalp Gunes

https://doi.org/10.17679/inuefd.445793

Cited By: 4

Abstract

While the use of
appropriate linguistic features of the target language is essential for
successful communication, sociocultural factors also play a crucial role.
Intercultural communicative competence (ICC) is one dimension of sociocultural
awareness that has been recognized as integral for communicative competence. However,
the integration of ICC in second/foreign language classrooms remains a
challenge, possibly due to the fact that language educators tend to have more
knowledge about the target language than its related cultural aspects
(Celce-Murcia, 2007). This study, therefore, aims to find out the perceptions of
students before and after integrating ICC in an elementary level English
course. The study also attempts to reveal the reflections of the teacher
offering this course about using ICC while teaching English. The participants
were 20 Turkish EFL students and their teacher. The quantitative data were
collected through pre- and post- ICC scale, while the qualitative data came
from students’ semi-structured interviews and teacher’s reflective journals.
The findings revealed that there were significant differences in the
perceptions of the participants after the integration of ICC, which increased
their awareness about different cultures, their own culture as well as the
role of culture in language learning. Similarly, the teacher shared positive
reflections about ICC-driven module in English classrooms apart from some
difficulties experienced related to the speed of the videos and selected
topics. The obtained findings offered pedagogical implications and suggestions
about the inclusion of ICC in EFL classrooms.

 

Keywords

Intercultural communicative competence (ICC), learner’s perceptions, teacher’s reflection, ICC integration, EFL

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