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keyboard_arrow_downTitleAbstractKey TakeawaysChapter I: Introduction to the StudyBackground of the ResearchResearch QuestionsResearch HypothesesHypothesis of the Exploratory ResearchHypotheses of the Experimental ResearchOverview of the MethodologyDelimitations and Limitations of the StudyChapter II: Key Literature Review IntroductionOverview of the Educational History in AlgeriaOverviewObjectives of the Intercultural ApproachResearch MethodsParticipants for the Explanatory StudyParticipants for InterviewsData Collection Methods and InstrumentsData Collection Tools of the Exploratory StudyDocument AnalysisData AnalysisQualitative AnalysisQualitative Content AnalysisFactor AnalysisQuantitative AnalysisMultivariate Analysis of Variance (Manova)Rationale and LimitationsChapter IV: Analysis and Interpretation of theFindings IntroductionFindings of Document AnalysisFindings of InterviewsFindings of ObservationsFindings of the Explanatory Study (Experiment)ConclusionConclusions for ResearchRecommendations Recommendation 1 Recommendation 2 Recommendation 3 Recommendation 5 Recommendation 6 Recommendation 7 Recommendation 8 Recommendation 9 Recommendation 10 Recommendation 11 Recommendation 12 Recommendation 13 Recommendation 14Pedagogical ImplicationsReferencesFAQsAll TopicsLanguages and LinguisticsSociolinguisticsdownload

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Download Free PDFThe Need for Integrating the Intercultural Dimension to Develop Intercultural Communicative Competence in Learning English as a Foreign Language: The Case of 1st Year Oral Expression Class at the Department of English at Batna-2 Universitymanel mizab

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Abstract

The pertaining purpose of the English language curriculum has been to generate future teachers responsible for knowledge transfer to future generations (Survey). However, as 21st century demands grew in a world unfolded by globalisation, developing new emerging competences that dovetail with the market place, Intercultural Communicative Competence (ICC) in particular, is pivotal. To develop such a competence, curricula and syllabi should be interculturalised. This research explores the intercultural dimension in the English language curriculum and syllabus design at Batna-2 University, which proved absent in the first year oral expression syllabus in particular. Such results allow us to posit that the intercultural dimension is needed. Therefore, an interculturally-driven oral expression syllabus is designed in an attempt to develop first year students’ local ICC. Indeed, course objectives, content, teaching methods and evaluation modes are designed according to the principles of the intercultural approach. After that, the syllabus for intercultural teaching/learning is implemented during the academic year 2016-2017 with an experimental group, meanwhile a control group is taught through the present way of teaching. Results show that the experimental group outperformed the control group at the level of ICC components (knowledge of the self, knowledge of the other, empathy, curiosity and openness) but not at the level of non-verbal communication. Following these findings, it is recommended to integrate the intercultural dimension to develop ICC, and to interculturally train teachers as far as their ICCs and intercultural pedagogy are concerned. Finally, some implications, including consistency, compatibility and joint work between the macro level (ministry) and the micro level (teachers); oral expression classes as the genuine context of developing ICC; and strategies of discovering, understanding and assimilating other cultures; are suggested.

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Key takeaways

AI

1. Integrating the Intercultural Dimension (ICD) in curricula is essential for developing Intercultural Communicative Competence (ICC).
2. First year EFL students at Batna-2 University showed significant ICC improvement with interculturally-driven syllabus from 2016-2017.
3. Experimental group outperformed control group in ICC components, except for non-verbal communication skills.
4. Findings indicate a need for curriculum alignment between macro (policy) and micro (teaching) levels in Algeria.
5. Recommendations include enhancing teacher training on interculturality and embedding ICD across all subjects.

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284. Lacoste, Y. (2007). Enjeux politiques et géopolitiques de la langue française en Algérie: contradictions coloniales et postcoloniales. Hérodote: Revue de géographie et de géopolitique, 126.
285. Le Soir Algérie. (2006). Le Soir Algérie. Retrieved Mai 30, 2017
286. MESRS. (2016, May). Retrieved from https://www.mesrs.dz/universites
287. Tripoli Congres. (1975, January 14). El-Moudjahid. Libya. Résumé Le programme d'enseignement de la langue anglaise (ELA) a essentiellement comme objectif la formation et la préparation des enseignants en mesure d'assurer le transfert des connaissances aux futures générations. Simultanément, les besoins et les nouvelles technologies ont nécessité, voire imposé la recherche et le développement de méthodes pouvant permettre, servir et faciliter la C.C.I. Les recherches effectuées ont démontré l'absence de la dimension interculturelle dans la conception des programmes d'études du département d'anglais (Batna), alors que des universités étrangères de renom mondial dans ELA lui réservent une place primordiale. Cette réalité permet de conclure que le développement de l'interculturalité des programmes d'études est quasiment indispensable, notamment pour améliorer les connaissances interculturelles. En ce sens et dans le but de développer l'interculturalité locale chez les étudiants, il a été procédé à une tentative d'enseignement d'un programme d'expression orale visant particulièrement les objectifs, le contenu du programme, la méthode d'enseignement et le mode d'évaluation. Pour concrétiser cette approche (enseignement interculturel), il a été procédé à son application avec un groupe expérimental et, parallèlement, un autre groupe témoin a reçu les méthodes d'enseignement en cours (actuelles). Les résultats obtenues dénotent que le groupe expérimental a bien surpassé le groupe témoin en ce qui concerne les composants de C.C.I (connaissance de soi et de l'autre, empathie, curiosité et esprit ouvert). Il reste toutefois utile de souligner que la communication par l'expression physiologique n'a pas enregistré d'amélioration. Cependant la suggestion des éléments suivants s'avère non négligeable, à savoir: l'échange des expériences et des connaissances entre les universités, la compatibilité et le travail en commun pour l'instauration d'une coordination efficiente en amant et en aval, considérer l'expression orale comme un véritable contexte de développement de C.C.I, nonobstant les stratégies de découverte, de compréhension et d'assimilation des autres cultures.

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The study finds that integrating intercultural communicative competence (ICC) into EFL education significantly enhances students' ability to effectively interact within diverse cultural contexts, indicating an improvement in their communicative skills and cultural awareness over a study conducted in 2023.

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The research indicates that the lack of a unified EFL curriculum across Algerian universities leads to varying degrees of intercultural competence among students, creating challenges in achieving educational coherence and competitiveness at the international level.

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The study employed mixed methods, including qualitative surveys, document analysis, and quantitative tests like MANOVA, to comprehensively evaluate the students' intercultural communicative competence outcomes in Batna-2 University's EFL program.

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The research highlights a consistent absence of an intercultural dimension in current EFL curriculum design, which negatively affects students' local and global communicative competence, as found through observations and analyses of curricular materials.

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The findings recommend initiating intercultural competence training at the first-year level of EFL education, postulating that early exposure significantly boosts students' overall linguistic and cultural adaptability as of 2023.

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