Quan điểm và thực hành của giáo viên lồng ghép năng lực giao tiếp liên văn hoá trong dạy tiếng anh ở một số trường phổ thông trung học trong thành phố huế

TABLE OF CONTENTS Sub cover page Statement of authorship i Acknowledgements ii Table of contents 01 List of abbreviations 05 List of tables 06 Abstract 07 CHAPTER 1: INTRODUCTION 08 1.1 Rationale 08 1.1.1 Background of the research 08 1.1.2 Reasons for the research 11 1.2 Research questions 13 1.3 Scope of the research 14 1.4 Thesis overview 14 CHAPTER 2: LITERATURE REVIEW 16 2.1 Intercultural communicative competence: Basic definitions 16 2.1.1 Intercultural communication 16 2.1.2 Intercultural communicative competence 17 2.1.3 Intercultural approach 19 2.2 Characteristics of Intercultural learning and Intercultural learners 20 2.2.1 Characteristics of Intercultural learning 20 2.2.2 Characteristics of Intercultural learners 20 2.3 Components of Intercultural communicative competence 21 2.3.1 Cognitive domain reform 21 2.3.2 Affective domain 23 2.3.3 The behavioural/skill-based domain 25 2.4 Developing Intercultural communicative competence 28 2.4.1 Approaches and classroom techniques/activities 28 2.4.2 Materials/Cultural contents 35 2.4.3 The roles of teachers in developing learners‟ ICC 38 2.5 Reflection on English language education in Vietnam from ICC 40 perspectives 2.5.1 The goal of English language education and the textbook 40 reform 2.5.2 The role image of teachers in Vietnam 43 2.6 Reflection on English teaching in Hue City from ICC perspectives 45 2.6.1 Social facilitators for developing students‟ ICC 45 2.6.2 English teaching reality in Hue City 46 CHAPTER 3: METHODOLOGY… 48 3.1 The combination of qualitative and quantitative methods in education 48 research… 3.2 Data collection tools 50 3.2.1 Questionnaires… 50 3.2.2 Interviews 52 3.3 Participants 54 3.4 Data collection procedure 57 3.4.1 Pilot studies 57 3.4.2 Questionnaires 58 3.4.3 Interviews… 58 3.5 Data analysis 58 CHAPTER 4: FINDINGS AND DISCUSSION 61 4.1 Teachers‟ formal and informal intercultural experience 61 4.2 Teachers‟ views towards integrating ICC in TEFL 64 4.2.1 Teachers‟ attitudes towards integrating ICC in TEFL 64 4.2.1.1 Teachers‟ and students‟ interest in ICC 64 4.2.1.2 Teachers‟ opinions on the importance of intercultural 66 teaching……………………………………………………………………………………… 4.2.1.3 Teachers‟ willingness to provide more time to intercultural 67 teaching ……………………………………………………………………………………… 4.2.2 Teachers‟ perceptions of intercultural teaching 69 4.2.2.1 Teachers‟ perceptions of EFL objectives………………………………… 69 4.2.2.2 Teachers‟ perceptions of intercultural teaching objectives 72 4.3 Teachers‟ practice on developing students‟ ICC in EFL class ………………… 76 4.3.1 Time devoted to intercultural teaching …………………………………………… 76 4.3.2 Teachers‟ favored cultural topics ……………………………………………………… 78 4.3.3 Teachers‟ opinions on cultural content in textbooks 80 4.3.4 Techniques/activities to develop students‟ ICC ……………………………… 84 4.4 Possible factors affecting teachers‟ willingness in implementing 88 Intercultural communicative approach in TEFL ………………………………………………… CHAPTER 5: CONCLUSION 94 5.1 Summary of the findings 94 5.1.1 Teachers‟ views towards intercultural teaching …………………………… 95 5.1.2 Teachers‟ practice on developing students‟ ICC……………………………… 97 5.2 Implications 98 5.3 Limitations 101 5.4 Further research 101 REFERENCES 103 APPENDICES iii Appendix iii Appendix iv LIST OF ABBREVIATIONS BA : Bachelor of Arts CA : Communicative Approach CLT : Communicative language teaching EFL : English as a foreign language ELT : English language teaching IC : Intercultural communication ICC : Intercultural communicative competence ICT : Intercultural teaching IA : Intercultural approach MOET : Ministry of Education and Training SPSS : Statistical Package for the Social Sciences TEFL : Teaching English as a foreign language LIST OF TABLES Table 3.1 The teachers‟ profile 54 4.1 Teachers‟ intercultural experience 62 4.2 Teachers‟ and students‟ interest in ICC 65 4.3 Teachers‟ opinions on the importance of culture teaching 66 4.4 Teachers‟ degrees of willingness to devote more time to 68 culture teaching 4.5 Teachers‟ desire to promote intercultural competence through 68 their teaching 4.6 List of objectives in English language teaching 70 The results of teachers‟ perceptions on objectives of ELT 70 4.7 4.8 Culture teaching objectives in four dimensions 72 4.9 The results of culture teaching objectives in four dimensions… 73 4.10 Allocation of teaching time over language teaching and 77 cultural teaching 4.11 Possible cultural topics 78 4.12 Freedom of using additional materials 81 4.13 Percentage of cultural contents in the textbook 82 4.14 Teachers‟ satisfaction with the cultural contents of the 83 textbook 4.15 The activities from most often used to less often used 85 4.16 Presentation of the statements regarding ICT 88 4.17 The results of teachers‟ disposition of ICT 90 4.18 Difficulties facing culture teaching 91 ABSTRACT This study was conducted with the participation of 51English teachers of high schools in Hue City It aimed to investigate teachers‟ views as well as their related practices and applications on integrating intercultural contents in EFL classrooms The data were collected mainly through questionnaires and then analyzed applying SPSS software (Statistical Package for the Social Sciences) The results from the study revealed that most teachers have positive attitudes towards intercultural teaching, which creates an encouraging basis for the possibility of implementing Intercultural Approach in English teaching However, the study also showed teachers‟ inconsistency as well as ambiguity when putting intercultural approach into practice Consequently, the infusion of intercultural dimension is still limited in some senior high schools in Hue The study attempted to clarify the difficulties that hinder intercultural teaching in class, suggested useful solutions and practical implications to improve the ways of developing students‟ intercultural communicative competence CHAPTER I INTRODUCTION This chapter presents the background that motivates and the reasons originate the study The aim and scope, the research questions as well as the research composition are also included 1.1 Rationale 1.1.1 Background of the research The background of this thesis lies on the interrelationship between language and culture, the challenges of English language teaching (ELT) in the age of globalization and finally the widespread importance of English and its influence on socioeconomic changes in Vietnam Language and culture are deeply intertwined And the recognition of their relationship is actually far from new Nearly a century ago, Sapir (1921) stated language is a part of culture and a part of human behavior Holding the same view, Kramsch (1991, p.217) confirmed that culture and language are “inseparable and constitute a single universe or domain of experience.” A more recent researcher, Pulverness (2000, p.86) also argued that “to attempt to divorce language from its cultural context is to ignore the social circumstances which gave it resonance and meaning” It has been clear that language is a major component of culture and influenced by culture It is used to maintain and convey culture and cultural ties Therefore, the meaning attributed to language is cultural-specific As a result, in order for language learners to fulfill many tasks in social life and to function a foreign language in a particular context, cultural awareness and competence should be taken into account In other words, effective communication is more than a matter of language proficiency and, apart from enhancing and enriching communicative competence, cultural competence can also lead to empathy and respect towards different cultures as well as promote objectivity and cultural perspicacity Especially when communication becomes the ultimate value of language education, teachers must instruct their students on the cultural background of language use If one teaches language without teaching about the culture in which it reflects and operates, the students may attach incorrect meaning and may use the language inappropriately in the wrong cultural context; thus, communication breakdown, even conflict, happens and the purpose of learning a language is defeated To foster this view, Byram and Morgan (1994, p.5) also strongly maintained that culture learning has to take place as an integral part of language learning and vice versa With adequate understanding of culture, learners will be able to act flexibly, sensibly and appropriately when coming into contact with different cultural norms that they encounter However, which target culture(s) students should be exposed to and which method of teaching culture teachers should employ remain a questionable issue, to which the solutions are strongly influenced by the current trend of the world - the age of globalization It is obvious that when the world becomes smaller and closer than ever, the scope of target cultures become fuzzy and unpredictable Graddol (2006, p.12) claimed that in the era of globalization, we have been witnessing “global economic flows” and “global cultural flows”, however it is “the phenomenon of English being a global language lies at the heart of globalization.” Crystal (2003, p.13) suggested that “there has never been a time when so many nations needed to talk to each other so much.” As a result, English has become the language of and for international communication This phenomenon entails the fact that the use of English is no longer connected to the culture of inner circle countries When non-native speakers outnumber native speakers with the ratio of around 3:1, and when the purpose of learning English is not only to know about native cultures, but to be connected to the wide world, cultural contents about other countries apart from those of AngloAmerican must be taken into account and will play a more relevant role in today‟s cross-cultural communications Thus, the Communicative Language Teaching (CLT) seems inadequate in this intercultural context due to its native-speaker based notion and ignorance of cultural identities of the learners The international status of English requires a more appropriate teaching approach – Intercultural Communicative Approach or Intercultural Approach (IA), in which learners are prepared and trained to be both global and local speakers of English or effective mediators in this multicultural world Then the goal of the language teaching is shifted to developing language learners‟ intercultural communicative competence (ICC) In addition to the close attachment between language and culture and the urgency of globalization, the widespread importance of English in the development and improvement of Vietnam is one of the solid foundations spurring this study Apparently, English and English language education has had strong influence on the social changes in the country If you go out, you will see English instructions required in every public place, every restaurant or hotel Newspapers, magazines and TV channels in English are growing and becoming so popular A large number of special journals on English teaching and learning are puzzling our choice Towns and cities are crowded with English language centers Slogans and illustrations in English are often seen in schools, streets and especially on adverts Bilingual contracts or documents, in which one of the two is definitely English, are compulsory in joint-venture enterprises and projects Playing as the dominant medium of communication, English has shown its obvious importance in the development cause of the country, especially when Vietnam has joined the World Trade Organization In fact, the quality of English language education is now not only the matter of a subject at schools, a foreign language teaching, but has close relationship with the social and economic progress of the whole country Therefore, we can see the government‟s great concern about English language education through many policies to raise people‟s awareness about the inevitable role of English such as a downward shift in the age of compulsory English language learning, the appearance of English in most of the important national exams, the reforms of English textbooks and the frequent conferences and workshops on training and innovating English teaching and learning method All of the above not only aims to emphasize English language role, but to remind people who are 10 CHAPTER CONCLUSION This study is an exploration of perceptions expressed by teachers of English in implementing Intercultural Approach to develop student‟s ICC in ELT The results show that ICC was of great interest and importance, however bringing it into reality of teaching and learning at present is not an easy task It is obvious from the above findings that there is a close connection between teachers‟ perceptions of intercultural teaching and their practice, yet at the same time it reveals the distance between their ambitions and reality Therefore, when asked about why they feel unable to realize what they believe beneficial for their students, the respondents discussed a wide range of constrains or obstacles This chapter is organized into four sections Section one presents a brief summary of the findings of the study Section two provides implications for teachers to improve the quality of English grammar teaching The study limitation and suggestions for future research opportunities are also given in the last two sections 5.1 Summary of the findings The investigation began with the quest to find out the high school teachers‟ views of intercultural teaching and their current teaching practices in the classroom My hypothesis during the course of the research was that although developing intercultural awareness was stated clearly as one of the goal of ELT by the MOET and the infusion of intercultural contents are obvious in the reformed textbook, the actual integration of intercultural dimension is not at an ideal state in the schools in Vietnam in general and Hue City in particular The investigation into teaching and learning reality was commenced with the teachers to mainly collect empirical data for the research questions, which are presented again below 94 What are the views of teachers on integrating intercultural contents into their teaching? In what ways the teachers create opportunities for students to develop intercultural communicative competence/ or to experience other cultures? The results of data analysis, to some extent, implied the answers to the research questions as briefly described below 5.1.1 Teachers’ views towards intercultural teaching Teachers‟ views towards intercultural teaching are explored in the aspects of their attitudes towards Intercultural teaching and their perceptions of English language teaching objectives and Intercultural teaching The results suggested that a majority of teachers have positive attitude towards intercultural teaching This is strongly proved through their keen interest in intercultural teaching (98% teachers), wide agreement on the importance of culture in ELT (88.2% teachers) and general willingness to devote to more time and effort to intercultural teaching (76.4% teachers) It can be noticeable from the result that the percentage reduces gradually or teachers‟ hesitance increases when the questions go from general to more specific issues Teachers are certain of their interest in intercultural teaching, yet when asked to make a decision on whether it should be increasingly integrated in teaching reality they tend to be reluctant This is understandable because Intercultural approach is still a virgin land in Vietnam and teachers have to work under a number of pressures which will be presented in the next section However, it cannot be ignored that the number of teachers confirming their favor, willingness and desire for intercultural teaching is still predominant This encouraging finding reveals that most teachers are aware of the necessity of intercultural competence teaching in the language education and opens a reasonable possibility of the further implementation of Intercultural approach in ELT Before teachers‟ perceptions of intercultural were explored, teachers are required to make a decision on the objective of ELT with the purpose of finding out 95 the priority they attached to cultural objectives It is not surprising that cultural objectives only obtain the last position on the ranking However, they are still of importance shown in their high mean scores (M 1.86, 1.94, 2.06, 2.10) It is interesting to know the language learning objectives are of less importance than general learning objectives which are to develop students‟ understanding and experience of their learning style and motivation Although teachers confessed the urgent need of enabling students to pass the exams, they show a great change in their perception of ELT from focusing on transferring a system of grammar rules only to putting students in the center of language education Therefore, we have sound reasons to hope for a transition to Intercultural approach in ELT Having known the importance of intercultural teaching in ELT, the study continued to explore their opinions about it The findings reveal that teachers attach relatively equal importance to all the four dimensions of intercultural teaching, in which the general objective of making the lesson more interesting was given top priority It is followed by cognitive dimension; skill-based dimension and affective dimension The implication of this result could be realized in some aspects First, teachers acknowledge the positive effects that intercultural teaching has on ELT which enliven lessons and keep students‟ interest alive This belief may, on the one hand, encourage teachers‟ motivation in integrating cultural elements to enrich their lessons, on the other hand, hinder the implementation of culture teaching on a regular basis Since the teachers consider culture teaching as interesting extra activities, they only it in sporadic manner when they have little spare time in their tight syllabus Second, knowledge dimension is received most attention, only after general objectives, in which teachers put priority on “providing information of daily life and routines” Third, it is interesting to find that in skill-based dimension, teachers give highest importance to “promote students‟ ability to handle intercultural contact situations” This fact might prompt that teachers express their wishes to provide more intercultural practice in class for students And finally, the fact that affective domain did not seem to receive strong support from teachers appears to contradict to what claimed in cultural objectives of foreign language 96 teaching The reason for this inconsistency in their answers may be due to lack of proficient knowledge of Intercultural teaching 5.1.2 Teachers’ practice in developing students’ ICC This section will then provide a realistic look at teachers‟ practices at their schools in terms of the time devoted to ICC, the favored cultural topics, their opinions of the cultural contents in the textbooks and the most often used techniques to develop students‟ ICC The most obvious data for the reality of intercultural teaching in the schools is shown through the class time devoted to it in comparison to language teaching The result reveals that 86.3% of the teachers spend about 20% or less of their class time to cultural teaching It may go against the teachers‟ interest and opinions of importance of culture teaching, but obviously reveals a close relation to the objectives of their teaching, for language teaching rather than culture teaching This limited time spent on culture teaching can be explained due to time constrain, tight syllabus, lack of cultural insights, and motivation and their belief that students‟ linguistics proficiency is a crucial precondition for learning culture Next, the study offered a closer look at the teachers‟ practice by exploring their cultural topic preference in teaching It is interesting to find that despite thinking of culture in a broader sense such as history, literature, the teachers take students‟ interest into great consideration Therefore, the most popular topics which teachers believe to be appealing to students are daily life, youth culture, festival and custom, shopping, food and drink They also attach importance to local culture and other global issues It can be interpreted that the teachers are well aware of training students in both local and international sense However, the teachers reveal not to care much about the topic of body language, which is considered as the most diversifying non-verbal means of communication For its important role in successful communication, I believe that, body language should not be taken for granted, but properly taught like verbal language The study on the teachers‟ practice continues with teachers‟ opinions about the textbook in terms of cultural content The findings show that although the teachers are required to follow the textbook strictly and have no 97 authority in deciding the textbook in class, they feel free to choose and use additional materials if they want The study also discovers that most of the teachers recognize the amount of cultural knowledge included in the textbook and the majority of them are satisfied with it However, the teachers also express realistic views on culture teaching in the current teaching situation that they mainly rely on the textbook for language knowledge more than cultural knowledge Furthermore, the teachers are not able to enrich their lesson with as much additional materials or realize and center on the cultural contents in the textbook as they want to The last aspect of the teachers‟ practice is the frequency of activities they use in classroom to enhance students‟ ICC The result clearly shows that the activity teachers used the most to teach culture is based on textbook (accounting for 92.2%) This activity is obviously teacher-centered and mainly addresses the cognitive domain It is interesting to discover that most of the teachers (accounting for 70.6%) are well aware of the benefits of the Internet in creating an English speaking environment for students‟ practice The activity of asking students to compare their own culture with foreign one (25/49%), to discover aspects of foreign culture (43.1%) and to express their critical thinking towards cultural issues (31%) is clearly a less often used activity, which would be better at developing students‟ intercultural skills The group of three activities mentioning the use of additional teaching materials like pictures or downloaded cartoons (25.5%), films, videos (23.5%) and audio tapes (23.5%) is put at nearly the last position in the table The least often used activity is inviting foreigners to classroom for real intercultural communication although it was agreed to be the most beneficial for students by the teachers The teachers‟ practice also reveals their efforts to balance teachers and students‟ role in class However, the list of most often used activities is more linked to cognitive domain than attitudinal and skills domain of intercultural communicative competence There is also an encouraging sign for teaching quality through some changes occurring in class, for example the activities of role-play or discussion begin gaining teachers‟ preference 98 5.2 Teaching implications On the basis of the research findings, the following pedagogical implications can be drawn to help overcome the difficulties mentioned in Chapter IV, improving the integration of ICC into English language teaching: (1) real need and possibility of implementing changes in the classroom practice; (2) redefining the role of teacher, and (3) training and practical support (1) Real need and possibility of implementing changes in classroom The intention of the study is to draw general picture of intercultural teaching reality in Hue City and obtain insightful look into teachers‟ thinking about and attitudes towards it From that, a conclusion on whether there is a need and possibility to implement further changes in ELT can be reached With the reference to the sufficient findings about teachers‟ positive towards intercultural teaching, their willingness to devote more time to it, their full awareness of its importance and benefits to promote students‟ interest in English learning as well as their acquisition of linguistic competence and especially their trend of moving to student-centered and skill-based teaching environment, I believe that intercultural approach can gradually be implemented in the curriculum (2) Redefining the role of teachers It is important that the teachers who are preparing to engage in Intercultural teaching be aware of new roles which they are required to play in classroom As discussed in the previous chapters, there is a lengthy list of teacher role in Intercultural classroom including knowledge source, supporter, coach, controller, organizer and typically intercultural partner, “ambassador” and cultural mediator In class, teachers are expected to provide guidance and instructions, and then critical comments and explanations for students‟ work With this demanding job, teachers should develop a close working relationship with their colleagues so that they can share and learn from each other Furthermore, teachers should be exposed to many types of intercultural problems or misunderstanding in which intercultural exchanges involve They need to be given intercultural practice so that they feel 99 comfortable demonstrating it to students later And it is also advisable that teachers should make suitable choice of materials/intercultural contents for class To fulfill the above roles and expectation, teachers are in great need of being offered with adequate training, which is presented below (3) Training and practical support Teachers‟ ambiguity and inconsistency in making decisions on intercultural teaching shown in the data together with the contradiction between their desire and teaching reality prove the need for formal training for teachers in the field As presented in the previous chapter, the most difficulties that prevent teachers from employing new elements in their teaching are the time constraint syllabus and their lack of cultural insights and motivation for intercultural teaching For the first problem, teachers often complain and even feel frustrated that they not have time for what they want in the tight frame of the syllabus This will not be a problem if teachers stop considering intercultural teaching as marginal relaxing activities We not add more activities to a lesson, yet wish to change the way we deliver it with the infusion of cultural dimension Admittedly, this demanding job takes time and effort, and requires a great deal of training, too Teachers should be equipped with full understanding of intercultural teaching and practical skills to translate their cultural understanding into effective activities The training on methodology of culture teaching is obviously necessary For the problem of lacking motivation, adequate training can be the best solution Training may help teachers understand, not only how to teach culture to raise students‟ intercultural awareness, but why to so Moreover, it can provide teachers with a broader picture of teaching context so that teachers may no longer attach their ultimate teaching goal to the tests or exams, but to training competent communicators in a long run Proper training also opens new horizon to teachers, invites them to envision what their teaching career can benefit from it and gives them confidence and comfort in integrating culture into language education 100 5.3 Limitations In the course of completing this study, several limitations should be noted for research betterment in the future The first one is about the data collection tools As stated in the previous chapters, questionnaire was employed as a main means of data collection Although the strengths and weaknesses of a survey by questionnaire were well aware of, there were some lapses in terms of analysis It has therefore prompted that a more effective methodology could include deeper and welldesigned interviews and classroom observation to witness actual learning occurring so that more convincing explanations can be obtained in addition to the numerical data Moreover, due to the limitations of time and financial conditions, the research only involves 05 high schools in Hue City with 51 participants It would be desirable in the future to investigate wider range of research subjects 5.4 Suggestions for further research It is hoped that the present study might be a useful preliminary step for future studies involving the application of ICC to aspects related to ELT and teacher educating First, subsequent studies should recruit a larger sample of teachers from a variety teaching institutions such as student teachers, teacher trainers and novice teachers in order to obtain a more well-rounded and insightful understanding of teachers‟ perspectives on the subject Moreover, students‟ voices about the implemented curriculum in terms of intercultural competence development should also be investigated and their level of ICC should be measured In addition to reaching a wider and more diverse range of research subjects, future studies could explore particular strategies or methodologies that are effective for intercultural teaching and learning This perhaps could be done by collecting additional qualitative data in the form of open-ended questions and interviews and classroom observation Furthermore, on the basis of informed teachers‟ intercultural teaching preferences about contents and activities, future studies should pay more attention to specific classroom contexts and could result in a lesson plan guiding intercultural teaching and learning As it can be seen in the study, much remains to 101 be done in develop students‟ ICC particularly concerning the affective and skillbased domain Some topics could be further explored such as the extent to which students are given support and encouragement in international contacts to enhance their intercultural awareness, the use of stimulating activities for intercultural teaching and learning or the involvement of technologies in improving students‟ ICC such as creating a 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