Intercultural competence in EFL classroom : interacting factors among textbooks, teacher and learners

As the importance of intercultural competence is increasingly recognized by educators all over the world, the need for assessing the various dimension of intercultural competence also grows. The current study, taking the three perpetual factors of education which are the learners, the teachers as we...

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Main Author:	Rashtchi, Mehrdad
Format:	Thesis
Language:	English
Published:	2013
Subjects:	LC Special aspects of education
Online Access:	http://eprints.utm.my/id/eprint/42142/5/MehrdadRashtchiMFP2013.pdf
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id	my-utm-ep.42142
record_format	uketd_dc
spelling	my-utm-ep.421422017-07-04T00:22:46Z Intercultural competence in EFL classroom : interacting factors among textbooks, teacher and learners 2013-08 Rashtchi, Mehrdad LC Special aspects of education As the importance of intercultural competence is increasingly recognized by educators all over the world, the need for assessing the various dimension of intercultural competence also grows. The current study, taking the three perpetual factors of education which are the learners, the teachers as well as the textbooks into consideration, aims to investigate and achieve a picture of the status and quality of intercultural competence in Iranian learners. The textbooks which are used in Iranian government high schools have been analyzed using a checklist with coding schemes developed based on the model of Cortazzi and Jin (1999) regarding the presentation of cultural material. Also various dimensions of intercultural competence, which are orientation to knowledge, empathy, respect for otherness, knowledge discovery, attitude and cultural affinity (identified by, among others, Ruben (1976), Byram (1997), and Kupka, Everett & Widermuth (2007)) were investigated among a group of Iranian students using focused group interview and Developmental Model of Intercultural Sensitivity (DMIS). Also a number of Iranian teachers were interviewed in order to find out their role in facilitating intercultural competence in learners. The study proves that the Iranian textbooks are very weak regarding the presentation of culture and cultural materials. Also this study indicates that most of the dimensions of intercultural competence do not exist in Iranian learners and the teachers cannot play the role of facilitator regarding the enhancement of intercultural competence. 2013-08 Thesis http://eprints.utm.my/id/eprint/42142/ http://eprints.utm.my/id/eprint/42142/5/MehrdadRashtchiMFP2013.pdf application/pdf en public masters Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	LC Special aspects of education
spellingShingle	LC Special aspects of education Rashtchi, Mehrdad Intercultural competence in EFL classroom : interacting factors among textbooks, teacher and learners
description	As the importance of intercultural competence is increasingly recognized by educators all over the world, the need for assessing the various dimension of intercultural competence also grows. The current study, taking the three perpetual factors of education which are the learners, the teachers as well as the textbooks into consideration, aims to investigate and achieve a picture of the status and quality of intercultural competence in Iranian learners. The textbooks which are used in Iranian government high schools have been analyzed using a checklist with coding schemes developed based on the model of Cortazzi and Jin (1999) regarding the presentation of cultural material. Also various dimensions of intercultural competence, which are orientation to knowledge, empathy, respect for otherness, knowledge discovery, attitude and cultural affinity (identified by, among others, Ruben (1976), Byram (1997), and Kupka, Everett & Widermuth (2007)) were investigated among a group of Iranian students using focused group interview and Developmental Model of Intercultural Sensitivity (DMIS). Also a number of Iranian teachers were interviewed in order to find out their role in facilitating intercultural competence in learners. The study proves that the Iranian textbooks are very weak regarding the presentation of culture and cultural materials. Also this study indicates that most of the dimensions of intercultural competence do not exist in Iranian learners and the teachers cannot play the role of facilitator regarding the enhancement of intercultural competence.
format	Thesis
qualification_level	Master's degree
author	Rashtchi, Mehrdad
author_facet	Rashtchi, Mehrdad
author_sort	Rashtchi, Mehrdad
title	Intercultural competence in EFL classroom : interacting factors among textbooks, teacher and learners
title_short	Intercultural competence in EFL classroom : interacting factors among textbooks, teacher and learners
title_full	Intercultural competence in EFL classroom : interacting factors among textbooks, teacher and learners
title_fullStr	Intercultural competence in EFL classroom : interacting factors among textbooks, teacher and learners
title_full_unstemmed	Intercultural competence in EFL classroom : interacting factors among textbooks, teacher and learners
title_sort	intercultural competence in efl classroom : interacting factors among textbooks, teacher and learners
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2013
url	http://eprints.utm.my/id/eprint/42142/5/MehrdadRashtchiMFP2013.pdf
_version_	1747816699990638592

Intercultural competence in EFL classroom : interacting factors among textbooks, teacher and learners

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