In Pursuit of Intercultural Communicative Competence in EFL Context: Exploring Iranian English Teachers’ Perceptions
محورهای موضوعی : language teachingموسی رضا بنفشه 1 , محدثه خسروی 2 , Mavadat Saidi 3
1 - Department of English, Karaj, Science and Research Branch, Islamic Azad University,
Karaj, Iran
2 - Kharazmi University of Tehran, Tehran, Iran
3 - Kharazmi University of Tehran, Tehran, Iran
کلید واژه: Globalization, English Language Teachers', Perceptions, Foreign Language Education, Intercultural Communicative Competence, Teaching Experience,
چکیده مقاله :
The current study attempted to cast light on the status quo of Iranian EFL teachers' perceptions of ICC. It further attempted to see if their experience would influence their conceptualizations of ICC. To this end, a total of 100 EFL teachers were asked to complete a questionnaire survey adapted from Han & Song's (2011) study. The results of both quantitative and qualitative analysis revealed a number of commonalities and discrepancies among the participants' conceptualizations of International Communication Competence (ICC) and its relevance to ELT considering their teaching experience. The findings point to the prominence of intercultural teacher education in the Iranian context.
به دنبال دانش ارتباطی بین فرهنگی در بافت انگلیسی به عنوان زبان خارجی: بررسی ادراکات معلمان زبان ایرانی جهانی شدن باعث افزایش ارتباط میان افرادی با پیش زمینه های زبانی و فرهنگی بسیار شده است (بایرم، 2008) و در نتیجه اخیرا، نقش مهم فرهنگ در آموزش زبان خارجی پررنگ تر از پیش شده است (فیپز و گنزالز، 2004). در نتیجه، دانش ارتباطی بین فرهنگی به عنوان رکنی مهم در یادگیری و آموزش زبان مطرح شده است (بایرم و زاراته، 1997). البته، این دانش به عنوان نتیجه ی ضمنی خودبخود آموزش زبان خارجی تلقی می شود (میر، 1991) و به نظر می رسد معلمان نقشی مهم در آموزش بین فرهنگی دارند که این نقش در محیطهای انگلیسی به عنوان زبان خارجی حائز اهمیت بیشتری است (هن و سانگ، 2011). مطالعه ی حاضر در تلاش است ادراکات معلمان زبان ایرانی را در مورد توانمندی ارتباطی بین فرهنگی در حال حاضر بررسی نماید. همچنین در تلاش است به این مسئله بپردازد که آیا تجربه ی معلمان می تواند بر ادراک آنها از این توانمندی تاثیر گذارد. بدین منظور، از 100 معلم زبان خواسته شد تا پرسشنامه ی مربوطه برگرفته از مطالعه ی هن و سانگ (2011) را تکمیل نمایند. نتایج بررسی های کمی و کیفی حاکی از آن بود که شباهتها و تفاوتهایی میان ادراکات معلمان در مورد دانش ارتباطی بین فرهنگی و ارتباط آن با تجربه ی معلمان وجود دارد. نتایج به اهمیت آموزش بین فرهنگی معلمان در فضای زبان آموزی ایران اشاره دارد.
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