D Ạ Y VĂN HÓA VÀ PHÁT TR I Ể N NĂNG L Ự C GIAO TI Ế P LIÊN VĂN HÓA B Ậ C TRUNG H Ọ C PH Ổ THÔNG Ở Đ Ồ NG B Ằ NG SÔNG C Ử U LONG: T Ừ NH Ậ N TH Ứ C Đ Ế N TH Ự C TI Ễ N

0 Người đánh giá. Xếp hạng trung bình 0

Tác giả: Van Long Nguyen

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Ngôn ngữ và Văn hóa, 2023

Mô tả vật lý:

Bộ sưu tập: Metadata

ID: 346093

Thêm vào giỏ Liên kết toàn văn

English language teaching (ELT) in the era of globalization does not simply equip learners with linguistic competence. English language learners need to develop intercultural communicative competence (ICC) - one of the indispensable skills in the 21st century. To develop ICC for learners, teachers should incorporate intercultural attitudes, knowledge, and skills into the language classroom. For this purpose, the current study was conducted to explore EFL high school teachers’ perceptions of ICC in language teaching and investigate their practices of ICC integration in EFL classes. The study was designed as qualitative research. The data from both classroom observations (n=8) and semi-structured interviews (n=4) were examined to have insights into the teachers’ perceptions and practices. The findings showed that despite their positive attitudes towards ICC teaching, their practices of ICC integration in EFL classes were at an average level and they tended to prioritize linguistic proficiency over cultural competence. Furthermore, the results indicated that they were in favor of and integrated ICC knowledge in their teaching rather than ICC attitudes and skills. Notably, the preferred activities that most of the participants consider the most effective way to include ICC are role-play and video watching. It is implied from the research findings that EFL high school teachers should master not only instructional goals to know how to adapt teaching materials in compensation for lack of cultural content but also intercultural teaching stages to know the way of creating strategies appropriate for each stage and integrating ICC into their classroom practices.Giảng dạy Tiếng Anh (ELT) trong thời đại toàn cầu hóa không đơn thuần là trang bị năng lực ngôn ngữ cho người học. Người học Tiếng Anh cần phát triển năng lực giao tiếp liên văn hóa (ICC)- một trong những kỹ năng không thể thiếu trong thế kỷ 21. Để phát triển ICC cho người học, giáo viên nên lồng ghép các yếu tố như thái độ, kiến thức và kỹ năng liên văn hóa vào trong lớp học ngôn ngữ. Với mục đích này, nghiên cứu được thực hiện để khám phá nhận thức của giáo viên trung học về ICC trong giảng dạy ngôn ngữ và điều tra thực tế giảng dạy về tích hợp ICC trong các lớp học Tiếng Anh. Nghiên cứu được thiết kế theo phương pháp định tính. Dữ liệu từ quan sát lớp học (n=8) và phỏng vấn (n=4) được kiểm tra để hiểu rõ hơn về nhận thức và thực hành của giáo viên. Kết quả cho thấy mặc dù giáo viên có thái độ tích cực đối với việc giảng dạy ICC nhưng thực tế việc tích hợp ICC trong các lớp học ở mức độ trung bình và có xu hướng ưu tiên cho kỹ năng ngôn ngữ hơn năng lực văn hóa. Hơn nữa, kết quả chỉ ra rằng họ ủng hộ và chủ yếu tích hợp kiến thức liên văn hóa vào việc giảng dạy hơn là khía cạnh thái độ và kỹ năng. Đáng chú ý, các hoạt động mà hầu hết giáo viên cho là hiệu quả nhất để lồng ghép ICC là đóng vai và xem video. Kết quả nghiên cứu gợi ý rằng giáo viên trung học nên nắm vững không những các mục tiêu giảng dạy để biết cách cải biên tài liệu dạy học nhằm bù đắp sự thiếu hụt về nội dung văn hóa, mà còn các giai đoạn giảng dạy liên văn hóa để biết cách tạo ra các hoạt động phù hợp cho mỗi tiến trình giảng dạy cũng như biết cách tích hợp ICC vào thực tiễn lớp học

1. Đọc trực tuyến

1. Đọc trực tuyến

Tạo bộ sưu tập với mã QR