INTERCULTURAL COMMUNICATIVE COMPETENCE OF STUDENTS FROM DIFFERENT CULTURES IN EFL CLASSROOM INTERACTION IN HIGHER INSTITUTION

S. Weda, Fathu Rahman, Haryanto Atmowardoyo, I. A. Samad, Siti Sarah Fitriani, M. M. Said, Andi Elsa Fadhilah Sakti
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引用次数: 4

Abstract

The authors address the study on intercultural communicative competence (ICC) of EFL students from different culture at higher education in the classroom setting. ICC is the most interesting and important topic in every meeting among people from different ethnic groups. López-Rocha (2016) mentions that intercultural communicative competence (ICC) needs to be incorporated in the language curriculum if educators hope to help students develop an appreciation for the language and culture studied, an awareness of their own culture, and the development of skills that will allow them to be competent, adaptable, and communicators. This present study therefore aims at exploring students’ perceptions on the practice of intercultural communication competence in EFL classroom at English Department, Faculty of Languages and Literature State University of Makassar, Indonesia in 2019/2020 academic year. A questionnaire was distributed and responded by fifty four undergraduate students. The data obtained from respondents were analyzed using descriptive statistics illustrating mean, standard deviation (SD), sum, and percentage of students’ perceptions on the questionnaire dealing with ICC practices in EFL classroom. The findings reveal that the students enjoy interacting with other students from different cultures. Other evidences from the study are: 1) they find it easy to talk to students from different cultures, 2) they like to be with students from different cultures, 3) they are open-minded to students from different cultures, 4) they respect the ways students from different cultures behave, 5) They try to get as much information as they can when interacting with students from different cultures, 6) they never think their culture is better than other cultures, 7) they often give positive responses to students from other cultures when maintaining interaction, and 8) they have a feeling of enjoyment towards diversity in their classroom interaction. The implication of the study is that the inclusion of ICC in the curriculum at higher education is a must.
高等院校英语课堂互动中不同文化背景学生的跨文化交际能力研究
本文对高等教育中来自不同文化背景的英语学生的跨文化交际能力进行了课堂研究。国际商会是每次不同民族的会议上最有趣、最重要的话题。López-Rocha(2016)提到,如果教育工作者希望帮助学生培养对所学习的语言和文化的欣赏,对自己文化的认识,以及使他们能够胜任、适应和沟通的技能的发展,那么跨文化交际能力(ICC)需要纳入语言课程。因此,本研究旨在探讨2019/2020学年印尼望加锡国立语言文学院英语系学生对跨文化交际能力课堂实践的看法。发放了一份调查问卷,54名本科生进行了回答。从受访者那里获得的数据使用描述性统计分析,说明了学生对英语课堂中ICC实践的问卷调查的平均值、标准差(SD)、总和和百分比。调查结果显示,学生们喜欢与来自不同文化背景的其他学生互动。该研究的其他证据包括:1)他们发现和来自不同文化背景的学生交谈很容易,2)他们喜欢和来自不同文化背景的学生在一起,3)他们对来自不同文化背景的学生持开放态度,4)他们尊重来自不同文化背景的学生的行为方式,5)他们在与来自不同文化背景的学生互动时尽可能多地获取信息,6)他们从不认为自己的文化比其他文化好。7)在保持互动时,他们经常对来自其他文化的学生给予积极的回应;8)他们在课堂互动中对多样性有一种享受。该研究的含义是,将ICC纳入高等教育课程是必须的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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