Rationale of the research problems
This study is rooted in my experiences as both a graduate student and an English teacher in Vietnam, where I have taught for over ten years My teaching approach has traditionally focused on grammatical structures and vocabulary, influenced by my own education However, since the implementation of a 7-year textbook set, I have sought to integrate Communicative Language Teaching (CLT) to enhance my students' four communicative skills, emphasizing correct pronunciation according to American or British standards A pivotal moment occurred when I attended Prof Nguyen Quang's workshop on Intercultural Communicative Competence (ICC) and Education for Global Citizenship, which opened my eyes to the broader goals of English teaching—fostering global communication, social responsibility, and intercultural citizenship This realization has inspired me to research ICC further, aiming to deepen my understanding and assist my colleagues in this vital area.
In today's globalized society, English learners must cultivate Intercultural Communication Competence (ICC) alongside the four essential language skills ICC significantly influences learners' ability to effectively use a foreign language and adapt their communication styles in multicultural environments By understanding diverse cultures, students can communicate more easily with individuals from various backgrounds Therefore, incorporating ICC into English language education is crucial for fostering genuine intercultural communication rather than mere imitation of native speakers Despite its importance, the integration of intercultural content in English language teaching in Vietnam has not received adequate focus.
While extensive research on Intercultural Communicative Competence (ICC) in teaching English as a lingua franca exists across various contexts, studies focusing on Vietnamese high schools remain scarce Furthermore, the concept of ICC is unfamiliar to many English as a Foreign Language (EFL) teachers in Vietnam, who often possess limited knowledge about its principles and applications.
This study aims to investigate teachers' beliefs and practices regarding intercultural communicative competence (ICC) in English teaching and learning at a local school in Phu Tho province The research seeks to address existing challenges in this area to enhance educational outcomes.
Aims of the study
The research has two major aims:
- To explore high school teachers’ view about ICC in language teaching
- To find out how teachers integrate their understanding of ICC into their classroom teaching.
Research questions
This study is conducted to address the two following research questions:
1 What are high school teachers’ understandings of ICC and its importance in teaching and learning English?
2 How is their understanding translated into classroom teaching?
Scope of the research
This research investigates the concept of Intercultural Communicative Competence (ICC) in English language teaching and learning, focusing on the insights of six English teachers at a high school in Phu Tho The study specifically aims to examine the teachers' comprehension of ICC and its application in their instructional practices.
Method of the study
This study employs survey research, primarily utilizing interviews as the main instrument The interviews aim to uncover teachers' beliefs regarding intercultural competence (ICC) in English teaching and learning Additionally, the second part of the interviews focuses on how teachers implement their understanding of ICC in their teaching practices By using interviews to gather insights on teachers' beliefs and practices, the research aims to obtain reliable data, facilitating a thorough investigation into the challenges of teaching ICC to students.
Significance of the study
Awareness of teachers’ attitudes towards enhancing Intercultural Communicative Competence (ICC) in students is crucial, making this research valuable for both English teachers and high school students It aims to elevate teachers' understanding of the intercultural aspects of English language instruction and offers effective strategies for teaching ICC Additionally, the study encourages teachers to reflect on their own experiences in fostering students’ ICC The findings can significantly benefit curriculum designers and material developers, while also providing researchers with valuable insights for future studies on this topic.
Structure of the thesis
The study is composed of three main parts: Introduction, Development and Conclusion
Part 1 of the study outlines the rationale behind the research, detailing its objectives and the key research questions it seeks to address It also defines the scope and methodology employed in the study Following the discussion of its significance, this section concludes with an overview of the study's structure.
Chapter 1: Literature Review outlines essential definitions of key concepts, examines relevant previous studies related to the research problem, identifies unresolved issues, and establishes the theoretical framework for the study.
Chapter 2: Methodology provides a comprehensive overview of the research methodology utilized in this study It outlines the context of the research, including a detailed description of the participants involved, the instruments and procedures used for data collection, and the methods employed for data analysis.
Chapter 3: Findings and Discussion presents the results of a survey conducted at a high school in Phu Tho province, focusing on the qualitative analysis of semi-structured interviews This chapter explores teachers' understanding of Intercultural Communicative Competence (ICC) in English teaching and learning, highlighting how their perceptions influence their instructional practices.
In the conclusion of Part 3, the article highlights the study's key findings and outcomes while reflecting on the author's insights It also addresses the limitations encountered during the research and outlines the pedagogical implications for teaching Intercultural Communicative Competence (ICC) Additionally, the conclusion offers recommendations for future research avenues.
LITERATURE REVIEW
The relationship between Language and Culture
The interplay between culture and language is a significant area of interest for researchers, highlighting the inseparable nature of these two concepts As noted by Risager (2007: 153), cultures are disseminated through languages, while languages are influenced by cultural contexts This interdependence has led scholars to conclude that the study of language must encompass cultural studies and vice versa, emphasizing the importance of understanding their relationship in any comprehensive analysis.
Language serves as a vital expression and embodiment of cultural reality, shaping our thoughts and communication (Kramsch, 1980; 1998) This creates a reciprocal relationship where culture influences language and language, in turn, influences culture Ultimately, communication not only creates culture but also acts as a fundamental means of conveying it.
Language and culture are intricately linked, with culture influencing nearly every facet of human existence, including the languages we speak.
Language and culture are deeply interconnected, as language serves as a medium for sharing cultural values and practices It is a product of human society, encapsulating various aspects of social life, community relationships, and historical development Different cultures communicate in unique ways, and this linguistic diversity highlights cultural distinctions The relationship between language and culture is inextricable and interdependent, with each influencing and supporting the growth of the other.
The intricate relationship between language and culture has been extensively studied by linguists, notably Edward Sapir and Benjamin Lee Whorf, who introduced the "Sapir-Whorf Hypothesis." This hypothesis posits that language significantly influences individuals' thoughts and perceptions, thereby shaping their worldviews As a result, people from diverse cultures possess distinct perspectives, illustrating how language and culture mutually affect one another.
The relationship between language and culture is multifaceted, encompassing language as a vital tool for understanding and engaging with a culture, serving as an index that reflects cultural thought processes, and acting as a symbol that promotes cultural identity Language is used to express cultural realities, allowing individuals to share facts and ideas from their unique perspectives, while also embodying cultural meanings through communication styles, both verbal and non-verbal Furthermore, language symbolizes cultural reality as a system of signs imbued with cultural significance, highlighting its essential role in shaping and conveying cultural values.
The relationship between language and culture is deeply intertwined, with culture acting as an omnipresent force within language (Crozet & Liddicoat, 1999) This connection is illustrated through five key features of communication: culture in context, text structure, shorter text units, organization of text units, and linguistic structures Culture in context reflects individual perspectives and local meanings, demonstrating that cultural implications can vary significantly in language use Additionally, culture influences the structure of texts, as different countries shape spoken and written forms uniquely, incorporating distinct cultural practices For instance, pragmatic norms are evident in speech acts, showcasing how cultural expressions manifest in communication.
Language plays a crucial role in human communication, with its value shaped not only by the words used but also by the cultural context that influences interpretation The interplay of culture and language is evident in various linguistic elements, including vocabulary, syntax, and non-verbal cues.
The connection between language and culture is fundamental, as language serves as a mirror to the cultural values and perspectives of a society Understanding the cultural nuances of language often involves exploring various expressions that embody these cultural insights.
Language and culture are deeply intertwined, with each shaping and reflecting the other Language serves as a vital expression of cultural beliefs and practices within a society Conversely, culture emerges from discourse communities influenced by historical and social contexts, all of which are articulated through language This reciprocal relationship underscores the idea that language is not just a means of communication but also a fundamental component of cultural identity.
Language serves as a vital expression of culture, reflecting individual worldviews within a society It is a system of signs imbued with cultural significance, enabling people to identify themselves and others The interplay between language and culture is inseparable, as human culture inherently encompasses language, and linguistic practices are always situated within specific cultural contexts.
Language and culture are deeply interconnected, making it essential to learn a language alongside its cultural context Understanding the culture enhances students' comprehension and practical use of the language in communication It is widely recognized in language education that both teachers and learners must consider cultural differences, as various languages embody distinct value systems and worldviews By grasping these cultural nuances, individuals can prevent miscommunication and misunderstandings.
Cross-cultural Communication vs Intercultural Communication
Culture is often shared among individuals who inhabit similar social environments While the terms "cross-cultural communication" and "intercultural communication" both refer to interactions between people from diverse cultural backgrounds, they represent distinct concepts in human communication.
Cross-cultural communication involves a comparative analysis of communication processes across different cultures to identify their similarities and differences This form of interaction requires a deep understanding of the cultures involved, allowing individuals to distinguish between them effectively As Kramsch (1998) notes, cross-cultural communication encompasses the interactions between two cultures that transcend national boundaries Ultimately, it focuses on comparing communication patterns and interactions among people from diverse cultural backgrounds.
Intercultural communication refers to the process of exchanging information between individuals from different cultural backgrounds, where cultural group membership influences the communication dynamics Experts offer various definitions, with Allwood (1985) emphasizing the exchange of information across diverse cultural contexts, while Ting-Toomey and Kurogi (1998) highlight the symbolic nature of this communication as a negotiation of shared outcomes Bennett (1986) defines it as the ability to comprehend different communication styles, including norms, values, and both verbal and nonverbal cues Mastering intercultural communication involves recognizing and valuing both the similarities and differences among cultures, which is essential for fostering understanding and interaction among culturally diverse individuals Achieving intercultural competence requires an appreciation of these cultural variances and a commitment to mutual respect.
Intercultural communication, as defined by Starkey (2002), emphasizes the importance of respecting individuals and recognizing equality in human rights, serving as a democratic foundation for social interaction This perspective aligns with the definitions provided by Samovar and Porter, highlighting the essential role of mutual respect in effective communication across diverse cultures.
According to Samovar and Porter (2004), an individual's worldview is significantly shaped by the cultural symbols they use to interpret their surroundings They argue that intercultural communication occurs when people with distinct cultural perceptions and symbol systems interact, potentially altering the communication event To enhance intercultural relationships, communicators must combine knowledge and skills while being mindful of their communication practices, as highlighted by Ting-Toomey.
In 1999, the concept of symbolic exchange was defined as the process through which individuals from diverse cultural backgrounds negotiate shared meanings within a societal framework Effective communication across cultures necessitates an awareness of key cultural differences that may hinder understanding To truly grasp a culture, one must comprehend its belief systems and values, as well as its interpretation of the surrounding environment Only by understanding how a culture perceives the world can we engage in meaningful communication with its members.
Communication specialists argue that all communication is intercultural due to microcultural and idio-cultural differences; however, this perspective is not practical for effective communication across national cultures Intercultural communication involves individuals from diverse group identities, while cross-cultural communication focuses solely on interactions between different nationalities Intercultural communication encompasses a broader understanding of distinct cultures and the negotiation of cultural differences to achieve mutual understanding In summary, intercultural communication is distinct from cross-cultural communication, as it emphasizes the negotiation of shared meanings among individuals from various cultural backgrounds.
Intercultural Communication Competence (ICC)
In today's increasingly unstable global village, effective intercultural communication (ICC) is essential for personal and organizational well-being As individuals and organizations navigate daily challenges in multicultural environments, the urgency for proficient ICC grows, particularly in face-to-face and digital interactions Byram (1997) describes ICC as a comprehensive concept encompassing linguistic, sociolinguistic, discourse, and intercultural competencies, enabling individuals to interact appropriately in foreign languages across cultures Similarly, Chen and Starosta (1999) define ICC as the ability to communicate effectively while respecting diverse cultural identities This necessitates a balance between maintaining one's individuality and embracing multiple identities (Byram, Gribkova & Starkey, 2002) In the context of globalization, fostering ICC among ESL/EFL learners is increasingly recognized as a key objective in English language education (Byram, 1997; Deardoff, 2009; Fantini, 2000; Lázár et al.).
In 2007, it was emphasized that English language education should foster intercultural awareness by highlighting cultural differences, enabling learners to appreciate and respect both their own culture and others This education must also provide students with essential knowledge and skills in intercultural communication, allowing them to effectively navigate cultural differences and cultivate harmonious, productive relationships (Samovar, Porter, & McDaniel, 2012).
The theoretical frameworks of Intercultural Communication Competence (ICC) are currently evolving, with several established theories gaining recognition for their emphasis on successful intercultural interactions Notably, scholars like Ruben have contributed significantly to this field, enhancing our understanding of effective communication across diverse cultures.
In 1976, seven dimensions of competence were identified, including respect, interaction posture, knowledge orientation, empathy, self-oriented behavior, interaction management, and tolerance for ambiguity These dimensions align with three key factors proposed by Hammer, Gudykunst, and Wiseman in 1978: the ability to manage psychological stress, effective communication, and the establishment of interpersonal relationships Intercultural communication competence (ICC) encompasses the skills necessary for individuals to communicate and construct identities effectively during intercultural interactions at cognitive, affective, and behavioral levels, as noted by Spitzberg and Cupach in 1984 While terminology may vary across studies, the cognitive aspect is often equated with knowledge, the affective aspect with motivation, and the behavioral aspect with skills, as highlighted by Bradford et al (2000).
To communicate daptively with culturally different others, we must understand the major characteristics that make up the intercultural communication process Byram (1997) listed four key saviors: skills
Acquiring knowledge about the target culture enhances communication and interaction, while reforming attitudes involves adjusting values and beliefs Understanding both group and individual social actions is crucial for effective engagement Additionally, critical cultural awareness enables individuals to evaluate cultural contexts thoughtfully Alvino E Fantini emphasizes the importance of these components in fostering cross-cultural competence.
(2000) gave a definition of ICC which is composed of “ awareness, attitudes, skills, knowledge (A+ASK), and proficiency in the host tongue ”
Awareness is considered as the most powerful dimension of the A+ASK quartet, so it is shown at the center of the graph below:
(Note: A+: Awareness, A: Attitudes, K: Knowledge, S: Skills)
Awareness encompasses our understanding of situations, the ability to sense the atmosphere, and the perception of the needs and goals of others Recognizing cultural values is essential for fostering effective and appropriate intercultural communication.
Attitudes and motivations significantly influence intercultural communication (ICC) Motivation is defined as the desire to engage in intercultural interactions, which is essential for learning and understanding diverse cultures (Arasaratnam, 2004) Additionally, Arasaratnam (2006) emphasizes the importance of motivation in enhancing intercultural competence.
“the desire to engage in intercultural interactions for understanding and learning about other cultures” (p 94)
Knowledge encompasses an understanding of a culture's values, beliefs, and worldview, making it essential for effective communication According to Hofstede (1980), cultural values play a crucial role in influencing and shaping how we interact with others.
Skills are essential operational abilities that enable individuals to integrate knowledge, attitudes, and awareness in intercultural social practices According to Ting-Toomey (1999), these skills include values clarification, verbal empathy, identity support, and facework management Effective communication flexibility arises from the ability to adapt to various intercultural interactions, ensuring appropriateness and effectiveness based on the specific context of the conversation.
Language competence, encompassing both verbal and nonverbal skills, is crucial for effective intercultural communication It involves our understanding of language systems and nonverbal cues, as well as our ability to apply this knowledge in interactions.
Teaching English as a lingua franca (ELF) and Intercultural
Traditionally, language teaching has relied on native speakers as models, emphasizing linguistic and grammatical competence to aid learners in acquiring foreign languages This approach often leads students to mimic British and North American English dialects to effectively communicate with native speakers Furthermore, cultural education has primarily focused on the cultures of the U.K and U.S., such as literature and classical arts, rather than exploring more relatable cultural aspects like family, work, and education Communicative language teaching has been regarded as the most effective method, particularly in facilitating student interactions with native speakers.
In today's globalized world, the traditional view of communicative competence based solely on native-speaker norms is being challenged English as an International Language (EIL) acknowledges the significance of various Englishes, including inner-circle Englishes from native-speaking countries, outer-circle Englishes with official status, and expanding-circle Englishes where English is widely taught EIL emphasizes the importance of effective communication not only with native speakers but also with non-native speakers across diverse cultures This approach fosters the development of "intercultural speakers" who can build meaningful relationships and share information across linguistic and cultural boundaries Therefore, adopting an intercultural approach in second language teaching is essential for preparing learners for real-world interactions.
As English becomes increasingly recognized as a global language, the population of non-native English speakers is expected to exceed that of native speakers significantly This trend is also evident in Vietnam, where the number of individuals learning and using English as a second language is on the rise.
Vietnamese learners of English primarily use the language to communicate with other non-native speakers rather than native speakers This shift in focus emphasizes the importance of sharing ideas and cultural insights across diverse cultures As a result, developing Intercultural Communicative Competence (ICC) has become essential in English language education, reflecting the current emphasis on cultural teaching in foreign language learning The aim is to equip learners to be effective communicators who can navigate different cultural contexts, interpreting the target culture through their own cultural perspectives This approach goes beyond merely acquiring knowledge of the target culture; it fosters an understanding of how it interacts with the learners' own cultural experiences (Liaw, 2006).
The growing emphasis on intercultural communicative competence (ICC) highlights its significance as a vital skill for twenty-first-century citizens Consequently, English language teaching is shifting its focus from traditional English-speaking countries, such as Britain and the United States, to recognizing English as a global lingua franca Today, a primary objective of English education is to cultivate learners into intercultural speakers, individuals who not only use the language but also navigate cultural contexts effectively (Byram).
Intercultural competence is essential for understanding and mediating between different cultures, as highlighted by Byram (2008) Language teachers play a crucial role in preparing students for future interactions with diverse cultural and linguistic backgrounds by fostering skills, attitudes, and awareness of values alongside knowledge of specific cultures The strong connection between language and culture underscores the importance of integrating cultural issues into language teaching Therefore, emphasizing cultural pedagogy is vital for developing intercultural competence (ICC) in students.
The current pedagogy to teach ICC
A significant trend in the global English as a Foreign Language (EFL) field is the emphasis on communicative competence, with recent research expanding this framework Scholars like Cook (2013) propose the concept of "multi-competence," while others, such as Byram (1997) and Kohn (2013), highlight the importance of intercultural competence (ICC) This suggests that educators must address both local and international cultures when teaching ICC, aiming to cultivate effective language users who can navigate English as an international language, rather than merely imitating the languages and cultures of "inner-circle" countries As perspectives on communicative competence evolve, teachers must enhance their understanding of effective English teaching to support students in developing their ICC.
Integrating cultural content into language syllabuses is crucial for enhancing students' intercultural competence (ICC) This approach fosters global cultural awareness and encourages intercultural citizenship among learners Teaching materials in English as an International Language (EIL) can include target culture resources, such as American cultural references, local cultural elements like Cuban holidays, or international cultural topics, including tourism and social interactions.
In recent years, cultural knowledge has emerged as a crucial component of second or foreign language learning, alongside essential language skills like pronunciation, grammar, and vocabulary A key method for teaching culture and enhancing students' intercultural communicative competence (ICC) is by integrating cultural content into second or foreign language textbooks.
To effectively foster Intercultural Communicative Competence (ICC) in English language teaching, learners must first gain an understanding of their own language and culture, as highlighted by Liddicoat et al (2003) This process goes beyond merely learning the basics of the target language; it requires introspection and exploration of both the learners' native and target cultures Engaging students in diverse activities is essential for helping them use language appropriately across various social and cultural contexts Consequently, language teachers should prioritize not only the linguistic elements of the target language but also crucial aspects of the communicative approach, including intercultural awareness, attitudes, cultural knowledge, and skills.
A study conducted by Han and Song (2011) at a Chinese university highlights the positive impact of activities such as guest lectures, movie clubs, and English play performances on students' attitudes and perceptions of target cultures These initiatives not only enhance students' English language practice but also provide valuable insights into the cultures being studied By engaging in these activities, students develop a greater interest in both the target language and its associated culture.
Eva Reid (2015) provided valuable strategies for teachers to enhance Intercultural Communicative Competence (ICC) in English language lessons The article outlines various techniques, including the comparison method, cultural assimilation, cultural capsules, drama, Total Physical Response (TPR), cultural islands, reformulation, noticing, treasure hunts, predictions, role plays, research, songs, games, portfolios, and field trips These methods aim to enrich students' awareness, attitudes, knowledge, and skills regarding not only the target culture but also their own and other cultures.
In conclusion, Intercultural Communicative Competence (ICC) is essential in English Language Teaching (ELT) and should be incorporated into teaching and learning activities Integrating ICC into the language classroom can be achieved through various engaging activities that enable students to use language effectively across diverse social and cultural contexts.
The role of teachers’ beliefs and practices
Teachers' beliefs, defined as propositions accepted as true by the individual (Green, 1971), are crucial in shaping their pedagogical practices Basturkmen, Loewen, and Ellis (2001) emphasize that these beliefs encompass teachers' ideas, thoughts, and knowledge about effective teaching methods The interplay between beliefs and practices is significant, as teachers' beliefs are influenced by various situational factors and their accumulated teaching experiences Ultimately, these beliefs guide teachers' behaviors in the classroom, reflecting the deep connection between their thoughts and instructional approaches.
Burns (1996) pointed out that what teachers do is affected by what they think and their pedagogical beliefs She also noted teachers’ beliefs are fundamental in motivating classroom interactions
According to British educational theorist Pajares (1992), teachers' beliefs significantly outweigh their knowledge in shaping lesson planning, decision-making, and overall classroom practices These beliefs play a crucial role in influencing teachers' behaviors towards students, demonstrating that a teacher's convictions are more impactful than their expertise when it comes to organizing activities and engaging with learners in the classroom.
Therefore, to understand the teaching process and its effectiveness, we need to identify teachers’ beliefs and how their cognitions are translated into their classroom practices.
Previous studies on teachers’ beliefs and practices of ICC in teaching and
The topic of teachers’ perceptions of ICC has attracted significant research attention all over the world A number of empirical studies have examined integrating ICC through lecturers’ perceptions Aleksandrowicz-Pędich
In 2003, a research project highlighted the significance of teachers' perspectives on foreign language education concerning Intercultural Communicative Competence (ICC) within a European context Findings indicated that while many teachers acknowledged the vital role of ICC in education and daily life, few had systematically studied intercultural communication, resulting in a lack of clarity on how to effectively incorporate ICC into foreign language teaching.
A report on intercultural language learning (Liddicoat, Papademetre, Scarino
A report by Kohler (2003) from the Australian Department of Education highlighted the absence of a coherent framework for understanding culture and cultural learning in language programs, primarily due to teachers' unclear perceptions of intercultural competence (ICC) and intercultural (IC) education Additionally, there is a significant lack of resources for ICC education, as well as a framework for designing foreign language curricula and assessing ICC Research by Sercu et al (2005) focused on teachers' perceptions of ICC in foreign language education, revealing a disconnect between teachers' beliefs about integration and their actual teaching practices While the findings indicate that teachers are progressing toward becoming IC educators, they do not fully meet the expected standards of knowledge, skills, and attitudes required for effective foreign language and IC teaching.
In a study by Han and Song (2011), a questionnaire survey was conducted to assess lecturers' perceptions of intercultural communication competence (ICC) at a Northeastern Chinese university The findings indicated that these lecturers harbor doubts regarding their ability to cultivate intercultural skills and effectively merge foreign language instruction with cultural education Furthermore, despite their willingness to enhance students' ICC in the classroom, the results highlighted several challenges that these educators encounter.
Eken (2015) conducted a study on university teachers' beliefs and practices regarding Intercultural Communication Competence (ICC) through semi-structured interviews The results revealed that Turkish lecturers possess a strong understanding of ICC and are eager to apply this knowledge to enhance their students' cultural awareness However, they face significant challenges in implementing ICC, such as overcrowded classrooms and a lack of student engagement.
A mixed-method research study by Osman (2015) explored the perceptions and implementation of Intercultural Communicative Competence (ICC) among English lecturers in the preparatory year program at King Saud University in Saudi Arabia The findings revealed a significant gap between the lecturers' understanding of ICC objectives and their actual classroom practices, primarily due to the absence of ICC objectives in the existing curriculum.
Research conducted in Vietnam's tertiary education context highlights the importance of cultural components in language learning Ho (2011) utilized a set of standards for intercultural language learning, emphasizing the need to enhance learners' cultural awareness through cognitive, behavioral, and affective engagement The study found that lecturers held positive views towards a fact-oriented approach to teaching culture.
Intercultural communication competence (ICC) is defined as the ability to interact effectively and appropriately in a non-native language with individuals from diverse linguistic and cultural backgrounds According to (2015, p 30), ICC encompasses both language competence—which includes linguistic, sociolinguistic, and discourse skills—and intercultural competence, which involves attitudes, knowledge, skills, and awareness Together, these components enable individuals to successfully integrate into a multicultural society.
In conclusion, recent studies in Vietnam have begun to explore lecturers' perceptions and implementation of Intercultural Communicative Competence (ICC) teaching in tertiary contexts However, a significant gap remains regarding high school teachers' beliefs and practices related to ICC, which this study aims to address The research focuses on two key questions: first, to investigate English teachers' understanding of ICC at a local high school, and second, to examine how their beliefs are reflected in classroom applications.
This chapter discusses various theories regarding the relationship between language and culture, highlighting the significance of Intercultural Communicative Competence (ICC) in English teaching It emphasizes the need to understand teachers' beliefs and practices in developing students' ICC for a comprehensive overview of the study Additionally, the chapter reviews previous research on teachers' beliefs and practices related to ICC both in Vietnam and internationally The next chapter will outline the methodology employed in this study.
METHODOLOGY
The setting and participants of the study
The study was conducted at a state upper secondary school in Phu Tho province, which has been established for over 50 years and serves nearly 900 students across 21 classes, guided by 48 teachers Despite the majority of students coming from middle- and low-income families who assist with agricultural work, the school has consistently maintained a strong provincial reputation for its outstanding teaching and learning achievements.
The school employs six English teachers aged between 32 and 52, all of whom are graduates from Vietnamese universities With teaching experience ranging from 8 to 28 years, these educators work under pressure to ensure their students excel in examinations.
All six teachers, including two males and one retrained Russian teacher, consented to participate in this study Each year, they are allowed to attend just one brief in-service training workshop organized by the Provincial Department of Education and Training, which typically spans only two to three days.
2.1.3 Materials and current English teaching situation
In Vietnam, high schools, including the one where the interview participants work, are directly supervised by the Provincial Department of Education and Training, which oversees teaching and learning activities The Ministry of Education and Training mandates the use of specific textbooks, guided by the Provincial Department This high school utilizes two parallel sets of textbooks: the 7-year textbook set and the pilot English textbook set The 7-year set includes textbooks for grades 10, 11, and 12, with each textbook containing 16 units, each made up of five lessons.
(1) Reading - (2) Speaking - (3) Listening - (4) Writing - (5) Language focus With the latter set, each textbook consists of 10 units, each of which is composed of eight lessons: (1) Getting started - (2) Language - (3) Reading -
(4) Speaking - (5) Listening - (6) Writing - (7) Communication and culture -
Students have the opportunity to enhance their understanding of the core curriculum through one optional period each week Alongside their regular morning English classes, they participate in a two-hour afternoon lesson that emphasizes grammar, vocabulary, and reading exercises similar to those found on tests These afternoon sessions are designed to effectively prepare students for the national general education certificate examinations.
Data collection instruments
To address the research questions, a qualitative research approach was employed to explore teachers' beliefs and practices regarding Intercultural Communicative Competence (ICC) This survey study utilized interviews as the primary data collection method, given the small sample size of six teachers Interviews are preferred in qualitative research for their ability to provide in-depth insights into social phenomena (Creswell, 2012) This method fosters a more personal connection, leading to higher response rates and increased engagement from participants, which ultimately enriches the data collected (Oppenheim, 1992, p 81-2).
To address the research problems, a qualitative method was employed, primarily utilizing semi-structured interviews This approach provides a structured framework while allowing flexibility in question order and the opportunity for in-depth follow-up on responses (Jo McDonough & Steven McDonough, 1997) As the sole data collection tool, semi-structured interviews enable the interviewer to guide the conversation with a clear objective of desired outcomes (Nunan, 1992) Additionally, this method facilitates a deeper exploration of respondents' motivations and the reasoning behind their answers (Cohen, Manion, and Morrison, 2000, p.268).
Data collection procedure
One-on-one interviews with History, Geography, and Foreign Language teachers were conducted in a meeting room to gain deeper insights into their perspectives This method allowed for in-depth exploration of individual ideas by facilitating focused questions and recording responses from each teacher separately (Creswell, 2012) Additionally, one-on-one interviews fostered trust among teachers and minimized issues related to group dynamics.
Prior to the interviews, the interviewer took time to build a strong rapport with the participants, fostering a friendly environment The researcher obtained consent for tape-recording and assured confidentiality before commencing the interviews This open atmosphere encouraged respondents to freely share their thoughts and opinions on the questions posed by the researcher.
The interview structure for this study consists of an introductory section followed by two main parts aimed at exploring teachers' beliefs about Intercultural Communicative Competence (ICC) and their teaching practices Questions 1 to 5 (referenced in Appendix A) focus on gathering participants' perspectives on the significance of ICC in English language teaching and learning Additionally, questions 6 to 10 are designed to assess how teachers incorporate ICC into their instructional methods.
The interviews were structured around specific questions regarding teachers' beliefs and practices related to Intercultural Communication Competence (ICC) in English teaching and learning Conducted in Vietnamese, the interviews aimed to create a comfortable environment for teachers to express their thoughts clearly Alongside gathering respondents' perspectives, the researcher provided opportunities for them to elaborate on their listening challenges In addition to audio recordings, the researcher also took notes on key information during the interviews to assist with later transcription.
Data analysis
This study utilized qualitative data analysis methods, beginning with interviews conducted in Vietnamese, which were subsequently recorded, transcribed, and translated into English Key points were identified through a thorough review of the data, leading to the creation of codes from significant words and phrases, organized into categories The coding process was informed by initial categories derived from the research questions and relevant literature Ultimately, qualitative methods were employed to uncover main themes that addressed the research questions: (1) the understandings of high school teachers regarding Intercultural Communicative Competence (ICC) and its significance in English teaching and learning, and (2) how these understandings are implemented in classroom instruction.
The study utilized qualitative data, primarily through interview transcripts, to gather research-relevant information as defined by Cannell and Kahn (1968) Content analysis was employed, as outlined by Ezzy (2002), which involves selecting a sample of texts, defining units of analysis such as words and sentences, and categorizing these units for systematic review This process includes coding, categorizing, and comparing the data, ultimately leading to theoretical conclusions about the content, as summarized by Cohen, Manion, and Morrison (2007).
Content analysis serves as a vital tool for researchers to conceptualize, classify, and identify key themes in qualitative data By interpreting interconnected data, it enables the creation of explanatory accounts that offer meaningful insights This method is particularly effective in exploring teachers' beliefs about Intercultural Communicative Competence (ICC), its components, and its significance in English Language Teaching (ELT) within a globalized context Additionally, content analysis reveals how teachers incorporate their perspectives into their teaching practices.
Qualitative data analysis can often be subjective and biased, which poses a significant challenge for researchers To mitigate this issue, employing a coding system is essential, as it enhances the reliability of the data This systematic approach enables researchers to conduct a thorough investigation into the challenges teachers face when instructing students in Intercultural Communication Competence (ICC).
Chapter II outlines the research methodology, detailing the participants, data collection instruments, procedures, and analysis methods To achieve the study's aims, semi-structured interviews were selected as the optimal method for gathering in-depth and reliable information from respondents The findings will be presented in the subsequent chapter.
FINDINGS AND DISCUSSION
Teachers’ beliefs of ICC in teaching and learning English
3.1.1 Culture and its importance in language teaching
In response to the question about the teacher's definition of culture, nearly all respondents described culture as values created by people, encompassing various aspects of everyday life and representing the identities of countries or communities While one individual argued that culture does not consist of material values, the majority concurred that it includes both material and spiritual elements The results of the participants' perceptions of culture and its significance in language teaching are detailed in Table 1 below.
The survey results indicate a strong consensus among participants regarding the significance of culture in language teaching, with all emphasizing that effective communication hinges on cultural understanding Two participants explicitly stated that learning a language equates to learning its culture These insights align with previous research highlighting the inseparable and interdependent nature of language and culture (Choudhury, 2013; Mitchell & Myles, 2004) Notably, while most interviewees focused on the cultures of English-speaking countries, one educator advocated for incorporating domestic culture alongside other cultures to facilitate comparisons, thereby fostering the preservation and enhancement of valuable cultural attributes worldwide.
Teaching domestic culture is essential for preserving a country's traditional values, while educating about other cultures broadens understanding and encourages meaningful comparisons This exchange of cultural knowledge allows individuals to identify and adopt positive elements from various cultures, ultimately enriching and developing their own national identity.
This finding corroborates the idea of Liddicoat et al (2003), who suggested that in English language teaching and learning, learners should first understand their own language and culture
3.1.2 The main objectives of English language teaching (ELT) in this context of globalization in comparison with those of conventional ELT
This section outlines the perspectives of participant teachers regarding the primary objectives of English Language Teaching (ELT) within the context of globalization, contrasting them with the goals of traditional ELT A summary of their responses can be found in Table 2.
The interview results indicate that all participants view the development of the four essential communication skills—listening, speaking, reading, and writing—as the primary objective of English language teaching One teacher emphasized the importance of intercultural communication, highlighting that today's English education should also foster mutual understanding among different cultures While the consensus is on enhancing communicative skills, the findings challenge the notion that the ultimate goal of English teaching is solely to cultivate intercultural speakers, as suggested by Byram (1997) Instead, the emphasis is on enabling effective communication and cultural understanding, aligning with Byram's (2008) perspective that English teaching should facilitate cultural interpretation and mediation This shift from traditional English Language Teaching (ELT), which focused primarily on grammar and test preparation, underscores the need for a more holistic approach to language education that embraces cultural diversity.
3.1.3 Teachers’ perception of ICC and its components
The International Competence Communication (ICC) is universally recognized as the ability to effectively communicate and comprehend diverse cultures This understanding aligns with Byram's definitions, emphasizing the importance of intercultural communication skills in fostering mutual respect and understanding among individuals from various backgrounds.
(1997), who defined the term ICC as the ability that enables one to interact effectively and appropriately in a foreign language with people from different cultures
When asked about the contructs of ICC, their answers are summarized and presented in the Table 3 as follows
The teacher participants exhibited varied perspectives on the components of Intercultural Communicative Competence (ICC) One participant, Teacher 2, acknowledged her lack of understanding of ICC but still provided her interpretation of its components While one respondent identified language, vocabulary, and grammar as the primary elements of ICC, another participant emphasized the importance of the abilities to express oneself and interpret others.
“… Its components are language, vocabulary, grammar,…” (I1.9.T1)
Intercultural communication competence (ICC) refers to the ability to effectively communicate and understand cultural values through reading, listening, speaking, and writing However, many individuals are often unsure about the specific components that make up this essential skill.
“… A very important part of ICC is the ability to use language And we need to understand the cultures of countries using the language.” (I4.9.T4)
“… The components of the competence include the ability to express and the ability to interpret.” (I5.9.T5)
“… The components of the competence are cultural knowledge, cultural diversity, the support for cultural diversity and the connection between cultures through common language such as English language.” (I6.9.T6)
In alignment with Alvino E Fantini's definition of Intercultural Communicative Competence (ICC) from 2000, which includes awareness, attitudes, skills, knowledge (A+ASK), and proficiency in the host language, awareness emerges as a crucial dimension for effective communication with culturally diverse individuals However, the responses from participant teachers indicate a lack of understanding of ICC, as they were unable to identify its various components, often mentioning only one or two This suggests a significant gap in their awareness and attitudes towards ICC, highlighting the need for further investigation into these critical aspects.
3.1.4 The importance of ICC to teaching and learning English
All interviewees unanimously agree on the significance of Intercultural Communicative Competence (ICC) in English language teaching and learning, as it enhances cultural understanding and facilitates effective communication across diverse cultures One participant emphasized that "ICC will create motivation to learn English," highlighting its role in fostering engagement This perspective underscores the ultimate goal of English education: to empower learners to navigate and connect within a multicultural world.
Teaching intercultural communication (ICC) is crucial in English education, as the primary objective is to enable students to effectively communicate with individuals from diverse cultures Without a focus on intercultural knowledge and the skills necessary for such communication, students may struggle significantly in real-world interactions.
The significance of Intercultural Communicative Competence (ICC) is highlighted by the respondent's assertion that students would face substantial challenges in authentic communication without it This perspective aligns with earlier research emphasizing the critical role of ICC in English language education, particularly in the context of globalization, where equipping ESL/EFL learners with ICC has emerged as a primary objective (Byram, 1997; Fantini, 2000; Lázár et al., 2007; Deardoff, 2009).
How teachers integrate their understanding of ICC into their classroom
All interviewed teachers acknowledged the importance of integrating culture into language teaching; however, they predominantly focus on language instruction at the expense of cultural education Most teachers allocate significantly more time to language than to culture, with one teacher admitting to teaching culture only minimally While two teachers reported a balanced approach to teaching both aspects, it is concerning that the time dedicated to culture is limited to a single section in the new English textbook, specifically the "Communication and Culture" unit Additionally, the teachers shared insights on incorporating their understanding of Intercultural Communicative Competence (ICC) into their classroom practices, which can be categorized into three main areas.
3.2.1 Materials used to improve students’ ICC
The study revealed that teachers predominantly rely on textbooks and workbooks, focusing on popular topics like traditional values, holidays, family, and employment They expressed a desire to incorporate additional relevant themes, such as communicative culture and international customs Furthermore, many educators utilize online resources to enhance their teaching materials.
I primarily utilize textbooks and online resources for my materials, recognizing that textbooks alone cannot encompass the rich diversity of culture While students are familiar with cultural aspects related to society and community values, it is essential to incorporate information about various customs from around the world During the lesson planning process, I rely on textbooks but also gather supplementary information from other sources, such as books and the Internet This approach allows me the freedom to select diverse materials for my lesson plans and teaching practices.
I primarily utilize textbooks and reference materials focused on various cultures, particularly those of English-speaking countries like the U.K., U.S., Australia, Canada, and others such as India and the Philippines This approach not only aids students in improving their English skills but also enhances their understanding of diverse cultural backgrounds While textbooks cover essential cultural elements, particularly from the U.S and U.K., it's crucial to incorporate additional information about other cultures to foster diversity Familiar cultural aspects, including language and traditional customs, resonate with students and deepen their comprehension However, there remains a gap in exploring cultures associated with different languages Although our school allows the use of supplementary materials for lesson preparation, time constraints limit our ability to effectively integrate these resources into our teaching practices.
3.2.2 Activities to help develop students’ ICC
The activities that these teachers often use in class were not clearly stated in the interviews They said that they used “the four skills” (I1.14.T1),
Communicative activities, such as asking, answering, comparing, and engaging in group or pair discussions, play a vital role in developing the four fundamental communicative skills Participants highlighted that assignments and projects are effective methods for enhancing students' Intercultural Communicative Competence (ICC).
To enhance students' intercultural communicative competence (ICC), I assign home projects that require them to independently research specific topics Students must gather, analyze, and synthesize information on their own, and then present their findings in class.
Teaching intercultural communication (ICC) is fascinating as it enables students to understand diverse cultures globally This knowledge equips them with essential social skills and enhances their communicative and cultural environments Additionally, ICC prepares students for future job opportunities, ultimately improving their prospects for success.
3.2.3 Constraints in preparing students for being inter-culturally competent speakers
The challenges identified by teachers can be categorized into three main areas Firstly, Teachers 1, 2, and 5 expressed concerns about their own insufficient intercultural knowledge, which hinders their ability to educate students effectively Conversely, Teachers 3 and 6 highlighted that the issue stems from students' limited competencies, including their inactivity in seeking information and a lack of confidence and skills Additionally, Teacher 4 pointed out the impact of inadequate teaching aids as a contributing factor to these challenges.
A significant challenge in equipping students to become interculturally competent speakers is the limited exposure to cultures beyond British and Vietnamese contexts For instance, the Test Yourself C- English 11 textbook briefly mentions New Year celebrations in countries like Portugal, Spain, and Iran, where a tradition of eating twelve grapes exists However, this representation is insufficient, highlighting the need to incorporate a broader range of global cultures into educational materials.
A significant limitation highlighted by the first teacher's response is the content of traditional textbooks These textbooks, used for many years across the country, predominantly focus on British and Vietnamese cultures, offering minimal information about other cultures.
Teachers’ ideas about effective ways of teaching ICC
Four out of six participants emphasized the importance of teachers being well-informed about various cultures to effectively teach Intercultural Communication Competence (ICC) They suggested that educators should utilize official resources and leverage the Internet to access diverse cultural materials, ensuring that students receive comprehensive knowledge about global cultures.
Teacher 2 mentioned other ways to teach ICC effectively as follows:
To effectively teach intercultural communication (ICC), educators must first possess a deep understanding of their own culture as well as the cultures of others to effectively convey cultural values to students Additionally, utilizing communicative language is essential for clear expression Employing engaging and efficient teaching methods will further facilitate student learning and comprehension.
Teachers must have a deep understanding of their own culture, as emphasized by Byram (1997), who highlighted the importance of recognizing both local and international cultures According to Liddicoat et al (2003), it is crucial for learners to grasp their own language and culture first Enhancing language competence is essential for effectively communicating with individuals from diverse backgrounds I fully support Teacher 2's assertion that educators should implement engaging teaching methods to motivate students, facilitating easier and more effective learning of the subject.
This chapter presents a detailed analysis and interpretation of the findings from the semi-structured interviews It will outline the key summaries derived from these results, provide pedagogical recommendations, address the limitations of the study, and suggest avenues for future research.
This concluding chapter summarizes the key findings of the research, offers pedagogical recommendations for enhancing intercultural communicative competence (ICC) in English teaching and learning, discusses the study's limitations, and provides suggestions for future research endeavors.
Summaries of the major findings
The study aimed to address two research questions by analyzing data from semi-structured interviews The findings indicate that surveyed teachers possess a limited understanding of Intercultural Communicative Competence (ICC), leading to confusion regarding methods to enhance students' ICC Various factors, including a lack of experience and insufficient training on ICC integration in teaching, contribute to this limited knowledge Despite acknowledging their minimal expertise, most teachers expressed interest in ICC as a topic and a desire to learn more about it.
Pedagogical recommendations to improve students’ ICC
The integration of Intercultural Communicative Competence (ICC) has become essential in English teaching and learning due to the growing interaction among diverse cultural backgrounds However, many interviewed teachers lack a clear understanding of ICC and effective methods to utilize educational materials To address this issue, several recommendations are proposed, categorized into three main areas: enhancing English teaching practices in the classroom, improving the quality of teaching materials, and implementing engaging activities to foster intercultural understanding.
Teachers are encouraged to adopt a new approach to English teaching, recognizing that in today's globalized world, the focus should extend beyond the traditional four communicative skills to include Intercultural Communicative Competence (ICC) It is essential for educators to understand that teaching English involves imparting cultural values, enabling students to effectively engage with diverse cultural communities rather than merely imitating native speakers To prepare students for intercultural communication, teachers must clarify the intercultural approach in English Language Teaching (ELT) and equip students with the necessary competencies to navigate cultural differences By fostering awareness and providing strategies for coping with these differences, students can develop their ICC and communicate effectively in our interconnected world.
To enhance student engagement in English classes, teachers must prioritize integrating updated online resources that showcase diverse global cultures Incorporating videos that demonstrate effective cross-cultural communication in English will prepare students for future interactions beyond just native speakers from the U.S or U.K By focusing on improving Intercultural Communicative Competence (ICC), educators can equip students with the necessary skills for successful conversations with individuals from various cultural backgrounds.
To effectively develop students' intercultural competence (ICC), educators should integrate engaging activities beyond traditional pair discussions and group work Implementing projects and assignments where students present their findings fosters active learning Teachers can enhance ICC by encouraging students to explore aspects of the target culture that interest them, create posters, or perform skits Additionally, students can document their understanding of intercultural elements, recount encounters in English, or write about intriguing cultural features discovered online Standard EFL activities, such as games, field trips, and songs, can also be adapted to promote ICC It's essential that classroom activities connect with both local and international contexts relevant to students' lives.
Implementing these solutions requires significant time and effort, making them challenging to execute However, teachers should strive to implement them for the benefit of their students.
Limitations of the study
Although this study provides interesting information about teachers’ beliefs of ICC and their classroom practices regarding ICC, it has two major limitations
The limited participation of only six teachers from a local high school in a mountainous province raises concerns about the representativeness of the findings for all high school English teachers in the area and nationwide Additionally, the diverse backgrounds, beliefs, and teaching practices regarding intercultural communication competence (ICC) among these teachers may compromise the reliability and validity of the overall conclusions Numerous factors could influence the teachers' responses during interviews, making it challenging to identify all contributing elements within the constraints of time.
The data for this study were exclusively gathered through interviews, relying on teachers' self-reports This approach raises concerns about the accuracy of the findings, as it does not include direct observations of teachers in the classroom Consequently, there may be a discrepancy between teachers' reported practices and their actual implementation of English as a Lingua Franca (ELF) for Intercultural Communication (ICC).
Limitations are unavoidable when conducting the study However, through highlighting the shortcomings of the study, the recommendations for further related studies could be offered.
Recommendations for further related studies
Under the light of limitations exposed, some recommendations for further related research could be made
Future studies should aim to include a larger participant pool to enhance validity and reliability It is advisable to utilize multiple data collection methods, such as class observations and field notes, alongside semi-structured interviews for more comprehensive results Additionally, exploring students’ attitudes towards intercultural communication competence (ICC) in English learning presents a valuable research opportunity.
Aleksandrowicz-P dich, Lucyna; Draghicescu, Janeta; Issaiass, Dora & abec,
Nada (2003) explores the perspectives of English and French teachers regarding the integration of intercultural communicative competence in language education This work is featured in the compilation edited by Ildikó Lázár, titled "Incorporating Intercultural Communicative Competence in Language Teacher Education," published by the Council of European Publishing in Kapfenberg, Austria.
Allwood, J (Ed.) (1985) English translation of: "Tvarkulturell kommunikatien" in Tvarkulturell kommunikatien, papers in
Authopological Linguistics 12, University of Goteborg, Dept of Linguistics
Arasaratnam, L A (2004) Sensation seeking as predictor of social initiative in intercultural interactions Journal of Intercultural Communication Research, 33, 215–222
Arasaratnam, L A (2006) Further testing of a new model of intercultural communication competence Communication Research Reports, 23,
Basturkmen, H., Lowewen, S., & Ellis, R (2004) Teachers’ stated beliefs about incidental focus on form and their classroom practices Applied Linguistics, 25(2), 243-272
Bennett, M J (1986) A developmental approach to training for intercultural sensitivity International Journal of Intercultural Relations, 10(2),
Bradford, L., Allen, M., & Beisser, K (2000) An evaluation and meta- analysis of intercultural communication competence research World Communication, 29, 28-51
Burns, A (1996) Starting all over again: From teaching adults to teaching beginners In D Freeman, & J C Richards (Eds), Teacher learning in language teaching (pp 154-177) Cambridge, UK: Cambridge University Press
Byram, M (1997) Teaching and assessing intercultural communicative competence Clevedon: Multilingual Matters
Byram, M., Gribkova, B., & Starkey, H (2002) Developing the Intercultural
Dimension in Language Teaching: A Practical Introduction for Teachers Strasbourg: Council of Europe
Byram, M (2008) From foreign language education to education for intercultural citizenship: Essays and reflections Clevedon, Great Britain: Multilingual Matters
Cannell, C F and Kahn, R L (1968) Interviewing In G Lindzey and A
Aronson (eds) The Handbook of Social Psychology, vol 2: Research Methods New York: Addison-Wesley, 526–95
Chen, G M., & Starosta, W J (1999) A Review of the Concept of
Choudhury, M H (2013) Teaching Culture in EFL: Implications, Challenges and Strategies IOSR Journal Of Humanities And Social Science, 13(1), 20-24
Cohen, L., Manion, L., & Morrisor, K (2000) Research Methods in
Education (5th Ed.) London: Routledge Falmer
Cohen, L., Manion, L., & Morrison, K (2007) Research methods in education (6 th ed.) New York, NY, US: Routledge/Taylor & Francis
Cook, V (2013) Second language learning and language teaching (4 th ed.)
Creswell, J W (2012) Educational research: Planning, conducting, and evaluating quantitative and qualitative research Thousand Oaks, CA:
Crozet and Liddicoat (1999) address the complexities of intercultural language teaching, emphasizing the importance of integrating cultural engagement within the classroom Their work, featured in "Striving for the Third Place: Intercultural competence through language education," highlights the necessity of developing intercultural competence through language education to foster meaningful interactions among diverse cultural groups By focusing on the interplay between language and culture, educators can better prepare students for global communication and understanding.
Deardorff, D K (Ed.) (2009) The SAGE Handbook of Intercultural
Competence Thousand Oaks, CA: Sage Publications
Eken, D.T., (2015) “Intercultural communicative competence: EFL teachers' beliefs and practices” Journal of Teaching and Education, 4(3), 63–71
Eva, R (2015) Techniques Developing Intercultural Communicative
Competences in English Language Lessons Procedia - Social and Behavioral Sciences, 186, 939 – 943
Ezzy, D (2002) Qualitative Analysis: Practice and Innovation London:
Fantini, A E (2000) A Central Concern: Developing Intercultural
Competence Adapted from „The 1994 Report by the Intercultural Communicative Competence Task Force‟, Brattleboro, Brattleboro
Fishman, J A (1996) Language and culture In A Kuper & J Kuper (Eds.),
The social science Encyclopedia London and New York: Routledge
Green, T F (1971) The activities of teaching New York, NY: McGraw Hill
Hammer, M., Gudykunst, W., & Wiseman, R (1978) Dimensions of intercultural effectiveness International Journal of Intercultural Relations, 2, 382–93
Han, X., & Song, L (2011) Teacher Cognition of Intercultural
Communicative Competence in the Chinese ELT Context Intercultural
Ho, S T K (2011) An intercultural perspective on teaching and learning in the Vietnamese EFL classroom University of Sydney Papers in TESOL, 6, 43-69
Hofstede, G (1980) Culture‟s Consequences: International Differences in
Work Related Values Beverly Hills CA: Sage Publications
Hussein, B A.-S (2012) The Sapir-Whorf Hypothesis Today Theory and
Practice in Language Studies, 2(3), 642-646 doi:10.4304/tpls.2.3.642-
Jo McDonough & Steven McDonough (1997) Research Methods for English
Kachru, B B (1985) Standards, codification and sociolinguistic realism: The
English language in the outer circle In R Quirk & H G Widdowson (Eds.), English in the world: Teaching and learning the language and literature (pp 11-30) Cambridge: Cambridge University Press
Kachru, B B (1986) The alchemy of English: The spread, function, and models in nonnative English Oxford: Oxford University Press/Illini
Kohn, K (2013, March) Intercultural communicative competence: an
English as a lingua franca perspective Paper presented at TESOL
Kramsch, C (1998) Language and Culture Oxford : Oxford University
Lázár, I., Huber-Kriegler, M., Lussier, D., Matei, G S., & Peck, C (Eds.)
(2007) Developing and Assessing Intercultural Communicative Competence – A Guide for Language Teachers and Teacher Educators
European Centre for Modern Languages Strasbourg: Council of Europe
Liaw, M (2006) E-learning and the development of intercultural competence Language Learning & Technology, 10(3), 49-64
Liddicoat, A J., L Papademetre, A Scarino, & M Kohler (2003): Report on
Intercultural language learning Available at: http://www1.curriculum.edu.au/nalsas/pdf/intercultural.pdf
Mitchell, R., & Myles, F (2004) Second language learning theories (2 nd ed.)
London: Arnold Pajares, M F (1992) Teachers’ beliefs and educational research: Cleaning up a messy construct Review of Educational Research, 62(3), 307-332
Nunan, D (1992) Research Methods in Language Learning Cambridge:
Oppenheim, A N (1992) Questionnaire Design, Interviewing and Attitude
Osman, H.A., (2015) Investigating English Teachers' Perceptions of
Intercultural Communicative Competence in the Kingdom of Saudi Arabia (Doctoral Dissertation)
Retrieved from http://gradworks.umi.com/10/01/10014040.html
Pajares, M F (1992) Teachers' beliefs and educational research: Cleaning up a messy construct Review of Educational Research, 62(3), 307-332
Risager K (2007) Language and culture pedagogy Clevedon: Multilingual
Ruben, B D (1976) Assessing communication competency for intercultural adaptation Group and Organization Studies, 2, 470-479
Samovar, L A., & Porter, R E (2004) Communication between cultures, 4 th ed Belmont, CA: Wadsworth Press
Communication: A Reader (13th ed.) Boston, MA: Wadsworth Cengage Learning
Sercu, Lies; Bandura, Ewa & Castro, Poloma (Eds.) (2005) Foreign language teachers and intercultural competence: An international investigation UK: The Cromwell Press Ltd
Spitzberg, B H., & Cupach, W (1984) Interpersonal communication competence Beverly Hills, CA: Sage
Ting-Toomey, S (1999) Communicating across cultures, 272 New York:
Ting-Toomey, S., & Kurogi, A (1998) Facework competence in intercultural conflict: An updated face-negotiation theory International Journal of Intercultural Relations, 22, 187-225
Tran, T Q (2015) An Intercultural Communicative Language Teaching for EFL Learners Doctoral Dissertation Nakhon Ratchasima: Suranaree University of Technology
Date Teacher code PRE-INTERVIEW
Introduce the purpose of the study
1 When and where were you trained to be a teacher of English?
2 What is your highest academic degree?
3 How many years have you been teaching English totally and how many years have you been teaching in this school?
4 How many classes are you teaching in this academic year?
5 How many periods do you teach a class in a week?
6 What is the average number of students in each of your classes?
II Teachers’ beliefs and practices of ICC in Teaching and Learning English
1 What is culture and how important is it to language teaching?
2 What are the main objectives of English language teaching in this context of globalization? Are there any changes in comparison with those of conventional English language teaching?
3 How do you perceive ICC? According to you, what components is it composed of?
4 How important do you think ICC is in teaching and learning English (compared to grammar, vocabulary and the four skills)? Why do you think so?
5 What abilities does one need to be an intercultural speaker or to communicate with people from different cultures effectively?
6 How do you allocate time for teaching language and culture?
7 What materials do you often use in your teaching practice to help improve students’ ICC?
+ Does the current textbook offer enough cultural knowledge? What cultural aspects are your students most familiar with? What should be added?
+ Are you free to use additional materials you think useful for cultural teaching in your class? If yes, what are other teaching materials/sources do you use?
8 What kinds of activities do you practice during classroom teaching time in order to help develop students’ ICC?
9 What constraints do you encounter in preparing your students for being inter-culturally competent speakers?
10 What are your ideas about effective ways to teach ICC?
Do you have anything to share more about ICC in teaching and learning
Ngày Mã số Giáo viên _
Giới thiệu về mục đích của đề tài nghiên cứu
ấp cấu trúc của buổi phỏng vấn
ộ vui vẻ và tạo cho người được phỏng vấn cảm thấy thoải mái và tự tin
CÁC CÂU HỎI PHỎNG VẤN
1 Thầy/cô hãy cho biết thầy/cô được đào tạo trở thành giáo viên tiếng Anh ở đâu và khi nào?
2 Thầy/cô có thể cho biết bằng cấp cao nhất của mình là gì?
3 Thầy/cô đã dạy học Tiếng Anh được tổng thời gian là bao lâu và thầy/cô đã công tác ở trường hiện tại được bao nhiêu năm?
4 Thầy/cô dạy bao nhiêu lớp học trong năm học này?
5 Với mỗi lớp học thầy/cô dạy bao nhiêu tiết một tuần?
6 Số lượng học sinh trung bình trong mỗi lớp học của thầy/cô là bao nhiêu?
II Quan điểm và thực tiễn của giáo Viên về phát triển năng lực giao tiếp liên văn hóa (NLGTLVH) trong giảng dạy tiếng Anh ở trường trung học phổ thông
1 Văn hóa là gì và văn hóa quan trọng như thế nào đối với việc dạy ngôn ngữ?
2 Mục tiêu chính của giảng dạy tiếng Anh trong bối cảnh toàn cầu hóa ngày nay là gì? Những mục tiêu đó có gì thay đổi so với mục tiêu của giảng dạy tiếng Anh truyền thống không?
3 Thầy cô quan niệm thế nào về NLGTLVH? Theo thầy/ cô, NLGTLVH bao gồm những thành tố nào?
4 Thầy/ cô nghĩ NLGTLVH có tầm quan trọng như thế nào đối với việc dạy và học Tiếng Anh (so sánh với ngữ pháp, từ vựng và bốn kỹ năng giao tiếp? Tại sao thầy/cô lại nghĩ như vậy?
5 Một người để trở thành người giao tiếp liên văn hóa hay để giao tiếp với những người từ những nền văn hóa khác một cách hiệu quả cần có những năng lực gì?
6 Thầy/ cô phân chia thời gian như thế nào giữa dạy ngôn ngữ và dạy văn hóa?
7 Thầy/ cô thường sử dụng tài liệu nào trong giảng dạy để giúp phát triển NLGTLVH cho học sinh?
Sách giáo khoa hiện tại có đáp ứng đủ kiến thức văn hóa cho học sinh không? Cần xem xét các khía cạnh văn hóa nào là quen thuộc với các em và những kiến thức văn hóa nào cần được bổ sung để nâng cao hiểu biết và khả năng tiếp cận văn hóa đa dạng.
Giáo viên có quyền sử dụng tài liệu ngoài sách giáo khoa nếu họ cho rằng những tài liệu này hữu ích cho việc dạy văn hóa trong lớp học Những nguồn tài liệu này có thể bao gồm sách tham khảo, bài viết, video, hoặc các tài liệu trực tuyến khác nhằm nâng cao chất lượng giảng dạy và tạo sự phong phú cho giờ học.
8 Thầy/ cô thường dùng những loại hoạt động gì trong thời gian dạy học trên lớp để giúp phát triển NLGTLVH cho học sinh?
9 Thầy/ cô có gặp phải trở ngại gì trong việc chuẩn bị cho học sinh trở thành những người có khả năng giao tiếp liên văn hóa không?
10 Thầy/ cô cho biết ý kiến của mình về các cách hiệu quả để dạy
Thầy/ cô có muốn chia sẻ gì thêm về NLGTLVH trong dạy và học tiếng Anh không ạ?
Cảm ơn sự hợp tác của thầy/ cô giáo
Date of interview: November 06 th , 2018
1.I When and where were you trained to be a teacher of English?
1.T4 I was trained to become a teacher of English in 2006 at Ha Noi University of Education
2.I What is your highest academic degree?
2.T4 Now I am … My highest academic degree is bachelor
3.I How many years have you been teaching English totally and how many years have you been teaching in this school?
3.T4 I graduated in 2006 and until now I have been teaching English for 12 years and in this school for 10 years
4.I How many classes are you teaching in this academic year?
4.T4 I am teaching 3 classes in this school year
5.I How many periods do you teach a class in a week?
5.T4 Each class I teach about 3.5 periods on average per week
6.I What is the average number of students in each of your classes?
6.T4 The number of students in each of my classes fluctuates from 40 to 45 students
II Teachers’ beliefs and practices of ICC in teaching and learning English
7.I What is culture and how important is it to language teaching?
Understanding culture is essential when learning a language, as it encompasses the traditional values and everyday practices of a specific country or people This cultural knowledge enhances the language learning experience, making it more meaningful and effective For instance, learning English involves exploring the diverse cultures of English-speaking countries, highlighting the intrinsic connection between language and culture.
8.I What are the main objectives of ELT in this context of globalization? Are there any changes in comparison with those of conventional ELT?
The primary goal of English Language Teaching (ELT) today is to enable students to effectively communicate and utilize English in real-life situations Unlike traditional methods that focused primarily on test preparation and writing skills, modern ELT emphasizes equipping learners with practical communication skills and the competence to use the language confidently in everyday contexts.
9.I How do you perceive ICC? According to you, what components is it composed of?
In my view, intercultural competence (ICC) involves effectively utilizing cultural values and our own cultural knowledge in communication A crucial aspect of ICC is language proficiency, which requires an understanding of the cultures associated with the languages we use.
10.I How important do you think ICC is in teaching and learning English (compared to grammar, vocabulary and the four skills)? Why do you think so?
From my perspective, the Intercultural Communicative Competence (ICC) is crucial in language teaching, akin to teaching grammar, pronunciation, or reading skills Understanding cultural nuances enables learners to use the language effectively and appropriately in various contexts.
11.I What abilities does one need to be an intercultural speaker or to communicate with people from different cultures effectively?
To communicate effectively with individuals from diverse cultures, it is essential for communicators to possess language proficiency, cultural understanding, and strong interpersonal skills These elements work together to facilitate clear information exchange and enhance meaningful interactions.
12.I How do you allocate time for teaching language and culture?
In our English class, teaching methods vary based on the lesson topic and the specific skills being developed The new English textbook includes cultural and communication competence lessons in each unit During these lessons, I typically allocate a quarter of the class time for students to explore relevant information Other lessons are structured around fixed content that we follow closely.
I often spend some time to tell my students all the culture-related information that I have searched
13.I What materials do you often use in your teaching practice to help improve students’ ICC?
13.T4 The first material I usually use is textbooks Secondly, I can exploit some videos on the Internet I can also use reference books