VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATLONAL STUDIES FACULTY OF POST-GRADUATE STUDIES. Yen IEEE ÂN HT tr NHH LƯƠNG THỊ THAXH THẢO INTERCULTURAL COMPETENCE OF EFL ‘TEACHERS AT UNIVERSITY OF ECQNOMIC AND TECIINICAL INDUSTRIES WITEN TEACHING THE COURSE BOOK “ NEW HEADWAY, PRE- INTERMEDIATE, THIRD EDLTION” Năng lực liên văn hóa của giáo viên Tiếng Anh Trường Đại học Kinh Tế Kỹ Thuật Công Nghiệp trong việc giảng day giản trình “ New Headway, Pre-intermediate, Third edition” M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI - 2016 VIETNAM NATIONAT. UNIVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES, FOO IA IIR iii LƯƠNG TIIỊ TIAXH THẢO INTERCULTURAL COMPETENCE OF EFL TEACHERS AT UNIVERSITY OF ECONOMIC AND TECHNICAL INDUSTRIES WHEN TEACHING THE COURSE BOOK “ NEW HEADWAY, PRE- INTERMEDIATE, THIRD EDITION” Năng lực liên văn hóa của giáo viên Tiếng Anh Trường Dai hoc Kinh Tế Kỹ Thuật Công Nghiệp trong việc giảng dạy ido trình “ New Headway, Pre-intermediate, Third edition” M.
MINOR PROGRAMME THESIS Field: English Teaching Methodology Cade: 60140111 Supervisor: Prof. Nguyen Quang HANOT - 2016 DECLARATION I, Luong Thi Thanh Thảo, hereby certify that the thesis “Intercultural Competence of EFL teachers at University of Economic and Technical Industries whenteaching the course book “New Headway, Pre-intermediate, Third Edition” ” Gs submitted for the paral fulfillment of the Degree of Master of Arts al the Faculty of Post Graduate Studics — University of Languages and International Studies Vietnam National University, Llanoi. | also declare that this thesis is result of my own research and efforts and that it has not been submitted for any other purposes Tanoi, 2016 Signature Lương Thị Thanh Thảo ABSTRACT This study examines the inlerculural competence of ELF teachers al University of Liconomic and Technical Industries, their self-report in teaching practice and the reflection of their intercultural competence on their teaching. This study adopls a mixed methods research design.
Quanlilalive data are collected through a survey questionnaire from seventeen IDL teachers at University of Economic and Technical Industries. Among them, four teachers participate in the follow-up interviews. The findings of this study suggesL thal participaling teachers’ perceive cultural teaching objectives reflect various aspects of an intercultural perspective loward culture teaching. They are aware of the importance of intercultural competence in teaching however they have not applied frequently in teaching practice yet.
Linglish language teachers concentrated on the factual kmawledge and skills parts of teaching the language most of the time, which could be categorized within the pedagogy of information and the pedagogy of preparation respectively; either when they were presenting culture; when they were representing their teaching objectives; when they perceived the teaching of the ICC: or when they were using activities in their classrooms. Less concentration was paid to actual teaching of culture, which could be categorized within the pedagogy of encounter, despite their realization of the importance of it to their students and their openness to other cullures. in TABLE OF CONTENTS DECLARATION. ABSTRAC TABLE OF CONTENTS.
LIST OF ABBREVIATIONS. LIST OF TABLES. LIST OF FIGURES. LIST OF APPENDLIXES.
Rationale of the study 2. Aims and objectives of the study 2. Aims of the study. Objectives of the study 3.
Scope of the study 4. Significance of the study. Design of the study. Chapter 1: LITERATURE REVIEW.
Language and culture correlation - - - $ 1. Byram’s perception of intercultural competence.4, Review of related studies. Sotting and participants, 14 2.2, Participants 14 2,2, Data collection instruuneit. cài non re noe 14 2.
Data colleetion proeedue. icon re neec 16 2. ninh nh nmenerraee vol? 2.cccscsicenoseistntnnessensnee 7 Chapter 3: FINDINGS AND DISCUSSION. From quantitative data.
sees seems LD 3. Teachers’ perceptions of culture and intercultural competence 19 3. teachers self-report their infercullural competence im teaching practice TH. Teachers’ IC reflectedin their practice of teaching.
From qualitative data. ‘Teachers’ perceptions of culture and interculrural competenoe. How teachers perceive the teaching of intercultural competence in their GÌ48STOOINS. Út THỦ HH HH rượu thue TỔ, 3.
Teacher's intercultural competence reflected in their self-report pedagogical practice 38 PART C: CONCLUSION. Stanmary of the Research and Main Findings. Limitations of the study LIST OF ABBREVIATIONS Communicative competence Common Rurapean Framework of Reference for Languages EFL English as a foreign language BLT English language teaching, FLT Foreign language teaching TƠ Tmlercultural competence ICC Intereultural communicative competence ILTLP Intercultural Language Teaching and Leaming in Practice Standard Deviation URETI University of Economie and Technical Industries LIST OF ABBREVIATIONS Communicative competence Common Rurapean Framework of Reference for Languages EFL English as a foreign language BLT English language teaching, FLT Foreign language teaching TƠ Tmlercultural competence ICC Intereultural communicative competence ILTLP Intercultural Language Teaching and Leaming in Practice Standard Deviation URETI University of Economie and Technical Industries ACKNOWLEDGEMENTS Virst of all, L would like to express my indebtedness and sincere gratitude to my supervisor Prof. Nguyen Quang for his invaluable guidance and great support without which this thesis would not have been completed.
Besides, I am heartily thankful to all the lecturers and teachers of the Faculty of Post Graduate Studies — University of Languages and International Studies — Vietnam National University, Hanoi for thew valuable and mleresting lectures and. assistance during my study at the university. Many thanks would go 1o all the teachers of English al University of Economic and Technical Industries whose active participation and cooperation helped me to fulfill this study. not least, T send my special thanks to my family and my friends who provided abundant assistance and encouragement while this work was in progress.
ABSTRACT This study examines the inlerculural competence of ELF teachers al University of Liconomic and Technical Industries, their self-report in teaching practice and the reflection of their intercultural competence on their teaching. This study adopls a mixed methods research design. Quanlilalive data are collected through a survey questionnaire from seventeen IDL teachers at University of Economic and Technical Industries. Among them, four teachers participate in the follow-up interviews.
The findings of this study suggesL thal participaling teachers’ perceive cultural teaching objectives reflect various aspects of an intercultural perspective loward culture teaching. They are aware of the importance of intercultural competence in teaching however they have not applied frequently in teaching practice yet. Linglish language teachers concentrated on the factual kmawledge and skills parts of teaching the language most of the time, which could be categorized within the pedagogy of information and the pedagogy of preparation respectively; either when they were presenting culture; when they were representing their teaching objectives; when they perceived the teaching of the ICC: or when they were using activities in their classrooms. Less concentration was paid to actual teaching of culture, which could be categorized within the pedagogy of encounter, despite their realization of the importance of it to their students and their openness to other cullures.4, Review of related studies.
Sotting and participants, 14 2.2, Participants 14 2,2, Data collection instruuneit. cài non re noe 14 2. Data colleetion proeedue. icon re neec 16 2.
ninh nh nmenerraee vol? 2.cccscsicenoseistntnnessensnee 7 Chapter 3: FINDINGS AND DISCUSSION. From quantitative data. sees seems LD 3. Teachers’ perceptions of culture and intercultural competence 19 3.
teachers self-report their infercullural competence im teaching practice TH. Teachers’ IC reflectedin their practice of teaching. From qualitative data. ‘Teachers’ perceptions of culture and interculrural competenoe.
How teachers perceive the teaching of intercultural competence in their GÌ48STOOINS. Út THỦ HH HH rượu thue TỔ, 3. Teacher's intercultural competence reflected in their self-report pedagogical practice 38 PART C: CONCLUSION. Stanmary of the Research and Main Findings.
Limitations of the study LIST OF TABLES Page Table 3.1: Definition of Culture from the Respondents’ Point of 19 View Table 3.2: Definition of Culcure from the Respondents’ Point of 20 View Table 3.3: Teachers’ beliels about cullural teaching objectives: 22 Table 3.4, Frequency of Dealing with Particular Cultural Aspects 23 Table 3.5: Responses about having the chance to Create a 24 Multicultural Environment in the Language Classroom Table 3.6: Frequency of applying interculcural competence teaching 26 Table 3.?7: Means for items showing a positive attitude ta teaching 29 about cullure Table 3.8: Means (or ilomms showing a nicgalive allilude to Leaching 30 about culture vill 1.4, Review of related studies. Sotting and participants, 14 2.2, Participants 14 2,2, Data collection instruuneit. cài non re noe 14 2. Data colleetion proeedue.
icon re neec 16 2. ninh nh nmenerraee vol? 2.cccscsicenoseistntnnessensnee 7 Chapter 3: FINDINGS AND DISCUSSION. From quantitative data. sees seems LD 3.
Teachers’ perceptions of culture and intercultural competence 19 3. teachers self-report their infercullural competence im teaching practice TH. Teachers’ IC reflectedin their practice of teaching. From qualitative data.
‘Teachers’ perceptions of culture and interculrural competenoe. How teachers perceive the teaching of intercultural competence in their GÌ48STOOINS. Út THỦ HH HH rượu thue TỔ, 3. Teacher's intercultural competence reflected in their self-report pedagogical practice 38 PART C: CONCLUSION.
Stanmary of the Research and Main Findings. Limitations of the study ACKNOWLEDGEMENTS Virst of all, L would like to express my indebtedness and sincere gratitude to my supervisor Prof. Nguyen Quang for his invaluable guidance and great support without which this thesis would not have been completed. Besides, I am heartily thankful to all the lecturers and teachers of the Faculty of Post Graduate Studies — University of Languages and International Studies — Vietnam National University, Hanoi for thew valuable and mleresting lectures and.
assistance during my study at the university. Many thanks would go 1o all the teachers of English al University of Economic and Technical Industries whose active participation and cooperation helped me to fulfill this study. not least, T send my special thanks to my family and my friends who provided abundant assistance and encouragement while this work was in progress. TABLE OF CONTENTS DECLARATION.
ABSTRAC TABLE OF CONTENTS. LIST OF ABBREVIATIONS. LIST OF TABLES. LIST OF FIGURES.
LIST OF APPENDLIXES. Rationale of the study 2. Aims and objectives of the study 2. Aims of the study.
Objectives of the study 3. Scope of the study 4. Significance of the study. Design of the study.
Chapter 1: LITERATURE REVIEW. Language and culture correlation - - - $ 1. Byram’s perception of intercultural competence. - - 10 LIST OF TABLES Page Table 3.1: Definition of Culture from the Respondents’ Point of 19 View Table 3.2: Definition of Culcure from the Respondents’ Point of 20 View Table 3.3: Teachers’ beliels about cullural teaching objectives: 22 Table 3.4, Frequency of Dealing with Particular Cultural Aspects 23 Table 3.5: Responses about having the chance to Create a 24 Multicultural Environment in the Language Classroom Table 3.6: Frequency of applying interculcural competence teaching 26 Table 3.?7: Means for items showing a positive attitude ta teaching 29 about cullure Table 3.8: Means (or ilomms showing a nicgalive allilude to Leaching 30 about culture vill ACKNOWLEDGEMENTS Virst of all, L would like to express my indebtedness and sincere gratitude to my supervisor Prof.
Nguyen Quang for his invaluable guidance and great support without which this thesis would not have been completed. Besides, I am heartily thankful to all the lecturers and teachers of the Faculty of Post Graduate Studies — University of Languages and International Studies — Vietnam National University, Hanoi for thew valuable and mleresting lectures and. assistance during my study at the university. Many thanks would go 1o all the teachers of English al University of Economic and Technical Industries whose active participation and cooperation helped me to fulfill this study.
not least, T send my special thanks to my family and my friends who provided abundant assistance and encouragement while this work was in progress. LIST OF TABLES Page Table 3.1: Definition of Culture from the Respondents’ Point of 19 View Table 3.2: Definition of Culcure from the Respondents’ Point of 20 View Table 3.3: Teachers’ beliels about cullural teaching objectives: 22 Table 3.4, Frequency of Dealing with Particular Cultural Aspects 23 Table 3.
