Abstract
This qualitative research aims, first, to address key issues in the language classroom with regards to fostering the development of Intercultural Communicative Competence among Saudi EFL foreign language young learners under the influence of VAS 2030, and second, to provide practical ideas for EFL teachers to promote Intercultural Communicative Competence at the GLOCAL level in a more integral way. It intends to investigate glocal intercultural communicative competence among young EFL learners from English native-teachers’ perspective within Saudi vision 2030. The sample of the study included 4 English native teachers from America, England, South Africa and Canada. This qualitative-quantitative research used questionnaire survey and texts as data collection instruments. The data was analyzed textually and numerically. The findings of the study showed that the participants showed their consciousness about the significance of glocal intercultural communicative competence in developing young EFL learners’ language skills within Saudi Vision 2030. Also, the results showed the significance of the glocal intercultural communicative competence in developing Saudi EFL learners’ language skills (competence). Also, it is concluded that raising young Saudi EFL learners’ awareness about the importance of the glocal intercultural communicative competence should be incorporated in EFL textbooks, course material and teaching curriculum in Saudi Arabia. This study recommends that further future research be conducted in this regard.
Highlights
During the past few decades, the term intercultural competence was reviewed as intercultural communicative competence (ICC) due to its significance and contribution to the process of English as a foreign language teaching (Hennebry, 2014)
It is concluded that raising young Saudi EFL learners’ awareness about the importance of the glocal intercultural communicative competence should be incorporated in EFL textbooks, course material and teaching curriculum in Saudi Arabia
That is, are EFL teachers in Saudi Arabia providing general information expecting their EFL young learners will develop their language and interpersonal skills that they require to communicate more professionally and understand Glocal cultural tendencies? Or, are Saudi EFL teachers creating the conditions for young EFL learners to develop skills preparing them for the Glocal intercultural challenge within VAS 2030? This project aims, first, to address key issues in the language classroom with regards to fostering the development of Intercultural Communicative Competence among Saudi EFL foreign language young learners under the influence of VAS 2030, and second, to provide practical ideas for EFL teachers to promote Intercultural Communicative Competence at the GLOCAL level in a more integral way
Summary
During the past few decades, the term intercultural competence was reviewed as intercultural communicative competence (ICC) due to its significance and contribution to the process of English as a foreign language teaching (Hennebry, 2014). The difference between the two terms should be clearly reintroduced when making decisions on the Glocal cultural level in designing the curriculum Concerning this point, one of the basic issues to be addressed by EFL teachers and specialists in this regard is whether or not they are preparing EFL young learners for such kind of challenging Glocal demands. This project aims, first, to address key issues in the language classroom with regards to fostering the development of Intercultural Communicative Competence among Saudi EFL foreign language young learners under the influence of VAS 2030, and second, to provide practical ideas for EFL teachers to promote Intercultural Communicative Competence at the GLOCAL level in a more integral way. These constructs affect our actions, behaviours and the method EFL teachers and learners interact with each other
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