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.
Highlights
In the past few decades, the field of English Language Teaching (ELT) started to emphasize the linguistic and cultural diversity; rather than focusing only on teaching aspects related to the English language, ELT includes sociocultural factors addressing how language and culture are related to one’s identity
The present study aimed to investigate the perceptions of Turkish EFL students before and after being engaged in an intercultural communicative competence (ICC)-based course
As it can be seen from the t-test results, there were statistically significant differences in the students’ perceptions the ICC-driven module
Summary
In the past few decades, the field of English Language Teaching (ELT) started to emphasize the linguistic and cultural diversity; rather than focusing only on teaching aspects related to the English language, ELT includes sociocultural factors addressing how language and culture are related to one’s identity. Culture and language have always been inseparable and closely bound together (Agar, 1994; Kramsch, 2000). Weaver (1993), described culture with the iceberg theory. The external part of the iceberg such as art, literature, music, games, cooking can be seen or heard or touched and it represents explicitly learned culture whereas the internal part of the iceberg such as emotion, justice, modesty cannot be seen or heard or touched and it represents implicitly learned culture.
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