Abstract
This paper deals with implementing project work in the teaching of Intercultural Communication in English at Vietnam National University, Hanoi. It purports to be pragmatic in focus, linking theory with practice by providing Project-Based Learning as a tool for effectively teaching Intercultural Communication in English at the university.
Highlights
At Vietnam National University (VNU), Hanoi, there has been a compulsory course named “Intercultural Communication” in the program of MA in English for over two decades
It is assumed to have a pedagogical model which promotes learners’ English skills for global communication. In such a type of communication, English is an effective instrument language, namely, Lingua Franca, to use in Intercultural Communication. (IC) in which the emphasis should be a real mutually cognitive contact between communicators rather a rumination/imitation of what English speaking people say and do. It is likely an instructional curriculum of English should certainly include a training of IC skills taught on a base of the Project-Based Learning (PBL) approach in which the English language skills are not regarded as a target but a means that learners use to acquire knowledge and make this knowledge practical in such a contextual communication
According to quite a number of integrated analyses based on the final test results, feedback by students, class observations, it can be seen that the students thought the subject area was useful but boring because there was too much theory some of which was far from what they need in their use of English
Summary
At Vietnam National University (VNU), Hanoi, there has been a compulsory course named “Intercultural Communication” in the program of MA in English for over two decades. It is aimed to teach English majored students the use of this language and intercultural communication skills. In other words, this course is tended to offer graduate students a practical application into life by using both language and communication skills once they have acquired knowledge from the subject area: Intercultural Communication. A traditional theory-based approach is still used to teach this course including teacher-led classrooms for rote memorization. In order to find out another more appropriate pedagogical approach, the researcher tries to use Project-Based Learning (PBL) for a pilot project to teach the course IC mentioned above.
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