Abstract
This present study aims to investigate the role of intercultural competence in Turkish tertiary EFL teaching. More specifically, the study was carried out in order to reveal English lecturers’ beliefs regarding intercultural competence. Data were collected from 368 English lecturers in İstanbul via a questionnaire and a scale. The findings have revealed that English lecturers do not believe that culture learning is among the primary objectives of English language teaching and believe more in attitudinal dimension of culture teaching. Also, English lecturers agree with intercultural language teaching and believe that they are sufficiently familiar with foreign cultures.
Keywords
References
- Alptekin, C. (200). “Towards Intercultural Communicative Competence in ELT”, ELT Journal, 56/1, 57–64. Crystal,D. (2003). English as a Global Language, (6th ed.) Newyork: Cambridge University Press
- Giddens, A.(1990). The Consequences of Modernity, Stanford, CT: Stanford University Press
- Guo, Y.& Beckett, G.H. (2007) “The Hegemony of English As a Global Language: Reclaiming Local Knowledge and Culture in China”, Convergence, XL/1-2: 117-131.
- Hismanoğlu, M.(2011). “An Investigation of ELT Students’ Intercultural Communicative Competence in Relation to Liinguistic Profiecieny, Overseas Experience of Formal Instruction”, Internationa Journal of Intercultural Relations, 35: 805-817
- Hui, D.(2001). “The Globalization of the English Language: Reflections on the Teaching of English in China, International Education Journal, 2/4:126-133.
- Jenkins, J.(2011). English as Lingua Franca: Attitude and Identity, (10th ed.), Oxford: Oxford University Press.
- Kramsch, C. J.(1993) Context and Culture in Language Teaching, Oxford: Oxford University Press.
- Mughan, T.(1999). “ Intercultural competence for foreign languages students in higher education”, Language Learning Journal, 20: 59-65.
- Pajares, F.M.(1992). “ Teachers’ beliefs and Educational Research : Cleaning Up a Messy Construct ”, Review of Educational Research, 62/3: 307-332.
- Penbek,Ş.,Yurdakul,D.&Cerit,A.G.(2009).“Intercultural Communication Competence: A Study about Intercultural Sensitivity of University Students Based on Their Education and International Experiences”,European Mediterenean Conference on Information Systems,Crowne Plaze Hotel: İzmir.
- Sercu, L. et al.(2005). Foreign Language Teachers and Intercultural Competence: An International Investigation, Clevedon; Buffalo, Multilingual Matters.
- Yero, J.L.(2002). “Beyond Teacher Cognition and the Teachers’ Beliefs: The Value of Ethnograophy of Emotions in Teaching”, International Journal of Qualitative Studies in Education, 18/4:465-487.
Abstract
Bu çalışma kültürlerarası edincin, üniversite düzeyinde İngilizce öğretimindeki yerini araştırmayı amaçlamaktadır. Daha özel olarak çalışma, İngilizce okutmanlarının kültürlerarası edince ilişkin inançlarını tespit etmek amacı ile yapılmıştır. Araştırma verileri, İstanbul ilinde görevli 368 İngilizce okutmanına uygulanan bir anket ve ölçek yardımı ile elde edilmiştir. Araştırma sonucunda; İngilizce okutmanlarının kültür öğrenimi amacının, İngilizce öğretiminin öncelikli amaçları arasında olduğuna inanmadıkları ve İngilizce okutmanlarının kültür öğretiminin daha çok tutumsal boyutuna inandıkları tespit edilmiştir. Araştırmada ayrıca, İngilizce okutmanlarının kültürlerarası dil öğretimine katıldıkları ve yabancı kültürleri yeterli düzeyde tanıdıklarına inandıkları tespit edilmiştir.
Keywords
References
- Alptekin, C. (200). “Towards Intercultural Communicative Competence in ELT”, ELT Journal, 56/1, 57–64. Crystal,D. (2003). English as a Global Language, (6th ed.) Newyork: Cambridge University Press
- Giddens, A.(1990). The Consequences of Modernity, Stanford, CT: Stanford University Press
- Guo, Y.& Beckett, G.H. (2007) “The Hegemony of English As a Global Language: Reclaiming Local Knowledge and Culture in China”, Convergence, XL/1-2: 117-131.
- Hismanoğlu, M.(2011). “An Investigation of ELT Students’ Intercultural Communicative Competence in Relation to Liinguistic Profiecieny, Overseas Experience of Formal Instruction”, Internationa Journal of Intercultural Relations, 35: 805-817
- Hui, D.(2001). “The Globalization of the English Language: Reflections on the Teaching of English in China, International Education Journal, 2/4:126-133.
- Jenkins, J.(2011). English as Lingua Franca: Attitude and Identity, (10th ed.), Oxford: Oxford University Press.
- Kramsch, C. J.(1993) Context and Culture in Language Teaching, Oxford: Oxford University Press.
- Mughan, T.(1999). “ Intercultural competence for foreign languages students in higher education”, Language Learning Journal, 20: 59-65.
- Pajares, F.M.(1992). “ Teachers’ beliefs and Educational Research : Cleaning Up a Messy Construct ”, Review of Educational Research, 62/3: 307-332.
- Penbek,Ş.,Yurdakul,D.&Cerit,A.G.(2009).“Intercultural Communication Competence: A Study about Intercultural Sensitivity of University Students Based on Their Education and International Experiences”,European Mediterenean Conference on Information Systems,Crowne Plaze Hotel: İzmir.
- Sercu, L. et al.(2005). Foreign Language Teachers and Intercultural Competence: An International Investigation, Clevedon; Buffalo, Multilingual Matters.
- Yero, J.L.(2002). “Beyond Teacher Cognition and the Teachers’ Beliefs: The Value of Ethnograophy of Emotions in Teaching”, International Journal of Qualitative Studies in Education, 18/4:465-487.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | December 19, 2013 |
| Published in Issue | Year 2013 Volume: 10 Issue: 2 |
