VIETNAM NATIONAL UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDLES ARERAKRERERARARAER REA NGUYEN THU TRANG AN INVESTIGATION INTO STUDENTS’ PERCEPTION OF INTERCULTURAL COMMUNICATION COMPETENCE AT A VIETNAMESE UNIVERSITY (Nghiên cứu nhận thức của sinh viên tại một trường đại học ở Việt Nam về năng lực giao tiếp liên văn hóa) M.A MINOR THESIS (Type 1) Field: English Teaching Methodology Code: 8140231.01 TIanoi - 2019 VIETNAM NATIONAL UNIVERSITY, ITANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES NGUYEN THU TRANG AN INVESTIGATION INTO STUDENTS’ PERCEPTION OF INTERCULTURAL COMMUNICATION COMPETENCE AT A VIETNAMESE UNIVERSITY (Nghiên cứu nhận thức của sinh viên tại một trường đại học ở về năng lực giao tiếp liên văn hóa) M.A MINOR THESIS (Type 1) Field: Knglish Tcaching Methodology Code: 8140231. Nguyễn Tòa Hamai - 2019 DECLARATION: T declare thal duis research paper entilled “An mvestigalion inlo studenls’ pereeption of intercultural communication competence at a Vietnamese university” was composed of myself except as cited in the references. The thesis has nol been currently submitted in candidature of any other degree or processional qualification except as specified. Signatare Nguyén Thu Trang Hanoi, June 26™ 2019 Table of Contents DECLARATION ACKNOWLEDGEMENTS.
ABSTRACT - LIST OF ABBREVIATIONS LIST OF TABLES. Objectives of the rescarch and Research question. oi si sec 1. Significance of the research ww 1.
HH km we CHAPTER 2: LITERATURE REVIEW IDefinition of peroeption. oto nn Definition of culture Definition of Communication competence, Intercultural competence, Intercultural communication competence. Definition of Comnrunication competence. Definition of Intercultural competence 3 2.
Definition of Inlercullural communication competence 10 2. Model of Intercultural communication competence. Chapter summary 18 CHAPTER 3: METHODOLOGY 19 3.1, Content of the study. Design of the study 20 33.
kh nh th me 3. Tala collection iv LIST GF ABBREVIATIONS cc Communication competence 1c Tntercultural communication ICC Intercultural communication competence LIST OF TABLES ‘Table la Critena of assessing students’ intercultural awareness (for positive statement) Table 1b Critena of assessing sludents’ imterculural awareness (lor negative statement) Table 2 ‘Measure students’ intercultural awareness Table 3 ‘Measure students’ ICC (Using positive statements) Table 4 Measure students’ ICC (Using negative statements) situations can trigger the phenomenon that foreign language leamers may have the tools for fluency, but they may not be effective and appropriate interactants in mullicullural situations. For all the time I studied at the umiversity, I was attracted by the cultural differences. The altontion T have for il got stronger when T was exposed to intercultural communication.
1 believed that culture and language must be together, for whatever the level of language leamer is. However, it seemed that not many students share my thought. They right be all agree about the importance of intercultural communication competence, but they do not really take that fact seriously. Therefore, I would like to carry out a research to see the current situation of students and then, raise the awareness for us, especially for the forcign language educator of the necessity and momentousness of intercultural communication competence 1.
Objectives of the rescarch and Research question T aimed at figuring out students’ understanding of intercultural communication competence. ‘Ihe research clarified the actual situation of Vietamese university students’ awareness of whal belongs lo inter-cullare. Aller that, T took a closer look at the background of language learning situation of Vietnam and then, pointed out the importance of raising awareness of intercultural communication in both learning and leaching process. They are used to look for the answerfo the question: What is students’ perception of intercultural communication competence at a Vietnamese university? ABSTRACT This study investigated the students’ awareness of intercultural communication competence at a Vietnamese university.
| used mixed method (quantitative and qualiiative method), which meludes a survey quesliormaire and semi-structured interviews to identify students’ perception toward ICC. The results of the study suggested that the majority of students of the research do not have enough awareness of the importance of intercultural communication competence. Keywords: intercultural communication competence, perception, Vietnamese university. ii Table of Contents DECLARATION ACKNOWLEDGEMENTS.
ABSTRACT - LIST OF ABBREVIATIONS LIST OF TABLES. Objectives of the rescarch and Research question. oi si sec 1. Significance of the research ww 1.
HH km we CHAPTER 2: LITERATURE REVIEW IDefinition of peroeption. oto nn Definition of culture Definition of Communication competence, Intercultural competence, Intercultural communication competence. Definition of Comnrunication competence. Definition of Intercultural competence 3 2.
Definition of Inlercullural communication competence 10 2. Model of Intercultural communication competence. Chapter summary 18 CHAPTER 3: METHODOLOGY 19 3.1, Content of the study. Design of the study 20 33.
kh nh th me 3. Tala collection iv CHAPTER 1: INTRODUCTION This chapler presents the rationale, objectives, research question, research methodology. scope, thesis significance and thesis structure.1 Rationale Within the context of globalization, mteroultural communicative competence (ICC) has been identified as onc of the foremost competencies for forcign language learners to tackle appropriately and effectively in multicultural situations. Despite that fact, there is a limited number of instructional models that include the intercultural content in Fnglish language teaching and learning so as to educate foreign language learners to become successful intercultural speakers.
As a consequence, the intercultural language approach aims to present foreign language Jearnors with cultural differences which help them lo approciale and respect the variance of culture. In addition, leamers should be equipped with the knowledge of intercullural commumicalion and the abilily 10 use iLelfectively in order to bridge cultural differences and achieve more harmonious, productive relations (Samovar, Porter, & McDaniel, 2012). Undoubtedly, the role of culture and intercultural communication in English language education has not always been well-acknowledged. Gonen and Saglam (2012) pointed out that: “teachers in different classrooms in different parts of the world still ignore the importance of teaching culture as a part of language study” (p.
Teachers foous only on promoting learners’ language proficiency rather than inegrale 1L with imereullural communication in order to perform effectively and appropriately in multicultural situations. In the context of Vietnam, intercultural language teaching is not also a current practice in English language education since the integration of culture in leaching and lewring is usually ignored, Such BAL. Semi-structured interviews 3. CHAPTER 4: FINDINGS AND DISCUSSION 4.
The result of questionnaire 4. The result of inteniew 4. CHAPTER5 CONCLƯBION. Suggestion for further research REFERUNCES.
ABSTRACT This study investigated the students’ awareness of intercultural communication competence at a Vietnamese university. | used mixed method (quantitative and qualiiative method), which meludes a survey quesliormaire and semi-structured interviews to identify students’ perception toward ICC. The results of the study suggested that the majority of students of the research do not have enough awareness of the importance of intercultural communication competence. Keywords: intercultural communication competence, perception, Vietnamese university.
ii ABSTRACT This study investigated the students’ awareness of intercultural communication competence at a Vietnamese university. | used mixed method (quantitative and qualiiative method), which meludes a survey quesliormaire and semi-structured interviews to identify students’ perception toward ICC. The results of the study suggested that the majority of students of the research do not have enough awareness of the importance of intercultural communication competence. Keywords: intercultural communication competence, perception, Vietnamese university.
ii ACKNOWLEDGEMENTS I would like to dedicate my warm thanks to my supervisor, Prof. Nguyén Hòa, for his academic, specialized and creative guidance. Ile has been my source of comprehensive knowledge and grealL imspiration throughout my posigraduate studies. I would also like to show my gratitude to all the students for their participation in the survey who supported my work and helped me get results of reliable and better quality.
Tam also indebted to my friend, Linh, who was always there for me during my hard time of carrying out this thesis. Thank you for continuously encouraging me to overcome obstacles to fully complete this study Last. but not least, T would like to express my special thanks and love to my family, any parents for supporting me spiritually throughout my writing of this rescarch paper. CHAPTER 1: INTRODUCTION This chapler presents the rationale, objectives, research question, research methodology.
scope, thesis significance and thesis structure.1 Rationale Within the context of globalization, mteroultural communicative competence (ICC) has been identified as onc of the foremost competencies for forcign language learners to tackle appropriately and effectively in multicultural situations. Despite that fact, there is a limited number of instructional models that include the intercultural content in Fnglish language teaching and learning so as to educate foreign language learners to become successful intercultural speakers. As a consequence, the intercultural language approach aims to present foreign language Jearnors with cultural differences which help them lo approciale and respect the variance of culture. In addition, leamers should be equipped with the knowledge of intercullural commumicalion and the abilily 10 use iLelfectively in order to bridge cultural differences and achieve more harmonious, productive relations (Samovar, Porter, & McDaniel, 2012).
Undoubtedly, the role of culture and intercultural communication in English language education has not always been well-acknowledged. Gonen and Saglam (2012) pointed out that: “teachers in different classrooms in different parts of the world still ignore the importance of teaching culture as a part of language study” (p. Teachers foous only on promoting learners’ language proficiency rather than inegrale 1L with imereullural communication in order to perform effectively and appropriately in multicultural situations. In the context of Vietnam, intercultural language teaching is not also a current practice in English language education since the integration of culture in leaching and lewring is usually ignored, Such situations can trigger the phenomenon that foreign language leamers may have the tools for fluency, but they may not be effective and appropriate interactants in mullicullural situations.
For all the time I studied at the umiversity, I was attracted by the cultural differences. The altontion T have for il got stronger when T was exposed to intercultural communication. 1 believed that culture and language must be together, for whatever the level of language leamer is. However, it seemed that not many students share my thought.
They right be all agree about the importance of intercultural communication competence, but they do not really take that fact seriously. Therefore, I would like to carry out a research to see the current situation of students and then, raise the awareness for us, especially for the forcign language educator of the necessity and momentousness of intercultural communication competence 1. Objectives of the rescarch and Research question T aimed at figuring out students’ understanding of intercultural communication competence. ‘Ihe research clarified the actual situation of Vietamese university students’ awareness of whal belongs lo inter-cullare.
Aller that, T took a closer look at the background of language learning situation of Vietnam and then, pointed out the importance of raising awareness of intercultural communication in both learning and leaching process. They are used to look for the answerfo the question: What is students’ perception of intercultural communication competence at a Vietnamese university? LIST GF ABBREVIATIONS cc Communication competence 1c Tntercultural communication ICC Intercultural communication competence LIST OF TABLES ‘Table la Critena of assessing students’ intercultural awareness (for positive statement) Table 1b Critena of assessing sludents’ imterculural awareness (lor negative statement) Table 2 ‘Measure students’ intercultural awareness Table 3 ‘Measure students’ ICC (Using positive statements) Table 4 Measure students’ ICC (Using negative statements) LIST GF ABBREVIATIONS cc Communication competence 1c Tntercultural communication ICC Intercultural communication competence LIST OF TABLES ‘Table la Critena of assessing students’ intercultural awareness (for positive statement) Table 1b Critena of assessing sludents’ imterculural awareness (lor negative statement) Table 2 ‘Measure students’ intercultural awareness Table 3 ‘Measure students’ ICC (Using positive statements) Table 4 Measure students’ ICC (Using negative statements) CHAPTER 1: INTRODUCTION This chapler presents the rationale, objectives, research question, research methodology. scope, thesis significance and thesis structure.1 Rationale Within the context of globalization, mteroultural communicative competence (ICC) has been identified as onc of the foremost competencies for forcign language learners to tackle appropriately and effectively in multicultural situations.
