VIETNAM NATIONAL UNIVERSITY, HANOI INTERNATIONAL SCHOOL CÓ =. z > — — RESEARCH REPORT VIETNAMESE EFL TEACHERS’ VIEWS ON THE IMPORTANCE OF INTERCULTURAL COMMUNICATIVE COMPETENCE FOR STUDENTS: A case study at Vietnam National University, International School Ha Noi, April 15, 2024 Supervisor: M.A Duong Thi Thu Huyen Student: Nguyen Thu Ha - ID: 21070408 Program: Bachelor of English Language Class: BEL2021B INFORMATION OF THE GROUP LEADER I. Student Profile - Full name: Nguyen Thu Ha - Date of birth: May 26, 2003 - Place of birth: Korea - Class: BEL2021B - Program: English Language - Address: Long Bien - Ha Noi - Phone no. Academic results Academic year Overall score Academic rating Ist year 3.63 Good 2nd year 3.64 Good Ist semester, 3rd year 3.
Other achievements - Nov.2023: Co-presenter at the 14th International Conference on TESOL: The Future of English Language Teaching: Opportunities and Challenges, hosted by SEAMEO RETRAC, Vietnam Website: https://www.org/?lang=vi - Mar.2024: Full-text article manuscript accepted for Proceedings of the 14th International Conference on TESOL: The Future of English Language Teaching: Opportunities and Challenges with ISBN entitled “Intercultural Communicative Competence in English Language Teaching: Perspectives and Integration Strategies among Vietnamese EFL Teachers at Vietnam National University, Hanoi, International School” (Duong Thi Thu Huyen, Nguyen Thu Ha) Instruct Vlcng Chi 0u Heusen Hanoi, 15th April 2024 Group leader ^~ Tu. Hee Acknowledgments I would like to take a moment to express my heartfelt appreciation to everyone who has brought this research to fruition. First and foremost, I would like to extend my sincere thanks to my research supervisor, Ms. Duong Thi Thu Huyen.
Her invaluable guidance and expertise have been an immense source of inspiration throughout this entire journey. I am truly grateful for her insightful suggestions and constructive feedback, which have greatly influenced the direction and quality of this study. Iam immensely grateful to all the participants who dedicated their time and shared their valuable insights, as their willingness to contribute their perspectives and experiences has been indispensable to the completion of this research. Lastly, I would love to acknowledge and thank my dear friends and family for their constant encouragement and understanding throughout this research endeavor.
Although the list of individuals mentioned above is not exhaustive, I sincerely appreciate the contributions and support from all those involved, directly or indirectly, in making this research possible. TABLE OF CONTENTS 010 411vi3i 90 T8 .1 Intercultural Approach to Language Teaching.2 Factors Contributing to the Emergence of the Intercultural Approach in Language I0 1.1 The Connection between Language and CuÏfUTe.2 The Cultural Dimension In Teaching Languages.3 The Growing GlobaÌ1Zaf1OH.4 The Worldwide Status of English.5 The Limitations of CLT in Different EFL Settings.3 Intercultural Communication Competence (ICCC).- - 5-55 s+s+++ex+ex+xsxz 16 2.4 ICC’s Contribution to Learners’ English Communicative Competence.5 Integrating ICC into Foreign Language Teaching.6 Challenges of Intercultural Approach to the Implementation of Language I0 1 .7 The Theoretical Framework of The Study: Byram”s Model of Intercultural Communicative CormpefenCe. HH HH 0040100000 25 E nhe.3 Research Instruments, Data Collection and Dafa AnalyS1s.---- 5 ©<++ 26 FINDINGS AND DISCUSSIONS AL Findings.1 Vietnamese EFL Teachers’ Perceptions Toward ICC.2 Teachers’ Perspectives on Integrating ICC into Language Teaching.3 Benefits of Integrating ICC into English Lessons in terms of Developing Communicative Competence 4. TT HT HT HT TT HT TT TT HT TT HH 4.1 Intercultural Communicative Competence PerceptIONS.2 The Integration of ICC into Language Teaching.3 The Impact of Intercultural Communicative Competence on Learners' English CommunIicative Compef€ïiCG.-- -- 5c 23+ +vE+vEeerstssereerrrrerrre 38 RECOMMENDATTIONS.
sọ HH HH HH HH HH TH H01 040004040000040000040 00050 40 LIMITATIONS OF THE S TU DY. (5 HH HH TH HH HH HH n0 010400000400015000040000010000804 43 REEFERENCES. 5c HH HH HH HH HH HT T04 000104 0000104000041000400050 44 APPENDICES.--<- 5< Ăn HH TH TH TH T0 0008 040000010010100405000000 80 49 APP€IÏX Á. G0 00000000 000000040080600400380800040038006030380080004005800886 49 Examining Vietnamese EFL teachers’ views on the importance of Intercultural Communicative Competence for students: A case study at VNU-IS Questionnaire.
LIST OF FIGURES Figure 2.I A Model of Intercultural Communicative Competence. 22 LIST OF TABLES Table 3.------ c2 2S SH nh nh nh nh kh se 27 Table 4.1 Teachers' Perceptions on the Feasibility of Integrating Intercultural Communicative Competence into English Language Teaching.2 Teachers' Perceptions on the Contribution of Intercultural Communicative Competence on Learners' English Communicafive Competence. 34 LIST OF ABBREVIATION CC Communicative Competence CEFR Common European Framework of Reference for Languages CLT Communicative Language Teaching EFL English as a Foreign Language ICC Intercultural Communicative Competence IT Information Technology Abstract This study explored Vietnamese EFL teachers' perceptions of intercultural communicative competence (ICC) in the context of growing global communication among individuals from diverse cultural backgrounds. The investigation focused on three aspects, namely teachers' understanding of ICC, their perspectives on integrating ICC into English language teaching, and their views on the contribution of ICC to the development of communicative competence in English learners.
The study involved eleven EFL teachers working at a public university in Vietnam. Data were collected through questionnaires and interviews and analyzed using quantitative and qualitative methods. Descriptive statistics were employed to analyze the questionnaire data, while the qualitative data underwent examination through a constant comparative method. The findings indicated that the participants had a basic understanding of ICC, yet their knowledge was limited.
It was evident that ICC plays a significant role in enhancing students' communicative competence. Some teachers expressed difficulties in integrating ICC into their English teaching and highlighted the urge for training to effectively implement ICC. The study emphasizes the importance of incorporating ICC into teacher education programs to successfully integrate it into English language teaching practice. Keywords: /ntercultural Communicative Competence (ICC), English as a Foreign Language (EFL), Integrating ICC, English Language Teaching INTRODUCTION In today's interconnected world, communication among people from different cultures has become increasingly prevalent.
Technology advancements, particularly the Internet, have facilitated this type of communication, which is known as _ intercultural communication. It involves more than just transmitting information; it entails establishing and nurturing connections between individuals from various cultural backgrounds (Byram, 1997). In response to the growing importance of intercultural communication, several scholars in the field of foreign language education (e. Byram, 1997, 2009; Corbett, 2003; Tian, 2013; Zhou, 2011) propose the integration of intercultural communicative competence (ICC) into foreign language teaching.
The overarching goal of this integration is to provide students with the knowledge, skills, and attitudes they need to communicate effectively and appropriately across cultural boundaries. The intercultural approach to language teaching, also known as the intercultural dimension, has been developed in response to these proposals. This approach has been successfully implemented and has yielded positive outcomes (e., Furstenberg, 2010; Liaw, 2006; Planken, van Hooft, & Korilius, 2004). Practitioners have found that incorporating the intercultural approach not only facilitates the development of intercultural communicative competence in learners but also enhances their linguistic proficiency.
Despite the promising results and the existence of this approach for decades, its widespread adoption among foreign language teachers worldwide, including those in Vietnam, has been limited. Motivated by the global trend to interculturalize foreign language teaching, I conducted the present study entitled "Vietnamese EFL Teachers’ Views on the Importance of Intercultural Communicative Competence For Students: A Case Study at Vietnam National University, International School" which offers insights into Vietnamese teachers’ perceptions of the significance of intercultural competence in the context of growing global communication among individuals from various cultural backgrounds. The research focused on three main aspects: the teachers' understanding of intercultural communicative competence (ICC), their perspectives on incorporating ICC into English language teaching, and their views on the contribution of ICC to the development of communicative competence in English learners. The findings of this study have practical implications for curriculum development and teacher training, and they contribute to the existing body of knowledge on intercultural competence in the context of English as a foreign language (EFL).
By understanding the perspectives of teachers, improvements can be made to effectively cultivate intercultural competence among Vietnamese EFL students. Furthermore, this study enriches the literature on intercultural competence by exploring its application in different cultural and linguistic contexts. This research's significant implications include the inclusion of ICC in teacher education programs for English language teaching, ensuring the successful integration of ICC principles into classroom practices. What are Vietnamese EFL teachers‘ perceptions toward ICC? 2.
In Vietnamese EFL teachers' opinions, how can ICC be integrated into English language teaching? 3. How do Vietnamese EFL teachers perceive ICC’s contributions to learners‘ English communicative competence? The study encompassed eleven Vietnamese EFL teachers currently working at the International School of Vietnam National University, Hanoi. Data collected through questionnaires and interviews underwent analysis using both quantitative and qualitative methodologies. The quantitative questionnaire data was evaluated using descriptive statistics, while the qualitative data from both the questionnaires and the interviews was examined using a constant comparative method.1 Intercultural Approach to Language Teaching The promotion of the "intercultural approach" to language teaching has gained momentum among educators and language experts since the late 1980s.
This shift has prompted a significant reevaluation of long-held beliefs about the role of language and the objectives of language courses. Conventional "communicative" approaches to language teaching typically prioritize closing informational gaps, assuming that bridging these gaps would naturally lead to the acquisition of linguistic knowledge and skills, ultimately resulting in native-like proficiency. However, this perspective often overlooks the crucial role of culture in language acquisition. Despite extensive research, particularly in the United States, emphasizing the importance of culture in language education, incorporating cultural aspects into practice has proven challenging.
In fact, learning materials frequently neglect or remove cultural content, as Stern (1992) emphasizes. In recent years, there has been a notable surge in efforts to integrate "culture" into the communicative curriculum, reflecting a growing recognition of its significance. While language undoubtedly plays a crucial role in transmitting information, proponents of the intercultural approach also emphasize its social functions. They examine how people use language to navigate their social roles and hierarchies while taking into account the variations in these interactions across various communities.
As a result, a language course that integrates "culture" expands its focus beyond the traditional emphasis on improving reading, writing, listening, and speaking skills. Its primary aim is to enable learners to develop cultural competences, including the ability to systematically observe behavioral patterns. Moreover, as learners gain a deeper understanding of how the target language is employed to fulfill explicit and implicit cultural objectives within the foreign language community, they are encouraged to reflect on the functioning of their own language and community. Ultimately, the intercultural learner assumes a vital role as a mediator between diverse social groups that utilize different languages and language varieties.
10 The principal objective of the intercultural approach in language education is to foster "intercultural communicative competence" as opposed to merely acquiring "native speaker competence" (Byram, 1997b; Guilherme, 2002). Intercultural communicative competence (ICC) is the capacity to understand and articulate effectively with members of one's "home" community the language and customs of the target community, and vice versa. Fundamentally, by adopting an intercultural perspective, students are instructed to develop into "diplomats" capable of discerning and appreciating a wide range of cultures. This objective notably surpasses the long-standing yet infrequently attained aim of instructing students to obtain "native speaker proficiency." Although language development and advancement continue to be primary concerns of the intercultural approach, they are closely interconnected with the equally noteworthy goal of promoting intercultural mediation and understanding.2 Factors Contributing to the Emergence of the Intercultural Approach in Language Teaching The relationship between language and culture, the cultural aspect of teaching languages, the expansion of globalization, the status of English around the world, and the limitations of CLT in various EFL settings are the five main factors influencing the rise of the intercultural approach in language teaching.1 The Connection between Language and Culture The interrelationship between language and culture is a topic of significant interest and debate.
Scholars from various disciplines have provided diverse definitions of culture, highlighting its influence on behavior, values, and the distinction between social groups.