5 salim€¦ · opening keynote speech delivered at tesol 2016 international convention &...

06.04.2016'

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Salim Razı, PhD Canakkale Onsekiz Mart University, Turkey

[email protected] www.salimrazi.com

O Culture'and'language'

O Intercultural'communicative'competence'

O Cultural'components'

O Inventory'of'Cultural'Components'

O Findings'of'a'related'study'

O A'coursebook'analysis'

O Conclusion'and'implications'

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You can download this presentation at www.salimrazi.com

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Measuring intercultural competence by Razı 2016

O  No'doubt:'Language'and'culture'are'related'(Su,'2008).'

O  What%do%we%mean%by%culture?%

O  Simply:'A'way'of'life'(Chastain,'1988).'

O  What%about%cultural%awareness?%

O  It'requires'awareness'of''

O  attitudes,'

O  values,'

O  beliefs,'and'

O  perceptions'(Zehir'Topkaya'&'Demir,'2011).'

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O  Language'classes'should'include'cultural'elements.'

O  In'the'case'of'teaching'English:'

O  Whose%culture%(Alptekin,%2002)?%

O  For'any'foreign'language'class:'

O  Which%cultural%elements?%

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(Weaver,'1998)'

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(Weaver,'1998)'

O  ICC%includes%45%items%in%9%subBcategories:%O  Intellectual'values'

O  Lifestyles'

O  Behaviours'

O  Media'

O  Artistic'values'

O  Family'

O  Minor'values'

O  Major'values'

O  Formal'values'

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O Intellectual%values%

O thoughts'

O habits'

O beliefs'

O traditional'values'

O etiquette'

O ethics'

O ideas'

O Unique%values%

O people’s'unique'dances'

O people’s'unique'jewellery'

O people’s'hobbies'

O particular'skills'

O people’s'unique'tools'

O dressing'habits'

O food'

O games'

O Behavioural%%values%

O nonTverbal'behaviour'patterns'

O verbal'behaviour'patterns'

O people’s'behavioural'patterns'

O means'of'communication'

O people’s'reactions'to'particular'situations'

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O Media%

O television'shows'

O news'broadcasts'

O popular'web'sites'

O advertising'

O scientific/technological'accomplishments'

O printed'materials'such'as'newspapers'and'magazines'

O Artistic%values%

O music'

O cinema'

O art'

O literature'

O Family%

O family'life'

O taboos'

O people’s'relations'with'each'other'

O people’s'daily'life'

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O Minor%%values%

O public'holidays'

O weather'conditions'

O traffic'rules'

O travel'habits'

O Major%%values%

O history'

O geography'

O country'

O philosophy'

O Formal%values%

O legal'system'

O politics'

O economy'

O  Aim: Reveal the opinions of academics and trainee teachers at language teaching departments regarding the cultural components to be integrated into language teaching.

O  Faculty of Education, Canakkale Onsekiz Mart University, Turkey

O  English Language Teaching,

O  German Language Teaching,

O  Japanese Language Teaching, &

O  Turkish Language Teaching.

O  2011-2012 academic year, spring semester

O  N = 655 (n students = 620 & n academics = 35) 12


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O Academics ( n = 35): O Majority (n = 30, 85.7%) Turkish nationality. O No bilinguals. O At least one FL; majority more than one (n = 24, 68.6%) O n male = 22, 62.9%, n female= 13, 37.1% 14


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O ANOVA'indicated'significant'differences:'

O F'(3,'616)'='7.673,'p'<'.001'

O Bonferroni'post'hoc'criterion'

O Senior'year'participants'(M'='3.69,'SD'='.57)'significantly'scored'

higher'than'both'freshmen'year'participants'(M'='3.39,'SD'='.62,'p'<'.001)'and'the'sophomores'(M'='3.48,'SD'='.54,'p'='.007).'

O Language'teaching'departments'may'revise'their'curriculums'by'referring'to'the'procedure'suggested'by'Korzilius,'Hooft,'and'Planken'(2007)'to'develop'IC'awareness'among'university'students.'

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O  Does'learning'or'acquiring'more'languages'result'in'

differences?''

O  Significant'differences'between'language'learners'with'

single'(M&='3.47,'SD'='0.60)'and'multiple'(M'='3.57,'SD'

='0.57),'t(653)'='T2.208,'p'='.028,'d'='0.17)'FLs'with'a'

small'effect'size.''

O  Such'a'difference'might'be'the'result'of'language'

socialization'as'discussed'by'Shi'(2006).'

O  Consider'how'learning'a'new'language'changes'one’s'life'

(see'Abu'Sarah,'2016).'

O  For a vast majority of individuals, the interaction can be

triangled by the addition of country as cultural borders

are synonymous to national borders to many (see

Bayyurt, 2006).

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O  Complimentary'research'studies:'

O  Durgun'&'Razı,'2014'

O  Şahan,'Şahan,'&'Razı,'2014'

O  Daysak'&'Razı,'2015'

O  Karaağaç'Tuna'&'Razı,'in'press'

O  Another'related'component:'

O  Geography???%(Razı'&'Böcü,'2015)'

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O Contribution of ’NGL - Life' in developing intercultural communicative

competence.

O ELF & World Englishes.

O Geography is one of the essential cultural components (Razı, 2012):

O Rich NG database, not only from inner circle countries (see

MacDonald, Badger, & Dasli, 2006).

O Motivation and ICC.

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O  Coursebooks'enable'cultural'contact'for'learners:'

O  The'effects'of'using'authentic'materials'in'

teaching.'

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O Target%Culture:%

O American'and'British'cultures.'

O Source%Culture:%

O Students’'own'culture.'

O International%Culture:%%

O A'variety'of'cultures'in'English'or'nonT'English'

speaking'countries'around'the'world'except'the'

target'and'source'cultures.' 22


O Big%C:%

O Political,'economical,'historical,'literature/'artistic,'scientific,'

geographical,'administrative,'political,'religious,'

educational'features'(Chastain'1988;'Lafayette,'1997).'

O Little%c:%

O Daily'routines:'food,'holidays,'living'style,'customs'and'

values'(Lafayette,'1997;'Pulverness'1995;'Tomalin'&'

Stempleski'1993).'

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Target culture = 11 Source culture = 7 International culture = 54 Culture free = 57 Total = 129

9% 5%

42%

44%

Types of Culture in Life A1

Target Culture

Source Culture

International Culture

Culture Free

9% 3%

40%

48%

Types of Cultures in A2

Target Culture

Source Culture

International Culture

Culture Free

Target culture = 13 Source culture = 4 International culture = 58 Culture free = 69 Total = 144

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Dispersion%of%activities%


(Findings by Böcü, 2015)

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Geography = 29 History = 6 Social Norms = 2 Education = 1 Politics, economy, literature /… … art, architecture, music = 0 Total = 38

Geography = 26 Literature / art = 10 History = 8 Social = 4 Education = 2 Architecture = 1 Politics, economy, music = 0 Total = 51

Big C Themes A1

Geography

History

Social Norms- Architecture

Education

Big C Themes A2

Architecture

Education - Economy

Social Norms

History

Literature/ Art

Geography

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Big%C%cultural%activities%


Lifestyle%=%16%Holiday%%=%7%Customs%=%6%%Food%%=%2%Hobbies%=%1%%Values,%gestures,%body%lang.%=%0%Total%=%32%

Food,%holiday%=%7%Lifestyles,%values,%customs%=%4%Hobbies,%gestures%=%1%Total%=%28%

Little c Themes A1

Lifestyles

Holiday

Costums

Food

Hobbies

Little c Themes A2

Hobbies - Gestures

Lifestyles - Values - Customs

Food - Holiday

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Little%c%cultural%activities%


O Geography'is'the'dominant'theme.'

O Life'calls'attention'to'the'international'features'of'

English'language:'

O Have'the'potential'to'develop'intercultural'skills.'

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O Culture consists of several components:

O Take different components into consideration in the assessment of cultural competence.

O Consider the differences among target, source, and international cultural values.

O Assessment of cultural competence should not deal only with learners but take other factors into consideration, such as:

O teachers,

O policy makers,

O coursebook authors, and

O instructional technologies (books and videos). 28


References Abu Sarah, A. (2016). Revolutionizing education: Building peace in a divided world. Opening keynote speech delivered at TESOL 2016 International Convention & English

Language Expo, 5-8 April, Baltimore, MA.

Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal 56(1), 57-64.

Bayyurt, Y. (2006). Non-native English language teachers’ perspective on culture in English as a foreign language classrooms. Teacher Development, 10, 233–247.

Böcü, A. B. (2015). Evaluation of textbook series “Life” in terms of cultural components. Unpublished master’s thesis, Çanakkale Onsekiz Mart University, Turkey.

Chastain, K. (1988). Developing second language skills. San Diego, CA: Harcourt Brace Jovanovich.

Daysak, O., & Razı, S. (2015). Student teachers’ and teachers’ perceptions about teaching culture in EFL. Paper presented at the 21st Conference of the International Association for World Englishes, 8-10 October, Istanbul, Turkey.

Durgun, G., & Razı, S. (2014). Culture in language instruction: Perceptions of prospective teachers. Paper presented at the 8th ELT Research Conference - Innovative approaches to research in ELT, 15-17 May, Çanakkale, Turkey.

Ihm, H. (1996). A study of the cultural content of illustrations in selected elementary school ELF/ESL textbooks (Doctoral dissertation, the University of Georgia, 1996). ProQuest Dissertations and Theses (UMI No. 9722476).

Karaağaç Tuna, Ö., & Razı, S. (forthcoming). Integrating culture into ELT classes: What, why, and how. Paper to be presented at GlobELT 2016 Conference: An international conference on teaching and learning English as an additional language, 14-17 April, Antalya, Turkey.

Korzilius, H., Hooft, A. van, & Planken, B. (2007). A longitudinal study on intercultural awareness and foreign language acquisition in the Netherlands. Journal of Intercultural Communication, 15. Retrieved from http://www.immi.se/intercultural/

Lafayette, R. (1997). Integrating the teaching of culture into the foreign language classroom. In P. R. Heusinkveld (Ed.), Pathways to culture: Reading on teaching culture in the foreign language class (pp.119-148). Yarmouth, ME: Intercultural Press.

MacDonald, N., M., Badger, R., & Dasli, M. (2006). Authenticity, culture and language learning. Language and Intercultural Communication, 6(3-4), 250-261.

Pulverness, A. (1995). Cultural studies, British studies and EFL. Modern English Teacher, 4(2), 7-11.

Razı, S. (2012). Developing the inventory of cultural components to assess perception in language learning. NovitasROYAL, 6(2), 169186.

Razı, S., & Böcü, A. B. (2015). Evaluating the textbook ‘Life’ regarding the development of intercultural awareness in EFL classes. Paper presented at the 15th IALIC Conference, Intercultural communication in social practice, 27-29 November, Beijing, China.

Razı, S., & Tekin, M. (in press). Role of culture and intercultural competence in university language teacher training programmes. Asian EFL Journal.

Şahan, Ö. Şahan, K. E., & Razı, S. (2014). Turkish language proficiency and cultural adaptation of American EFL teachers in Turkey. Procedia Social and Behavioral Sciences, 158, 304-311.

Shi, X. (2006). Intercultural transformation and second language socialization. Journal of Intercultural Communication, 11. Retrieved from http://www.immi.se/intercultural/

Su, Y. (2008). Promoting cross-cultural awareness and understanding: Incorporating ethnographic interviews in college EFL classes in Taiwan. Educational Studies, 34, 377-398.

Tomalin, B., & Stempleski, S. (1993). Cultural awareness. Oxford: Oxford University Press.

Weaver, G. R. (1998). Understanding and coping with cross-cultural adjustment stress. In G. R. Weaver (Ed.), Culture, communication and conflict: Readings in intercultural relations (2nd ed., pp. 177–204). Boston, MA: Simon & Schuster.

Zehir Topkaya, E., & Demir, B. (2011). The effects of a course about culture and culture teaching: Do pre-service teachers’ conceptions change? In S. Ağıldere & N. Ceviz (Eds.), Proceedings of the 10th International language, literature and stylistics symposium (Vol., 2, pp. 592–601). Ankara: Gazi University.

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Salim Razı, PhD Canakkale Onsekiz Mart University, Turkey

[email protected] www.salimrazi.com

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You can download this presentation at

www.salimrazi.com '

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