TABLE OF CONTENTS Sub cover page Statement of authorship. ii Table of contents. 01 List of abbreviations. 05 List of tables.
Background of the research. Reasons for the research. Scope of the research. 14 CHAPTER 2: LITERATURE REVIEW.
Intercultural communicative competence: Basic definitions. Intercultural communicative competence. Characteristics of Intercultural learning and Intercultural learners.1 Characteristics of Intercultural learning. Characteristics of Intercultural learners.
Components of Intercultural communicative competence. Cognitive domain reform. The behavioural/skill-based domain. Developing Intercultural communicative competence.
Approaches and classroom techniques/activities. Materials/Cultural contents. The roles of teachers in developing learners‟ ICC. Reflection on English language education in Vietnam from ICC 40 perspectives.
The goal of English language education and the textbook 40 reform. The role image of teachers in Vietnam. Reflection on English teaching in Hue City from ICC perspectives.1 Social facilitators for developing students‟ ICC.2 English teaching reality in Hue City. The combination of qualitative and quantitative methods in education 48 research….2 Data collection tools.
Data collection procedure. 58 CHAPTER 4: FINDINGS AND DISCUSSION. Teachers‟ formal and informal intercultural experience.2 Teachers‟ views towards integrating ICC in TEFL. Teachers‟ attitudes towards integrating ICC in TEFL.
Teachers‟ and students‟ interest in ICC. Teachers‟ opinions on the importance of intercultural 66 teaching………………………………………………………………………………………. Teachers‟ willingness to provide more time to intercultural 67 teaching ………………………………………………………………………………………. Teachers‟ perceptions of intercultural teaching.
Teachers‟ perceptions of EFL objectives………………………………… 69 4. Teachers‟ perceptions of intercultural teaching objectives 72 4. Teachers‟ practice on developing students‟ ICC in EFL class …………………. Time devoted to intercultural teaching …………………………………………….
Teachers‟ favored cultural topics ……………………………………………………… 78 4. Teachers‟ opinions on cultural content in textbooks. Techniques/activities to develop students‟ ICC ……………………………… 84 4. Possible factors affecting teachers‟ willingness in implementing 88 Intercultural communicative approach in TEFL ………………………………………………… CHAPTER 5: CONCLUSION.
Summary of the findings. Teachers‟ views towards intercultural teaching ……………………………. Teachers‟ practice on developing students‟ ICC……………………………… 97 5. iv 4 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 5 LIST OF TABLES Table 3.
The teachers‟ profile. Teachers‟ intercultural experience. Teachers‟ and students‟ interest in ICC. Teachers‟ opinions on the importance of culture teaching.
Teachers‟ degrees of willingness to devote more time to 68 culture teaching. Teachers‟ desire to promote intercultural competence through 68 their teaching. List of objectives in English language teaching. The results of teachers‟ perceptions on objectives of ELT.
Culture teaching objectives in four dimensions. The results of culture teaching objectives in four dimensions…. Allocation of teaching time over language teaching and 77 cultural teaching. Possible cultural topics.
Freedom of using additional materials. Percentage of cultural contents in the textbook. Teachers‟ satisfaction with the cultural contents of the 83 textbook. The activities from most often used to less often used.
Presentation of the statements regarding ICT. The results of teachers‟ disposition of ICT. Difficulties facing culture teaching. 91 6 ABSTRACT This study was conducted with the participation of 51English teachers of 5 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. 7 CHAPTER I INTRODUCTION This chapter presents the background that motivates and the reasons originate the study.