Nhận thức và thực hành của giáo viên tiếng anh về dạy năng lực giao tiếp liên văn hóa trong bài học tiếng anh tại một số trường trung học phổ thông tỉnh quảng bình

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES - TRAN THI ANH DUONG EFL TEACHERS' PERCEPTIONS AND PRACTICES OF TEACHING INTERCULTURAL COMMUNICATIVE COMPETENCE IN ENGLISH LESSONS AT SOME HIGH SCHOOLS IN QUANG BINH PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages and International Studies, Hue University THUA THIEN HUE, 2023 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES - TRAN THI ANH DUONG EFL TEACHERS' PERCEPTIONS AND PRACTICES OF TEACHING INTERCULTURAL COMMUNICATIVE COMPETENCE IN ENGLISH LESSONS AT SOME HIGH SCHOOLS IN QUANG BINH PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: DR TRAN QUANG NGOC THUY THUA THIEN HUE, 2023 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - TRẦN THỊ ÁNH DƯƠNG NHẬN THỨC VÀ THỰC HÀNH CỦA GIÁO VIÊN TIẾNG ANH VỀ DẠY NĂNG LỰC GIAO TIẾP LIÊN VĂN HÓA TRONG BÀI HỌC TIẾNG ANH TẠI MỘT SỐ TRƯỜNG TRUNG HỌC PHỔ THƠNG TỈNH QUẢNG BÌNH LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRẦN QUANG NGỌC THUÝ THUA THIEN HUE, 2023 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not been previously submitted for a degree in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Signed: ………………………… Tran Thi Anh Duong Date: 20/12/2023 i ABSTRACT This study investigated EFL teachers’ perceptions and their classroom practices of teaching intercultural communicative competence (ICC) It employed data collected from interviews, and classroom observations from a sample of eight EFL teachers working at some high schools in Quang Binh province The findings provided evidence that most of the teachers valued ICC in the English curriculum However, their understanding of the term ICC was vague and superficial They devoted little class time to develop students’ ICC and their lessons mainly focused on language knowledge because it was the content of major examinations When the teachers did focus on ICC in their lessons, they usually transmitted cultural facts without paying attention to conversational skills and an understanding of differences in behaviors, attitudes, and values in different countries However, there was evidence of good practice in teaching ICC in the observed classes Notably, the teachers designed classroom activities as well as adapted and modified tasks to develop students’ ICC The thesis concludes with recommendations to enhance the teaching of ICC in high schools in Vietnam ii ACKNOWLEDGEMENTS This thesis would not have been possible without the help and support of numerous people My sincere gratitude is first and foremost directed at my supervisor To work on my M.A thesis under her supportive direction and benefit from her knowledge is a great honor and a fantastic opportunity for me The amount of gratitude I have for her expert guidance, unending patience, and unwavering support as I worked on this thesis is beyond words I want to express my sincere gratitude to eight teachers from various upper secondary schools in Quang Binh province for their willingness to spend time with me and for their careful preparation of the lesson I observed This thesis would not have been possible without their enthusiasm I've saved my family this final, but by no means least, word of appreciation Without their unwavering love, concern, and support, I doubt I could have accomplished this thesis iii List of Tables Table 3.1 Information of the teachers Table 3.2 Information of the teachers and sixteen class observation iv List of Figures Figure 4.1.2 EFL teachers’ understandings towards ICC Figure 4.2.2 Teachers' satisfaction with the cultural content of the textbooks Figure 4.2.3 Activities for ICC engagement in English lessons Figure 4.2.5 Materials for Engaging ICC in English lessons Figure 4.2.6 The perspectives of the teachers regarding the necessity of changes for developing ICC v List of Abbreviations ASEAN The Association of Southeast Asian Nations EFL English as a Foreign Language ICC Intercultural Communicative Competence ID Intercultural Dimension MOET Ministry of Education and Training FL Foreign Language CLT Communicative Language Teaching CLIL Content and Language Integrated Learning vi TABLE OF CONTENTS Statement of original authorship i Abstract ii Acknowledgements iii List of Tables iv List of Figures v List of Abbreviations vi Table of content vii Chapter 1: Introduction 1.1 Research rationale 1.2 Research objectives 1.3 Research questions 1.4 Scope of the research 1.5 Significance of the research 1.6 Structure of the study Chapter Literature Review 2.1 Intercultural Communicative Competence 2.1.1 Definition of ICC 2.1.2 Relationship between language and culture 2.1.3 Intercultural dimension (ID) in language teaching 2.1.4 Culture in language teaching methodologies 2.1.5 Challenges in integrating ICC into foreign language teaching 2.2 EFL teachers perceptions on ICC in contexts of English as a foreign language 12 2.3 EFL teachers’ practices of teaching ICC 13 2.4 Related studies 16 Chapter Research methodology 20