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Pre-recorded Session Poster (45 minutes)
Oct 16, 2020 12:00 Noon - Aug 31, 2021 01:45 PM(Asia/Ho_Chi_Minh)
20201016T1200 20201016T1345 Asia/Ho_Chi_Minh Teaching Intercultural communication for EFL students – Perspectives and Conceptualisations

Intercultural communication (IC) has become an integral course in many EFL/ESL programmes. Nevertheless, the intercultural understandings and the teaching approaches and the focuses on enhancing intercultural competence have been varied. Gudykunst (2003), Lustig (2010), Balwin (2014) suggest that intercultural communication is the process of sharing meanings between people from different groups that may lead to dissimilar interpretations. As a result, this communication occurs between people from different social and cultural backgrounds, even between individuals. This paper aims at sharing the action research results on the expectations and practices of IC teaching and learning at University of Languages and International Studies, Vietnam National University. Via the instruments of survey questionnaires (pre and post course), observations and reflection paper analyses, we find out that EFL students view IC as culture comparisons, culture specification and international communication success at the beginning of the course. The results of post course material analyses show that most students acquire the nature of IC through the in and out of class activities including in-class and reflection surveys, self exploration clips, attitude change tracking portfolios, project-based exploration of cultural behaviors and perceptions, reflection papers of personal identity as the prompts for students' skilled actions. Therefore, the paper addresses the students' assumptions and the focuses of IC course. They are the understanding of intercultural concepts and influences in language teaching and learning; the framework of teaching intercultural communication and the activities employed to raise students' intercultural competence.

Pre-recorded Session VietTESOL International Convention 2021 convention@viettesol.org

Intercultural communication (IC) has become an integral course in many EFL/ESL programmes. Nevertheless, the intercultural understandings and the teaching approaches and the focuses on enhancing intercultural competence have been varied. Gudykunst (2003), Lustig (2010), Balwin (2014) suggest that intercultural communication is the process of sharing meanings between people from different groups that may lead to dissimilar interpretations. As a result, this communication occurs between people from different social and cultural backgrounds, even between individuals. This paper aims at sharing the action research results on the expectations and practices of IC teaching and learning at University of Languages and International Studies, Vietnam National University. Via the instruments of survey questionnaires (pre and post course), observations and reflection paper analyses, we find out that EFL students view IC as culture comparisons, culture specification and international communication success at the beginning of the course. The results of post course material analyses show that most students acquire the nature of IC through the in and out of class activities including in-class and reflection surveys, self exploration clips, attitude change tracking portfolios, project-based exploration of cultural behaviors and perceptions, reflection papers of personal identity as the prompts for students' skilled actions. Therefore, the paper addresses the students' assumptions and the focuses of IC course. They are the understanding of intercultural concepts and influences in language teaching and learning; the framework of teaching intercultural communication and the activities employed to raise students' intercultural competence.

Lecturer
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ULIS_VNU
Lecturer
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Vietnam National University
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