اخبار و اعلانات
آمار
| تعداد نشریات | 19 |
| تعداد شماره‌ها | 380 |
| تعداد مقالات | 3,143 |
| تعداد مشاهده مقاله | 4,279,903 |
| تعداد دریافت فایل اصل مقاله | 2,866,775 |
Experienced and Novice EFL Teachers’ Cognition and Practices on Intercultural Communicative Competence: A Mixed-Methods Study in Iranian Context | ||
| Journal of Modern Research in English Language Studies | ||
| دوره 11، شماره 4، آبان 2024، صفحه 121-147 اصل مقاله (1.07 M) | ||
| نوع مقاله: research paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2024.19354.2265 | ||
| نویسندگان | ||
| Ashraf Sadat Hosseyni* 1؛ Moussa - Ahmadian2؛ Majid Amerian3 | ||
| 1Ashraf Sadat Hosseini, Ph.D candidate, Dept. of English Language and Literature. Arak University, Arak, Iran | ||
| 2Dept. of English Language and Literature, Arak University | ||
| 3English language department. Literature and humanities faculty. Arak University. Arak. Iran | ||
| تاریخ دریافت: 01 مهر 1402، تاریخ بازنگری: 01 اسفند 1402، تاریخ پذیرش: 30 بهمن 1402 | ||
| چکیده | ||
| Teachers as the backbone of education need to commit themselves to expanding their perception, sensitivity, and awareness toward intercultural communicative competence (ICC). By taking full advantages of quantitative and qualitative research methods, this study examines if novice and experienced EFL teachers’ cognitions differ in ICC teaching. To this end, 153 (male and female) EFL teachers were selected through purposive sampling to take part in the quantitative phase containing a Likert scale questionnaire developed by Yang (2018). Among them, 15 teachers volunteered to participate in the qualitative phase of the study comprising an in-depth interview and 5 teachers volunteered for observation. Statistical and thematic analyses were used for the quantitative and qualitative data, respectively. The findings showed that there is no statistically significant difference between experienced and novice Iranian EFL teachers’ cognition of ICC. It was also revealed that both experienced and novice teachers had relatively high perception of ICC which impacted their practices. Possible implications are discussed in the final section. | ||
| کلیدواژه‌ها | ||
| Keywords: Intercultural Communicative Competence؛ novice teachers؛ experienced teachers, cognition | ||
| مراجع | ||
|
Ahmadianzadeh, B., Seifoori, Z., & Hadidi Tamjid, N. (2020). Exploring EFL teachers’ beliefs about and practices of learner autonomy across experience and licensure. Innovation in Language Learning and Teaching, 14(2), 97-113. http://doi.org/10.1080/17501229.2018.1501694
Aleksandrowicz-Pędich, L., Draghicescu, J., Issaiass, D., & Sabec, N. (2003). The views of teachers of English and French on intercultural communicative competence in language teaching. In A. Witte & T. Harden (Eds.), Incorporating Intercultural Communicative Competence in Language Teacher Education (pp. 7-37). Council of Europe Publishing.
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.
Ashkani, P., Shabani, M. B., Karimi, M. N., & Esfandiari, R. (2021). Correspondence between EFL teachers’ cognitive and behavioral manifestations of pedagogical beliefs: The moderating role of teacher grit. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 40(4), 35-60. http://doi.org/10.22099/jtls.2021.40121.2966
Atai, M. R., & Taherkhani, R. (2018). Exploring the cognitions and practices of Iranian EAP teachers in teaching the four language skills. Journal of English for Academic Purposes, 36, 108-118 https://doi.org/10.1016/j.jeap.2018.09.007
Baker, A. (2014). Exploring teachers' knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly, 48(1), 136-163. https://doi.org/10.1002/tesq.99
Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62-70. https://doi.org/10.1093/elt/ccr017
Barcelos, A. M. F., & Kalaja, P. (2011). Introduction to beliefs about SLA revisited. System, 39(3), 281-289. https://doi.org/10.1016/j.system.2011.07.001
Barnard, R., & Burns, A. (Eds.). (2012). Researching language teacher cognition and practice: International Case Studies (Vol. 27). Multilingual Matters.
Borg, S. (1999). Studying teacher cognition in second language grammar teaching. System, 27(1), 19-31. https://doi.org/10.1016/S0346-251X(98)00047-5
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
Borg, S. (2006). Teacher cognition and language education: Research and practice. Continuum.
Borg, S. (2009). Language teacher cognition. In A. Burns & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp.163-171).Cambridge University Press. https://doi.org/10.1017/9781139042710.022
Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370-380.
Borg, S., & Al-Busaidi, S. (2012). Teachers’ beliefs and practices regarding learner autonomy. ELT Journal, 66(3), 283-292.
Borg, S., & Alshumaimeri, Y. (2019). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23(1), 9-38.
Borg, S. (2015). Teacher cognition and language education: Research and practice. Bloomsbury Publishing.
Burns, A. (2019). Teacher cognition in language teaching. In X. Gao (Ed.), Second Handbook of English Language Teaching (pp. 1-16). Springer.
Busch, D. (2010). Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change. Language Teaching Research, 14(3), 318-337. https://doi.org/10.1177/1362168810365239
Byram, M., & Zarate, G. (1994). Definitions, objectives and assessment of socio-cultural competence. Council of Europe.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
Byram, M. (2000). Assessing intercultural competence in language teaching. Sprogforum, 18(6), 8-13.
Byram, M., & Feng, A. (2004). Culture and language learning: Teaching, research and scholarship. Language Teaching, 37(3), 149-168. http://dx.doi.org/10.1017/S0261444804002289
Byram, M. (2009). The intercultural speaker and the pedagogy of foreign language education. In D. K. Deardorff (Ed.), The SAGE handbook of Intercultural Competence (pp. 321-332). SAGE.
Byram, M., & Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, 51(1), 140-151. http://dx.doi.org/ 10.1111/flan.12319
Carter, K. (1990). Teachers’ knowledge and learning to teach. Handbook of Research on Teacher Education, 2, 291-310.
Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology (pp. 709-725). Routledge.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
Castro, P., Sercu, L., & Méndez García, M. D. C. (2004). Integrating language‐and‐culture teaching: an investigation of Spanish teachers' perceptions of the objectives of foreign language education. Intercultural Education, 15(1), 91-104. https://doi.org/10.1080/1467598042000190013
Cheng, C. M. (2012). The Influence of College EFL Teachers' understandings of Intercultural Competence on their self-reported pedagogical practices in Taiwan. English Teaching: Practice and Critique, 11(1), 164-182.
Chiu, Y. J. (2014). A case study of EFL teachers in Taiwan: Identities, instructional practices and intercultural awareness. International Journal of Intercultural Relations, 43, 60-72.
Crookes, G., & Arakaki, L. (1999). Teaching idea sources and work conditions in an ESL program. TESOL Journal, 8, 15-19.
Davis, M. H., Karunathilake, I., & Harden, R. M. (2005). AMEE Education Guide no. 28: The development and role of departments of medical education. Medical Teacher, 27(8), 665-675. https://doi.org/10.1080/01421590500398788
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266. http://doi.org/10.1177/1028315306287002
Errington, E. P. (2001). The influence of teacher beliefs on flexible learning innovation in traditional university settings. Kogan Page.
Errington*, E. (2004). The impact of teacher beliefs on flexible learning innovation: some practices and possibilities for academic developers. Innovations in Education and Teaching International, 41(1), 39-47. https://doi.org/10.1080/1470329032000172702
Fantini, A. E. (2000). A central concern: Developing intercultural competence. SIT Occasional Paper Series, 1(1), 25-42.
Farrell, T. S. (2012). Novice‐service language teacher development: Bridging the gap between pre-service and in‐service education and development. TESOL Quarterly, 46(3), 435-449.
Fenstermacher, G. D. (1994). Chapter 1: The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education, 20(1), 3-56.
Feryok, A. (2010). Language teacher cognitions: Complex dynamic systems ? System, 38(2), 272-279. https://doi.org/10.1016/j.system.2010.02.001
Feryok, A., & Oranje, J. O. (2015). Adopting a cultural portfolio project in teaching German as a foreign language: Language teacher cognition as a dynamic system. The Modern Language Journal, 99(3), 546-564. https://doi.org/10.1111/modl.12243
Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education (5th ed.). McGraw-Hill.
Freeman, D. (2001). Second language teacher education. In D. Nunan & R. Carter (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages (pp. 72-79). Cambridge University Press.
Gao, X., Barkhuizen, G., & Chow, A. (2011). ‘Nowadays, teachers are relatively obedient’: Understanding primary school English teachers’ conceptions of and drives for research in China. Language Teaching Research, 15(1), 61-81. https://doi.org/10.1177/1362168810383344
Gatbonton, E. (1999). Investigating experienced ESL teachers’ pedagogical knowledge. Modern Language Journal, 83(1), 35–50.
Gholami, L. (2022). Incidental corrective feedback provision for formulaic vs. Non-formulaic errors: EFL teachers’ beliefs and practices. Language awareness,31(1),21-52. https://doi.org/10.1080/09658416.2021.1943421
Goldouz, E., & Baleghizadeh, S. (2021). Exploring tensions between novice and experienced EFL teachers’ written corrective feedback beliefs and practices. Language Related Research, 12(3), 347-376.
Gong, Y. [龔陽] (2018). Teacher identity, teacher cognition and teacher instructional practices in the teaching of intercultural communicative competence: a mixed methods study on Chinese language teachers. [Doctoral’s Thesis].University of Hong Kong, Pokfulam, Hong Kong SAR. https://doi.org/10.5353/th_991044058178503414
Gong, Y., Hu, X., & Lai, C. (2018). Chinese as a second language teachers’ cognition in teaching intercultural communicative competence. System, 78, 224-233. https://doi.org/10.1016/j.system.2018.09.009
Gu, X. (2016). Assessment of intercultural communicative competence in FL education: A survey on EFL teachers’ perception and practice in China. Language and Intercultural Communication, 16(2), 254-273. https://doi.org/10.1080/14708477.2015.1083575
Hall, G. (2017). Exploring English language teaching: Language in Action. Routledge.
Hawkey, R. (2006). Teacher and learner perceptions of language learning activity.ELT Journal, 60(3), 242-252. https://doi.org/10.1093/elt/ccl004
Hismanoglu, M. (2011). An investigation of ELT students’ intercultural communicative competence in relation to linguistic proficiency, overseas experience and formal instruction. International Journal of Intercultural Relations, 35(6), 805-817. https://doi.org/10.1016/j.ijintrel.2011.09.001
Hoy, A. W., Hoy, W. K., & Davis, H. A. (2009). Teachers’ Self-Efficacy Beliefs. In Handbook of motivation at school (pp. 641-668). Routledge.
Hymes, D. (1972). On communicative competence. Sociolinguistics, 269293, 269-293.
Idris, M. M., & Widyantoro, A. (2019). Intercultural communicative competence (ICC): What should Indonesian EFL teachers have related to ICC's elements. Journal of English Language Teaching and Linguistics, 4(1), 67-76.
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University Press.
Johnson, K. E. (1992). The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24(1), 83-108.
Karimi, M. N., & Norouzi, M. (2017). Scaffolding teacher cognition: Changes in novice L2 teachers' pedagogical knowledge base through expert mentoring initiatives. System, 65, 38-48.
Kim, J. R. (2011). Influence of teacher preparation programmes on preservice teachers’ attitudes toward inclusion. International Journal of Inclusive Education, 15(3), 355-377. https://doi.org/10.1080/13603110903030097
Kubanyiova, M., & Feryok, A. (2015). Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. The Modern Language Journal, 99(3), 435-449. https://doi.org/10.1111/modl.12239
Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing. Routledge.
Larzén‐Östermark, E. (2008). The intercultural dimension in EFL‐teaching: A study of conceptions among Finland‐Swedish comprehensive school teachers. Scandinavian Journal of Educational Research, 52(5), 527-547. https://doi.org/10.1080/00313830802346405
Li, J. (2006). Intercultural education and the development of college foreign language teacher education: Implications of the teachers’ intercultural education training. Heilongjiang Researchers on Higher Education, 6(1), 111-113.
Liddicoat, A. J. (2003). Internationalisation as a concept in higher education: Perspectives from policy. Australian Perspectives on Internationalising Education, 13-26.
Liu, Y., & Shen, Z. (2004). Teacher cognition of engaging children in scientific inquiry. In Y. Liu & Z. Shen (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education (pp. 19-36). Springer.
Liu, Y., & Xu, Y. (2011). Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order of competing pedagogies. Teaching and Teacher Education, 27(3), 589-597. https://doi.org/10.1016/j.tate.2010.10.013
Lortie, D. (1975). Schoolteacher: A Sociological Study University of Chicago Press: Chicago.
Luk, J. (2012). Teachers’ ambivalence in integrating culture with EFL teaching in Hong Kong. Language, Culture and Curriculum, 25(3), 249-264. https://doi.org/10.1080/07908318.2012.716849
Lundgren, U. (2009). Intercultural teacher: A case study of a course. Becoming Interculturally Competent through Education and Training, 132-150.
McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and perspectives. New York: Oxford University Press.
Mok, W. E. (1994). Reflecting on reflections: A case study of experienced and inexperienced ESL teachers. System, 22(1), 93-111. https://doi.org/10.1016/0346-251X(94)90043-4
Moodie, I. (2016). The anti-apprenticeship of observation: How negative prior language learning experience influences English language teachers’ beliefs and practices. System, 60, 29-41. https://doi.org/10.1016/j.system.2016.05.011
Muijs, D., & Reynolds, D. (2001). Being or doing: The role of teacher behaviors and beliefs in school and teacher effectiveness in mathematics, a SEM analysis. In annual meeting of the American Educational Research Association, Seattle, WA (pp. 10-14).
Nassaji, H., Bozorgian, H., & Golbabazadeh, E. (2023). Teachers’ stated cognition and its relationship with oral corrective feedback practices in EFL classrooms. System, 113, 102993. https://doi.org/10.1016/j.system.2023.102993
Nault, D. (2006). Going global: Rethinking culture teaching in ELT contexts. Language, Culture and Curriculum, 19(3), 314-328. https://doi.org/10.1080/07908310608668770
Norouzian, R. (2015). Does Teaching Experience Affect Type, Amount, And Precision of The Written Corrective Feedback? Journal of Advances in English Language Teaching, 3(5), pp-93.
Olivero, M. M. (2017). Cultivating Peace via Language Teaching: Pre-service Teachers' Beliefs and Emotions in an Argentine EFL Practicum (Doctoral dissertation, University of South Florida). ProQuest Dissertations and Theses Global.
Oranje, J., & Smith, L. F. (2018). Language teacher cognitions and intercultural language teaching: The New Zealand perspective. Language Teaching Research, 22(3), 310-329. http://doi.org/10.1177/1362168817691319
Öztürk, G., & Gürbüz, N. (2017). Re-defining language teacher cognition through a data-driven model: The case of three EFL teachers. Cogent Education,4(1),1290333. https://doi.org/10.1080/2331186X.2017.1290333
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. http://doi.org/10.3102/00346543062003307
Pasfield-Neofitou, S. (2013). 8 “Digital Natives” and “Native Speakers”. Language and intercultural communication in the new era, 138.
Polat, N. (2010). Pedagogical treatment and change in preservice teacher beliefs: An experimental study. International Journal of Educational Research, 49(6), 195-209. https://doi.org/10.1016/j.ijer.2011.02.003
Richards, H., Conway, C., Roskvist, A., & Harvey, S. (2010). Intercultural communicative language teaching: Implications for effective teaching and learning. New Zealand Journal of Educational Studies, 45(2), 111-128.
Risager, K. (1998). Language teaching and the process of European integration. In Language learning in intercultural perspective: Approaches through drama and ethnography (pp. 242-254). Cambridge University Press.
Savadkouhi, Z. B., & Mostafaei Alaei, M. (2022). Cross-Cultural Pragmatic Failure in English Language Classrooms: Development of a Multi-Dimensional Model Based on EFL Teachers’ and Learners’ Perceptions. Journal of Modern Research in English Language Studies, 9(3), 49-72. https://doi.org/10.30479/jmrels.2022.16141.1962
Sepehrinia, S., Fallah, N., & Torfi, S. (2020). English language teachers’ oral corrective preferences and practices across proficiency groups. Profile Issues in Teachers Professional Development, 22(2), 163-177.
Sercu, L. (2002). Autonomous learning and the acquisition of intercultural communicative competence: Some implications for course development. Language Culture and Curriculum, 15(1), 61-74. https://doi.org/10.1080/07908310208666633
Sercu, L., Méndez García, M. D. C., & Castro Prieto, P. (2004). Culture teaching in foreign language education. EFL teachers in Spain as cultural mediators. https://doi.org/10.30827/Digibug.28351
Sercu, L. (2005). Foreign language teachers and the implementation of intercultural education: a comparative investigation of the professional self‐concepts and teaching practices of Belgian teachers of English, French and German. European Journal of Teacher Education, 28(1), 87-105. https://doi.org/10.1080/02619760500040389
Sercu, L., Bandura, E., Castro, P., Davcheva, L., Laskaridou, C., Lundgren, U., Mendez Garcia, C., & Ryan, P. (2005). Foreign language teachers and intercultural competence: an international investigation. Multilingual Matters.
Sercu, L., del Carmen Méndez García, M., & Prieto, P. C. (2005). Culture learning from a constructivist perspective. An investigation of Spanish foreign language teachers’ views. Language and Education, 19(6), 483-495.
Sharifian, F. (2013). Globalisation and developing metacultural competence in learning English as an International Language. Multilingual Education, 3(1), 1-11. https://doi.org/10.1186/2191-5059-3-7
Shi, L., Delahunty, J., & Gao, X. (2019). Constraints preventing Chinese EFL teachers from putting their stated beliefs into teaching practice. Professional Development in Education, 45(5), 774-789. http://dx.doi.org/10.1080/19415257.2018.1511455
Sohrabi, A., Keyvanfar, A., & Beh-Afarin, R. (2022). Global Citizenship Education and English Language Teaching in Iran. Journal of Modern Research in English Language Studies, 9(3), 159-186. https://doi.org/10.30479/jmrels.2022.15247.1861
Sudhoff, J. (2010). CLIL and intercultural communicative competence: Foundations and approaches towards a fusion. International CLIL Research Journal, 1 (3), 30–37.
Taherkhani, R. (2019). A nationwide study of Iranian language teachers’ and content teachers’ cognitions and practices of collaborative EAP teaching. Iranian Journal of Language Teaching Research, 7(2), 121-139.
UNESCO, (2006). Guidelines on international education. Paris: UNESCO Headquarters.
Wang, L., Lee, I., & Park, M. (2020). Chinese university EFL teachers’ beliefs and practices of classroom writing assessment. Studies in Educational Evaluation, 66, 100890. https://doi.org/10.1016/j.stueduc.2020.100890
Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making, and classroom practice. New York: Cambridge University Press.
Xiaohui, H., & Li, S. (2011). Teacher Cognition of Intercultural Communicative Competence in the Chinese ELT Context. Intercultural Communication Studies, 20(1). 175-192
Young, T. J., Sachdev, I., & Seedhouse, P. (2009). Teaching and learning culture on English language programmes: A critical review of the recent empirical literature. International Journal of Innovation in Language Learning and Teaching, 3(2), 149-169. https://doi.org/10.1080/17501220802283178
Young, T. J., & Sachdev, I. (2011). Intercultural communicative competence: Exploring English language teachers’ beliefs and practices. Language Awareness, 20(2), 81-98.
Yu, S., Xu, H., Jiang, L., & Chan, I. K. I. (2020). Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective. Journal of Second Language Writing, 48, 100728. https://doi.org/10.1016/j.jslw.2020.100728
Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1-12. https://doi.org/10.1016/j.system.2014.02.002
Zhang, H. L. (2007). Intercultural approach to foreign language teaching. Shanghai: Shanghai Foreign Language Education Press.
Zheng, H. (2015). Teacher beliefs as a complex system: English language teachers in China (Vol. 4). Basel: Springer International Publishing. https://doi.org/10.1007/978-3-319-23009-2
Zhou, Y. (2011). A study of Chinese university EFL teachers and their intercultural competence teaching. (Publication No. 265300) [Doctoral dissertation, University of Windsor]. HKU Theses Online (HKUTO).
Zhu, Y., & Shu, D. (2017). Implementing foreign language curriculum innovation in a Chinese secondary school: An ethnographic study on teacher cognition and classroom practices. System, 66, 100-112. https://doi.org/10.1016/j.system.2017.03.006 | ||
|
آمار تعداد مشاهده مقاله: 188 تعداد دریافت فایل اصل مقاله: 110 |
||