Developing Chinese Prospective EFL Teachers' NCA: A Qualitative Approach

Abstract

Improving the Native Cultural Awareness (NCA) of EFL teachers is one of the important challenges facing higher education institutions in China. To give insights in this problem, based on the Intercultural Communication Competence (ICC) theory, this study investigated and analyzed how to develop prospective English as a Foreign Language (EFL) teachers' NCA. Specifically, this paper recruited 70 Prospective EFL teachers from a university in China to conduct a six-week qualitative study. Non-numerical data related to semi-structured interviews and topic writing were collected and qualitatively analyzed using the qualitative analysis software NVivo. The results show that “Native Cultural Sensitivity” and “Key Native Cultural Awareness” play an important role in prospective EFL teachers' NCA. This paper uncovers specific changes in cultural critical awareness due to the training, providing valuable guidance for enhancing the cultural critical competence of prospective EFL teachers. Moreover, this paper also provides crucial insights for fostering a more sensitive understanding and response to native culture among prospective EFL teachers.